The Rudolf Steiner Archive

We will now go on to consider the children of whom we had not time to speak yesterday.

There was a little girl of ten years old, who was suffering from loss of memory. She is only in the Second Class at school (where the children would be mostly about seven years old.) She has adenoids. The symptom is connected with an excess of etheric powers of growth in the region of the bladder, which condition is then reflected in the head. Thus we have here a case where the physical origin of the trouble is immediately patent. The girl is ten years old—that is to say, she is at the age when, as I have repeatedly pointed out, it is particularly important that the teacher shall have made the right relationship with the child.

The child herself has of course, so to speak, slept through the antecedent facts and processes that have led up to the present moment. The inflamed condition that shows itself in the neighbourhood of the bladder and has its reflection in the upper part of the organism is clear evidence of the fact that the ether body is not properly at home in the organism—the reason being that its co-operation with the astral body is not able to come about as it should. You must never lose sight of the fact that where a process of this kind occurs, which finds expression in the soul organism, then its source and origin has to be sought in the subtler, finer organisation of the body; for the coarser, cruder organisation cannot put us on the right track in our search. An irregularity in the higher organisation of man is, naturally, more easily noticed than in the lower organisation. In this child, owing to a defective astral body, the ether body does not function properly, with the result that what the child receives by way of impressions fails to penetrate into the organisation. What we have to do, therefore, if we are to help such a child, is to strengthen as much as ever possible the impressions we intend her to receive; in all our work with her, we must see to it that strong impressions are brought to bear on the child.

For consider how it is with memory. Memory is dependent on a right and proper organic relation between physical body and ether body; astral body and I have no part in the retention of impressions in memory. As you know very well, dreams make their appearance only when astral body and ego have begun to enter into the physical and ether body, not before. As far as astral body and ego are concerned, everything is forgotten between the times of falling asleep and awakening. The impressions are left lying in the part of the human being that remains in bed. But when, as in the child we are considering, this part is not properly organised, then what is left there of the impression of the day does not succeed in embodying itself into it. Our first task will be therefore to induce strong impressions, in order to bring it about that the higher organisation—I and astral body—shall be roused to an energetic activity within the lower organisation—ether body and physical body.

I do not know whether the experiment has yet been made of testing the little girl's memory for simple folk-melodies? (Frl. Dr. K.: “She finds that easier.”) So the capacity for receiving impressions of this nature is, you see, present. Starting from it, we should now try to work on further. We should, for example, take with the child little poems where a refrain is repeated—say, after every three lines. She will in this way receive a powerful impression of rhythm; and then later on, the moment will come when we can approach her with impressions that are without rhythm. Do not imagine that any substantial success can be looked for under three or four years—that is, not before puberty. Working on these lines, we must first reach the point where rhythmical impressions are able to act upon the child, and then go on to non rhythmical impressions. In this way we shall be able to achieve something in the educational sense. The therapy we have already indicated; the girl should have compresses with Berberis vulgaris 10 per cent, and Curative Eurythmy: L—M:S—U.

Note that an inner perception underlies the giving of these particular sounds in Curative Eurythmy. The formative, moulding influence will enter right into the mobile astral body. Then the M, as I have told you, is the sound that places the whole organism into the out-breathing, and so the astral organisation will there meet the etheric. With S, the aim is to bring the astral body into powerful and living activity—but it must be an activity that is restrained, held in check; and for this purpose the U is added. These are the measures that suggested themselves when we had the child immediately before us; here we are simply recalling them. Compresses of Berberis vulgaris are prescribed because the causes of inflammation require to be neutralised, and can be by this means.

And then we had a sixteen-year-old boy, a kleptomaniac of the very same type as the little fellow who was brought before you a few days ago, and in whom you could see a perfect example of kleptomania. Your boy at Lauenstein will have to be treated on exactly the same lines. You will need however to watch whether the impressions you bring to him link up with this or that. The results of our work with kleptomaniacs can differ quite considerably according to the education the children have already received.^E6

And now we must go on to speak of the child who is so restless and fidgety. A sleepy, backward little boy, who has not learned to speak and is behind-hand with all the education he should have received in the first epoch of life. You can see at once what is lacking; the child has entirely failed to get hold of the principle of imitation, he has never attempted to imitate. This means, in other words, that his I and astral body are incapable of bringing his organs into movement. He is a most lovable little fellow, but it is extraordinarily difficult for him to overcome the longing that he has in his physical body for rest and quiet. The first thing to be done is to give him Tone Eurythmy. That will be the way to help him on. (You will understand, I can do no more here than indicate the ideal.) If the boy does Tone Eurythmy properly, it can come about that he is so stirred and stimulated in his astral body that the rhythm begins to take hold also of the ether body.

Another thing you must do is to let him repeat after you rhythmical sentences, so that he plunges, as it were, right into sound as such. Take, for instance, the line: “Und es woget und woget und brauset und zischt.” [From Schiller's Der Taucher.] You must go through the sentence with the child rather slowly (you will discover for yourselves what is just the right pace), first forwards and then backwards. (For this particular case, I purposely say “woget” instead of “siedet”, since we are here using the line with a therapeutical end in view.) Go on doing this again and again, forwards and backwards. Wherever possible, the same method should also be followed with a sequence of vowels. In this way we can awaken the child, inwardly. Surprise, amazement, begin to rise up in him, as we get him to intone A (ah), then E (eh), I (ee); and then backwards, I, E, A; then again, A, E, I, and so on. The child gradually wakes up, and, despite all difficulties, the principle of imitation will begin at last to work. It will be necessary to take the child by himself, and to see to it that imitation has its place in everything you do with him; always stop after a few moments and get him to intone after you.

And then, in addition, some therapeutical treatment will be needed; and here you will have to ensure that two opposite influences work together. First, you must provide a dispersing influence that works centrifugally and drives the substantiality of the organism to the circumference. Hypophysis always works in this way. For the child we are considering, hypophysis must not however be used just in the way we use it for rickety children in whom we definitely want to induce dispersal. Here we have to call into action at the same time the opposite principle that works centripetally. You will accordingly need to find something which will have, while working together with hypophysis, the tendency to build up the human organism out of substance. Both Carbo Vegetabilis and Carbo Animalis are able to do this. You could therefore use Carbo Animalis, alternating it with the hypophysis. The Carbo Animalis will supply the form principle, and then in the hypophysis cerebri you will have the organising principle that tends to encourage organic growth.

One of the most important things to bear in mind, when you are starting a Home for Curative Education, is the necessity for constant observation. Each single person who is helping in the work must observe everything he or she takes in hand to do with the children. And it should really be so that we accompany—and in that way strengthen—all that we do with a certain inner trust and confidence.

In the case of this child, our worst trouble will be, not with the boy himself—you will soon be able to notice progress in him—but with the parents. The mother is firmly convinced it is for us to do wonders with him, and that quickly. I have heard that she even wants to come with the child. (One of the teachers interposed: “She is only bringing him to us.”) That is better, it is a relief to hear that you will not have the mother there with you. But with a child of this kind, it will, in any case, be imperative to hold your own—even with a certain obstinacy—in face of the demands and expectations of the parents. These demands are perfectly understandable, but sometimes terribly foolish and unwise. The parents of such a child do not, and cannot, know what is right and necessary for him.

Now it will be very good if you can bring such a child even physically also into the alternating conditions that can be induced by means of the A E I, I E A, etc. I will tell you an excellent way of doing this. First, put the child into a bath of moderately warm water, and then, comparatively quickly, give him instead a douche, also of a moderate temperature. You will by this means call to life that which needs to be roused to life and activity. As a matter of fact, wherever an abnormality expresses itself in laziness and inertia, this measure cannot fail to have good effect, so long as we are careful not to overdo it. Do not be anxious if, immediately after a bath treatment of this kind has been begun, the children get rather excited. That will pass. You will see, a reaction will come, and a more balanced condition gradually establish itself.

And now we must pass on to another boy who sees everything in colours. He is the boy, you remember, who never has any money! I can see him there before me as I speak. The fundamental fact about this child is that he is incapable of making the right approach to the external world; he remains rooted in himself. In order to render this phenomenon intelligible, I shall have to explain it for you in plastic terms. The boy cannot make his way out into the external world; consequently his I organisation is perpetually pushing at his astral body from within. This gives rise to an inner clumsiness—better expressed, an inner slovenliness. But along with this, in connection with the continual pressure on the astral body, there develops also a delicate sensitiveness; so that the boy has really something gentle and noble about him. And that goes together with the seeing in colour. He sees colours because he is able to be awake in his astral body.

Now, we cannot begin to do anything in the way of education for this boy until we have a clear perception of a state of affairs that is developing in him all the time in increasing measure—namely, a certain dim hankering after ideals, but at the same time a starting-back, a flinching from the world as from something he cannot get on with. The boy can be taught entirely on the lines of Waldorf School education, but everything will depend in his case on how you yourself feel and behave towards him; you must preserve all the time a natural trust and confidence in him. There is really hardly anything more than this to be said.

Take for example, writing. The boy writes something like this, does he not? Now it will be for you to set to work and take the utmost care and pains that he shall gradually change his handwriting and develop it into a finely formed script. And you will find that while he is doing this, there will be clear signs also of a transformation taking place in his whole inner constitution. When he shows a tendency to boast and talk big, then you must at once, on the basis of the trust he has learned to place in you, contrive some means to make his boasting ridiculous.^E7

I was speaking to you yesterday about the albinos, and I came to the point where I said we need to find the cosmic impulse that can have influence in such cases. Let us now first ask our expert on cosmic constellations whether she has noticed anything special in these or other horoscopes that albinos have in common. (To Dr. Vreede) Did you notice that among the outer planets, Uranus and Neptune were particularly prominent? (Dr. Vreede replied: “Yes, there are many such aspects. Apart from that, I should not have anything special to say about them.”) I address my question purposely to you, because you are frequently engaged in the contemplation of horoscopes and have probably often had such things in your mind. Up to now, I have from you only these two that we are considering. We are here treading new ground, and it will be best if we go forward entirely in the spirit of discovery. A great many factors in the case might well claim consideration, but I would like us to give our attention for the moment to the following.

Consider the human being. We divide him into certain members. In accordance with that memberment which arranges the whole nature and being of man rather from the etheric principle, we divide him, as you know, into physical body, etheric body, sentient body, which last we then bring into relation with sentient soul; after that we have intellectual or mind soul (which the Greeks call soul of force or power), and consciousness or spiritual soul. And then we come to spirit-self, life-spirit and spirit-man. And all these several members reveal themselves to us as forming together a single, relatively independent whole; taken all together, they compose man. But now, the way in which the members are put together to compose man, differs in each single human being. One person will have a little more power and strength in his ether body, and correspondingly less in his physical body; another a little more power in the consciousness soul; and so on. And right in the midst of all these members stands man in his very own individuality, which individuality goes through repeated earth lives and has the task of bringing under control this whole connection of various members, has the task of uniting them, on the principle of freedom, under one individual ordering.

And now let us see how that which comes to man from cosmic realms unites itself with these several members. The influence of the Sun, which works strongly on man as a whole, works strongest of all on the physical body. In connection with the etheric body we find that the strongest influences come from the Moon; in connection with the sentient body it is the influences of Mercury that work with special strength; and in the sentient soul we have the strongest influences of Venus. The strongest influences of Mars serve to help the development of the intellectual or mind soul, and of Jupiter the consciousness or spiritual soul, whilst Saturn brings its influences to bear especially on the spirit self. And the members that have not yet developed in man find their support in Uranus and Neptune—the vagrants, so to speak, among the planets, who attached themselves at a later time to our planetary system. In Uranus and Neptune therefore we shall expect to find planetary influences which, under normal conditions, exert no very strong influence upon the constellation at birth.

You know of course, from other anthroposophical lectures how strong is the influence of the Moon on man, via the ether body. I need not remind you of how the Moon is connected with the whole principle of heredity, of how it impresses all manner of forces and powers into the model of the physical body, which comes from the parents. Beginning with the earliest embryonic development, this Moon influence determines the whole direction that development shall take in the child.

Now it is possible for a constellation to occur where the impulse from the Moon is sufficiently strong for the human being descending to Earth to receive by way of heredity a disposition to be drawn down into the metabolic organisation. Or again, it can also happen that the Moon influences are to some extent wrested away, turned aside, whilst influences that come from quite another quarter and that refuse to tolerate the Moon influences, namely Uranus and Neptune, attract what should really be in the sphere of the Moon's influence: Other constellations are also possible. But in the case of the children we are considering, the latter is the constellation that we find; and we have here a clear instance of how by looking at what the horoscope shows we can see what is really the matter.

Take first this horoscope (of the elder sister). It will probably have struck you that you find here in this region, Uranus together with Venus and Mars. You will not really need to carry your considerations any further than this triangle. Here then are Mars, Venus and Uranus. Consider first Mars. For this child, who was born in 1909, Mars stands in complete opposition to the Moon. Mars, which has Venus and Uranus in its vicinity, stands—itself—in strong opposition to the Moon. Here is the Moon and here is Mars. And Mars pulls along with it Uranus and Venus.

And now I would ask you to pay careful attention also to the fact that the Moon is at the same time standing before Libra. This means, the Moon has comparatively little support from the Zodiac, it wavers and hesitates, it is even something of a weakling in this hour; and its influence is still further reduced through the fact that Mars (which pulls along with it the Luciferic influence) stands in opposition to it.

Now let us turn to the horoscope of the young child. Again, here are Venus and Uranus and Mars near together, the three of them covering between them no more than this section of the heavens. So you see, once again these three are found near to each other. In the case of the elder girl we saw that they were standing in opposition to the Moon, which was at the time standing in Libra. On this second horoscope, Mars, Venus and Uranus are in close proximity, exactly as before; but when we examine more nearly the position of Mars, we find it is not, as before, in complete opposition to the Moon. It is however very nearly so. Although the younger child does not come in for a complete opposition, there is an approximation to opposition.

But what strikes us as still more remarkable is that when we come to make our observation of the Moon, we discover she is again in Libra—while being at the same time, as we have seen, almost in opposition to Mars, which latter drags Uranus and Venus along with it. We have therefore again a background of Libra. I am not saying that it must have been so; we have, you see, no properly authorised records of the births. On the first horoscope the Moon is in Libra, and here on the second too. (Dr. Vreede said: “It is curious that in both there is also the same constellation between Moon and Neptune.”) That would have to be explained on its own account. Horoscopes require to be interpreted quite individually. It is not a matter for surprise that there is this similarity in the two horoscopes, considering that the girls are sisters. That we find in the elder child a stronger opposition than in the younger (who has been influenced by the elder) is also no cause for astonishment. What is important for us is that we find here a constellation that is perfectly intelligible, a constellation that, when interpreted, shows us the following.

Mars, who is the bearer of iron, makes himself independent of the principle of propagation—independent, that is, of the Moon. He brings away from its true mission that which comes to man through the Venus principle and is connected with love. Mars tears this out of its true path of action, does not allow it to be in connection with generation, nor afterwards with growth; with the result that that which rightly stands in connection with the growth forces and should live in the lower part of the body, presses up into the head organisation. Consequently we find that in the growth process that takes place within the child iron will be lacking, whereas everything that tends to be in conflict with iron, notably sulphur, will be present to excess.

We have therefore here to do with an extraordinarily strong predestination of the will, and our first concern must be to see that we treat the nerves-and-senses organisation of these two children with the utmost care and delicacy. Their nerves-and-senses organisation is, as a whole, slippery and unstable, unable to endure strong impressions; and we must be ready at every moment with the right thing to do, we must sense it in our finger-tips! A fine feeling and tact is needed in all one's dealings with the nerves-and-senses organisation of children of this kind; especially must we avoid straining the eyes in reading and such-like occupations. Try to impart your teaching without requiring the use of the eyes at all—I mean, without any reading. On the other hand, accustom the eyes to colour impressions where the colours shade off gently into one another. For instance, let the colours of the rainbow pass over from one into another, slowly, the child following all the time with her gaze. There you have, you see, measures that will be quite easy to carry out.

If you are also to treat the children therapeutically, there is just one thing I must tell you, and that is, that after puberty the remedies will no longer be very effective. And that can be an important indication for you, since the one child was born in 1909, and the other in I921; the effects of treatment can in their case be thoroughly observed and the difference noted.

What we want to do for a child of this kind is to introduce powerful radiations of iron, letting them stream up from the metabolism-and-limbs organisation. The way to bring this about is to take pyrites in very fine powder form and lay it on a surface that transmits iron radiations only very slightly. A glass surface would fulfil this condition, but naturally you cannot use glass. So you must try using a clean grease-saturated paper; best of all would be a very thin parchment-like paper, but it must be really thin so that it clings to the body. Ordinary paper that is made from linen rags is no good. You must rub resin or something of that sort over the paper and sift the pyrites powder finely on to it. By this means you can bring the iron radiation to enter right into the child. Lay the paper all along the legs and on the shoulder-blades, and then try the application of a “drawing” compress—say, of cochlearia—on the forehead.

If this treatment be applied to the organism at the time when the change of teeth is taking place—a time when particularly powerful streamings and counter-streamings (or radiations) are going on—much can be done towards overcoming the instability.

Such is then the result of our investigations so far. The problem must of course be the subject of further study. Up to now, the world has done nothing with albinos except expose them for show, getting them to tell their tale: “I am rather fat, I have white hair, I can see nothing by day, I can see better at night.” This is the kind of thing that actually goes on with albinos today, and there is on the whole very little knowledge about them; for the scientists of our day do not concern themselves with problems of this nature. But directly we turn our attention to striking facts such as those I have been putting before you here we begin to see how strongly the cosmic influence is working, wherever this complete irregularity is present in the mutual disposition of the members of the human being.

And now I should like you to bring forward any questions you are wanting to ask.

(Question: “That we find ourselves in the situation of having questions to ask has come about through Dr. L. approaching Frau Dr. Wegman on quite other grounds. He was of opinion that the mood of those attending the lectures was not as it should be.”)

It is surely quite unnecessary that we should waste time discussing what is after all a simple matter. Dr. L. came to me and explained that there was a deep feeling among the Lauenstein members of the importance of the task they were undertaking; they felt they were about to embark upon what would prove to be a new mission within the Anthroposophical Movement, and it would surely be good if the karmic connections between those who are engaging in the work could be thoroughly explained and understood. (l. shakes his head.) Well, anyway, let us concentrate our attention on the main point. What L. said amounted to this: The Lauenstein members believe that they have now set out upon a task that is entirely new and of fundamental importance; to which I replied that in that case what they will need before all else will be sincerely and faithfully to learn what is being given in this course. If it should prove that anyone is not satisfied with what is being given in this course of lectures and would rather remain in the realm of abstractions, would rather set to work, for example, to organise a completely new movement, then all I can say is that such an attitude would be no more than the natural result of practices that have been followed only too long among our members. Anyone taking such a path would find himself in danger of megalomania. Nevertheless, in order that the partly justified feelings in the background may have ample opportunity to find expression, I have asked you to put your questions. And so now our best plan will be to ask and consider together quite practical questions.

(S. asks, what connection has the Lauenstein Home with the fact that Trüper [Johannes Trüper, 1855-1921, Founder and for many years Leader of the Youth Sanatorium in Jena.] was the first to undertake the education of backward children.)

What do you mean? That Trüper was the first to concern himself with these children and do something for them? You are attaching too much importance to the work of this man. I do not think that the Educational Homes for backward children which were started in Hanover—very early, comparatively speaking, and not without success—can have been influenced by Trüper. In point of fact, the first step in this direction dates much farther back. But what has been lacking all along is just the very thing that can enable one to look right into the whole being of the child. For we have really no means of discovering the simplest facts without the help of anthroposophical knowledge. And the converse is no less true, that the human beings themselves are constantly affording us new and deeper insight into Anthroposophy.

Consider how it is, for instance, with regard to Goethe's Theory of Metamorphosis. In the form it was able to develop under Goethe himself, who was after all a clever man, it appears to us today, does it not, as an abstract theory? It abounds in statements and premises, but has to be content with showing how the leaf lives in the blossom, how a petal changes into a stamen, etc.—treating, that is, of no more than an elementary metamorphosis. When it goes on to speak of animal and man, all that the theory can do is to adduce—rather shyly—the transformation of the vertebrae into the bones of the skull. In no realm of nature does it get beyond the elementary stage. I myself was amazed and perplexed. Did it never dawn upon Goethe—so I kept asking myself all through the eighties—that the whole brain is a transformation of one single ganglion? Spiritually, I could see that it was so; it had dawned upon him. Then, later on, I made a discovery, which showed that it was only Goethe's discreet reserve which had restrained him all the time from giving expression to the truth he clearly perceived. When I came to Weimar, I found in a little note-book—which was written all in pencil—this note: The brain is a transformed main ganglion. It was not until the nineties of last century that that sentence of Goethe's found its way, through me, into print. Suddenly it was as though a new author made his appearance; Goethe became thenceforward the most fruitful of authors.

But now consider what a long way it is from the Theory of Metamorphosis as taught by Goethe to the Theory of Metamorphosis as demonstrated in the one-year-old little child who was lying there before you a few days ago—normal in other respects, but metamorphosed into a giant embryo. That was an instance of a metamorphosis of retardation, where the embryonic condition was retained after birth. And you will yourselves come to acquire a true insight into this kind of metamorphosis if you continue to practise again and again the meditation I gave you yesterday, when I told you: Here is a circle, here is a point; there the circle is a point, there the point of a circle, and so (see Figure 3.). Over and over again you must, in meditation, let the circle steal into the point, let the point expand to the circle. As you do this, you will find that something reveals itself to you, namely, how the metabolism-and-limbs organisation comes into being out of the head organisation. Continue with the meditation until, when you say to yourself: The point is a point, the circle is a circle, you are sensible of the head; and when you say to yourself: The point is a circle, the circle is a point—when, that is, you assert the converse—you discover that you are gliding right down into the metabolic system. You will then have before you the developed Theory of Metamorphosis, and you will see quite clearly that it is only through this kind of thinking that we can ever hope to attain insight into the nature of the defects in backward children. And this is what we have been attempting in these lectures.

Search for the impulses that are already there in the place where you are beginning your work; find what impulses are there that can inspire you with enthusiasm and so make for a continuity. Ask yourselves the question: What antecedents are there here which we can link onto?

Now, as you know, a remarkable historical figure is associated with Jena. Once, long ago, the German Abbot Hildebrand, feeling within him—exactly as do the youth of today—great gifts and capacities, moved too, as they also are, by religious and spiritual impulses (but in his case the spiritual was methodically conceived), went to Rome, became Pope Gregory VII, and strongly influenced the direction given from Rome to the course of affairs in European history. We have thus a powerful Roman impulse, spreading its activity out over Europe, mediated through an impulse that derives from the order of Cluny and has been transplanted into the Roman stream. You should study that passage of history. For the remarkable thing is that in his next life on Earth this individuality is drawn to Jena and appears there as Ernst Haeckel. The development is really just the same as happens in the human being when the disintegrating principle inserts itself, dovetails itself, in a regular manner into the upbuilding principle. So you have here in Jena a centre for currents of influence that are in direct and explicit opposition to the current of Roman activity. Jena is the meeting place of opposite streams.

Haeckel made a speech in Jena on his sixtieth birthday. He was speaking on that occasion at the Phylogenetic Institute. Listening to him, one could really have the feeling that the old Hildebrand was standing there before one. The same manner of expression, the very same kind of delivery—speaking slowly, with a good deal of “padding”, weighing the words carefully, like someone who has done quite a lot of speaking and yet never made himself quite master of the art. Another curious thing could be noticed. Abbot Hildebrand, who had of course always very much the air of being a strict Pope—he would stand there before you as the very mouthpiece of the Church—had, at the same time, this trait in his character: he was fond of relating stories that made the rest of the company smile—not overmuch, but with pleasure and enjoyment. And now with Haeckel, it was really quite delightful to watch how he would sometimes at dinner between the courses fall into the mood of telling funny anecdotes out of his own life, and loosening in this way the tongues of the rest of the company. This sixty-year-old man with his childlike smile would lead the others on, and by his whole manner and behaviour bring them right away from the subject in hand. I can still remember how amusing it was to see Oskar Hertwig sitting there in travail with his speech that could not be brought to birth, while Haeckel went on and on with one funny story after another.

You would, I believe, find yourselves well repaid if, now that I have laid for you this esoteric foundation, you were to get hold of this speech that Haeckel made on the occasion of his sixtieth birthday. It is not long, but remarkable for being personal and at the same time extraordinarily objective. And then compare with it the speech delivered by Prof. Gärtner, who invariably manifested a disinclination to see in Haeckel a person of any particular historical significance. Indeed, he expressly states in his speech that this time he will leave out of account that Haeckel is the author of the “History of the Creation” and concentrate attention on the vast number of microscope slides that Haeckel has made; for we shall find, he says, that Haeckel has made more slides than all the rest of us put together—a most remarkable fact; actually the rest of us have made so few, that taken all together ours fail to reach the number made by Haeckel alone. A pedant, a regular pedant, this Gärtner! Really quite absurd! In Haeckel's speech you have something so alive, so quick with fresh, new life! Then the scaffold is brought in, and Gärtner comes forward and performs the execution, while the physiologist (a Catholic clerk in holy orders!) looks sadly on.^E8

But what a power Haeckel was amid all that company! What a rejuvenating influence he had upon them! Even the young students grew suddenly brilliantly clever, and showed quite remarkable powers of imagination. Look up the little book where all the songs are recorded which were sung that day. You will find a most witty account of how an archaeopteryx sharpened his bill on a church steeple. That book of songs will enable you to form some picture of the fresh young life that suddenly blossomed forth in Jena on that day.

This event too I would commend for your meditation. By entering meditatively into the event, you will come to have an intimate experience of the place occupied by Jena in the spiritual evolution of Europe.

• E6. At Lauenstein, Dr. Steiner said that the pathological symptoms which reveal themselves in this boy are due to some suffering he underwent in his previous incarnation. He had perhaps been alone for a long time—stranded maybe from a shipwreck and forced to spend long and tedious days in solitude. This experience was then transformed and shows itself today as weakness of the ego.
  
  For treatment, the boy should have sugar injections D 6, seven injections in fourteen days. Afterwards he should be sponged with starchy water, this treatment also to be continued for fourteen days. The body will have to change the starch into sugar, and that will provide another means of stimulating the ego.
  
  Dr. Steiner's advice for the education of the boy was as follows: He must keep a diary, recording all that he has done right through the day. That will strengthen his I. He should have stories told him with pedagogical purpose in them, stories in which it turns out that people who steal get the worst of it. The magpie is always thieving, and in consequence the other birds will have nothing to do with it. Then, the boy should be taught some practical job. He should learn how boots are made. “He could make boots for your whole family!” He could also learn gardening. And he should be encouraged to solve all manner of little practical problems. For example, how the door of a train might be so constructed that as soon as someone got on to the step, the door would open (and afterwards close again) automatically—and other things of that kind.
• E7. In reference to this boy, Dr. Steiner spoke of a “dwarfed or stunted pituitary body.”
  
  Therapy: Injections of hypophysis (pituitary body) and treatment with arsenic, as indicated in the lecture.
  
  Curative Eurythmy: L, M, S, R.
  
  Note 8.
• E8. The title of this booklet is Lieder zum Commers in Jena am 17 Februar 1894. The verse referred to, from the song 'Zoologischer Jubelgruss' by Edwin Bormann is as follows:
  
  Staunet nicht, O Festkumpane,
  Wenn ein Archaeopt'ryx jetzt
  Eben an der Rathausfahne
  Seinen werthen Schnabel wetzt;
  Wer heut' heimwärts sucht die Pfade
  Geh' voll Fürsicht Schritt für Schritt,
  Dass er auf der Promenade
  Nicht'nen Plesiosaurus tritt. :' :
  
  An English equivalent might read:
  
  On your homeward way, good people,
  Should you chance to find a sleek
  Pterodactyl, on the steeple
  Whetting of his noble beak,
  Do not be surprised or flustered,
  But turn the corner with some care,
  For you'll very, very likely
  Find a Dinosauros there.

Today we will characterise certain general principles of the art of education for the period between the change of teeth and puberty, passing on in the next lecture to more detailed treatment of single subjects and particular conditions which may arise.

When the child reaches his ninth or tenth year he begins to differentiate himself from his environment. For the first time there is a difference between subject and object; subject is what belongs to oneself, object is what belongs to the other person or other thing; and now we can begin to speak of external things as such, whereas before this time we must treat them as though these external objects formed one whole together with the child's own body. I showed yesterday how we speak of animals and plants, for instance, as though they were human beings who speak and act. The child thereby has the feeling that the outside world is simply a continuation of his own being.

But now when the child has passed his ninth or tenth year we must introduce him to certain elementary facts of the outside world, the facts of the plant and animal kingdoms. Other subjects I shall speak of later. But it is particularly in this realm that we must be guided by what the child's own nature needs and asks of us.

The first thing we have to do is to dispense with all the textbooks. For textbooks as they are written at the present time contain nothing about the plant and animal kingdoms which one can use in teaching. They are good for instructing grown up people about plants and animals, but we shall ruin the individuality of the child if we use them at school. And indeed there are no textbooks or handbooks today which show one how these things should be taught. Now the important point is really this.

If you put single plants in front of the child and demonstrate different things from them, you are doing something which has no reality. A plant by itself is not a reality. If you pull out a hair and examine it as though it were a thing by itself, that would not be a reality either. In ordinary life we say of everything of which we can sec the outlines with our eyes that it is real. But if you look at a stone and form some opinion about it, that is one thing; if you look at a hair or a rose, it is another. In ten years' time the stone will be exactly as it is now, but in two days the rose will have changed. The rose is only a reality together with the whole rosebush. The hair is nothing in itself, but is only a reality when considered with the whole head, as part of the whole human being. Now if you go out into the fields and pull up plants, it is as though you had torn out the hair of the earth. For the plants belong to the earth just in the same way as the hair belongs to the organism of the human being. And it is nonsense to examine a hair by itself as though it could suddenly grow anywhere of its own accord.

It is just as foolish to take a botanical tin and bring home plants to be examined by themselves. This has no relation to reality, and such a method cannot lead one to a right knowledge of nature or of the human being.

Here we have a plant (see drawing) but this alone is not the plant, for there also belongs to it the soil beneath it spread out on all sides, maybe a very long way. There are some plants which send out little roots a very long way. And when you realise that the small clod of earth containing the plant belongs to a much greater area of soil around it, then you will see how necessary it is to manure the earth in order to promote

healthy plant growth. Something else is living besides the actual plant; this part here (below the line in drawing) lives with it and belongs to the plant; the earth lives with the plant.

There are some plants which blossom in the spring, about May or June, and bear fruit in autumn. Then they wither and die and remain in the earth which belongs to them. But there are other plants which take the earth forces out of their environment. If this is the earth, then the root takes into itself the forces which are around it, and because it has done so these forces shoot upwards and a tree is formed.

For what is actually a tree? A tree is a colony of many plants. And it does not matter whether you are considering a hill which has less life in itself but which has many plants growing on it, or a tree trunk where the living earth itself has as it were withdrawn into the tree. Under no circumstances can you understand any plant properly if you examine it by itself.

If you go (preferably on foot) into a district in which there are definite geological formations, let us say red sand, and look at the plants there, you will find that most of them have reddish-yellow flowers. The flowers belong to the soil. Soil and plant make up a unity, just as your head and your hair also make a unity.

Therefore you must not teach Geography and Geology by themselves, and then Botany separately. That would be absurd. Geography must be taught together with a description of the country and observation of the plants, for the earth is an organism and the plants are like the hair of this organism. The child must be able to see that the earth and the plants belong together, and that each portion of soil bears those plants which belong to it.

Thus the only right way is to speak of the plants in connection with the earth, and to give the child a clear feeling that the earth is a living being that has hair growing on it. The plants are the hair of the earth. People speak of the earth as having the force of gravity. This is spoken of as belonging to the earth. But the plants with their force of growth belong to the earth just as much. The earth and the plants are no more separate entities than a man and his hair would be. They belong together just as the hair on the head belongs to the man.

If you show a child plants out of a botanical tin and tell him their names, you will be teaching something which is quite unreal. This will have consequences for his whole life, for this kind of plant knowledge will never give him an understanding, for example, of how the soil must be treated, and of how it must be manured, made living by the manure that is put into it. The child can only gain an understanding of how to cultivate the land if he knows how the soil is really part of the plant. The men of our time have less and less conception of reality, the so-called “practical” people least of all, for they are really all theoretical as I showed you in our first lecture, and it is just because men have no longer any idea of reality that they look at everything in a disintegrated, isolated way.

Thus it has come about that in many districts during the last fifty or sixty years all agricultural products have become decadent. Not long ago there was a Conference on Agriculture in Central Europe, on which occasion the agriculturists themselves admitted that crops are now becoming so poor that there is no hope of their being suitable for human consumption in fifty years' time.

Why is this so? It is because people do not understand how to make the soil living by means of manure. It is impossible that they should understand it if they have been given conceptions of plants as being something in themselves apart from the earth. The plant is no more an object in itself than a hair is. For if this were so, you might expect it to grow just as well in a piece of wax or tallow as in the skin of the head. But it is only in the head that it will grow.

In order to understand how the earth is really a part of plant life you must find out what kind of soil each plant belongs to; the art of manuring can only be arrived at by considering earth and plant world as a unity, and by looking upon the earth as an organism and the plant as something that grows with this organism.

Thus a child feels, from the very start, that he is standing on a living earth. This is of great significance for his whole life. For think what kind of conception people have today of the origin of geological strata. They think of it as one layer deposited upon another. But what you see as geological strata is only hardened plants, hardened living matter. It is not only coal that was formerly a plant (having its roots more in water than in the firm ground and belonging completely to the earth) but also granite, gneiss and so on were originally of plant and animal nature.

This too one can only understand by considering earth and plants as one whole. And in these things it is not only a question of giving children knowledge but of giving them also the right feelings about it. You only come to see that this is so when you consider such things from the point of view of Spiritual Science.

You may have the best will in the world. You may say to yourself that the child must learn about everything, including plants, by examining them. At an early age then I will encourage him to bring home a nice lot of plants in a beautiful tin box. I will examine them all with him for here is something real. I firmly believe that this is a reality, for it is an object lesson, but all the time you are looking at something which is not a reality at all. This kind of object-lesson teaching of the present day is utter nonsense.

This way of learning about plants is just as unreal as though it were a matter of indifference whether a hair grew in wax or in the human skin. It cannot grow in wax. Ideas of this kind are completely contradictory to what the child received in the spiritual worlds before he descended to the earth. For there the earth looked quite different. This intimate relationship between the mineral earth kingdom and the plant world was then something that the child's soul could receive as a living picture. Why is this so? It is because, in order that the human being may incarnate at all, he has to absorb something which is not yet mineral but which is only on the way to becoming mineral, namely the etheric element. He has to grow into the element of the plants, and this plant world appears to him as related to the earth.

This series of feelings which the child experiences when he descends from the pre-earthly world into the earthly world—this whole world of richness is made confused and chaotic for him if it is introduced to him by the kind of Botany teaching which is usually pursued, whereas the child rejoices inwardly if he hears about the plant world in connection with the earth.

In a similar manner we must consider how to introduce our children to the animal world. Even a superficial glance will show us that the animal does not belong to the earth. It runs over the earth and can be in this place or that, so the relationship of the animal to the earth is quite different from that of the plant. Something else strikes us about the animal.

When we come to examine the different animals which live on the earth, let us say according to their soul qualities first of all, we find cruel beasts of prey, gentle lambs or animals of courage. Some of the birds are brave fighters and we find courageous animals amongst the mammals too. We find majestic beasts. like the lion. In fact, there is the greatest variety of soul qualities, and we characterise each single species of animal by saying that it has this or that quality. We call the tiger cruel, for cruelty is his most important and significant quality. We call the sheep patient. Patience is his most outstanding characteristic. We call the donkey lazy, because although in reality he may not be so fearfully lazy yet his whole bearing and behaviour somehow reminds us of laziness. The donkey is especially lazy about changing his position in life. If he happens to be in a mood to go slowly, nothing will induce him to go quickly. And so every animal has its own particular characteristics.

But we cannot think of human beings in this way. We cannot think of one man as being only gentle and patient, another only cruel and a third only brave. We should find it a very one-sided arrangement if people were distributed over the earth in this way. You do sometimes find such qualities developed in a one-sided way, but not to the same extent as in animals. Rather what we find with a human being, especially when we are to educate him, is that there are certain things and facts of life which he must meet with patience or again with courage, and other things and situations even maybe with a certain cruelty, although this last should be administered in homeopathic doses. Or in face of certain situations a human being may show cruelty simply out of his own natural development, and so on.

Now what is really the truth about these soul qualities of man and the animals? With man we find that he can really possess all qualities, or at least the sum of all the qualities that the animals have between them (each possessing a different one). Man has a little of each one. He is not as majestic as the lion, but he has something of majesty within him. He is not as cruel as the tiger but he has a certain cruelty. He is not as patient as the sheep, but he has some patience. He is not as lazy as the donkey—at least everybody is not—but he has some of this laziness in him. Every human being has these things within him. When we think of this matter in the right way we can say that man has within him the lion-nature, sheep-nature, tiger-nature and donkey-nature. He bears all these within him, but harmonised. All the qualities tone each other down, as it were, and man is the harmonious flowing together, or, to put it more academically, the synthesis of all the different soul qualities that the animal possesses. Man reaches his goal if in his whole being he has the proper dose of lion-ness, sheep-ness, tiger-ness, the proper dose of donkey-ness and so on, if all this is present in his nature in the right proportions and has the right relationship to everything else.

There is a beautiful old Greek proverb which says: If courage be united with cleverness it will bring thee blessing, but if it goes alone ruin will follow. If man were only courageous with the courage of certain birds which are continually fighting, he would not bring much blessing into his life. But if his courage is so developed in his life that it unites with cleverness—the cleverness which in the animal is only one-sided—then it takes its right place in man's being.

With man, then, it is a question of a synthesis, a harmonising of everything that is spread out in the animal kingdom. We can express it like this: here is one kind of animal (I am representing it diagrammatically), here a second, a third, a fourth and so on, all the possible kinds of animals on the earth. How are they related to man?

The relationship is such that man has, let us say, some

thing of this first kind of animal (see drawing), but modified, not in its entirety. Then comes another kind, but again not the whole of it. This leads us to the next, and to yet another, so that man contains all the animals within him. The animal kingdom is a man spread out, and man is the animal kingdom drawn together; all the animals are united synthetically in man, and if you analyse a human being you get the whole animal kingdom.

This is also the case with the external human form. Imagine a human face and cut away part of it here (see drawing) and

pull another part forwards here, so that this latter part is not harmonised with the whole face, while the forehead recedes; then you get a dog's head. If you form the head in a somewhat different way, you get a lion's head, and so on.

And so with all his other organs you can find that man, even in his external figure, has what is distributed amongst the animals in a modified harmonised form.

Think for instance of a waddling duck; you have a relic of this waddling part between your fingers, only shrunken. Thus everything which is to be found in the animal kingdom even in external form is present also in the human kingdom. Indeed this is the way man can find his relationship to the animal kingdom, by coming to know that the animals, taken all together, make up man. Man exists on earth, eighteen hundred millions of him, of greater or less value, but he exists again as a giant human being. The whole animal kingdom is a giant human being, not brought together in a synthesis but analysed out into single examples.

It is as though your were made of elastic which could be pulled out in varying degrees in different directions; if you were thus stretched out in one direction more than in others, one kind of animal would be formed. Or again if the upper part of your face were to be pushed up and stretched out (if it were sufficiently elastic) then another animal would arise. Thus man bears the whole animal kingdom within him.

This is how the history of the animal kingdom used to be taught in olden times. This was a right and healthy knowledge, which has now been lost, though only comparatively recently. In the eighteenth century for instance people still knew quite well that if the olfactory nerve of the nose were sufficiently large and extended backwards then you would have a dog. But if the olfactory nerve is shrivelled up and only a small portion remains, the rest of it being metamorphosed, then there arises the nerve that we need for our intellectual life.

For observe how a dog smells; the olfactory nerve is extended backwards from the nose. A dog smells the special peculiarity of each thing. He does not make a mental picture of it, but everything comes to him through smell. He has not will and imagination but he has will and a sense of smell for everything. A wonderful sense of smell! A dog does not find the world less interesting than a man does. A man can make mental images of it all, a dog can smell it all. We experience various smells, do we not, both pleasant and unpleasant, but a dog has many kinds of smell; just think how a dog specialises in his sense of smell. Nowadays we have police dogs. They are led to the place where someone has pilfered something. The dog immediately takes up the scent of the man, follows it and finds him. All this is due to the fact that there is really an immense variety, a whole world of scents for a dog. The bearer of these scents is the olfactory nerve that passes backwards into the head, into the skull.

If we were to draw the olfactory nerve of a dog, which passes through his nose, we should have to draw it going backwards. In man only a little piece at the bottom of it has remained. The rest of it is present in a morphosed form and lies here below the forehead. It is a metamorphosed, transformed olfactory nerve, and with this organ we form our mental images. For this reason we cannot smell like a dog, but we can make mental pictures. We bear within us the dog with his sense of smell, only this latter has been transformed into something else. And so it is with all animals.

We must get this clear in our minds. Now a German philosopher called Schopenhauer wrote a book called The World as Will and Idea. But this book is only intended for human beings. If a dog of genius had written it he would have called it The World as Will and Smell and I am convinced that this book would have been much more interesting than Schopenhauer's.

You must look at the various forms of the animals and describe them, not as though each animal existed in an isolated way, but so that you always arouse in the children the thought: This is a picture of man. If you think of a man altered in one direction or another, simplified or combined, then you have an animal. If you take a lower animal, for example, a tortoise, and put it on the top of a kangaroo, then you have something like a hardened head on the top, for that is the tortoise form, and the kangaroo below stands for the limbs of the human being.

And so everywhere in the wide world you can find some connection between man and the different animals.

You are laughing now about these things. That does not matter at all. It js quite good to laugh about them in the lessons also, for there is nothing better you can bring into the classroom than humour, and it is good for the children to laugh too, for if they always see the teacher come in with a terribly long face they will be tempted to make long faces themselves and to imagine that that is what one has to do when one sits at a desk in a classroom. But if humour is brought in and you can make the children laugh this is the very best method of teaching. Teachers who are always solemn will never achieve anything with the children.

So here you have the principle of the animal kingdom as I wished to put it before you. We can speak of the details later if we have time. But from. this you will see that you can teach about the animal kingdom by considering it as a human being spread out into all the animal forms.

This will give the child a very beautiful and delicate feeling. For as I have pointed out to you the child comes to know of the plant world as belonging to the earth, and the animals as belonging to himself. The child grows with all the kingdoms of the earth. He no longer merely stands on the dead ground of the earth, but he stands on the living ground, for he feels the earth as something living. He gradually comes to think of himself standing on the earth as though he were standing on some great living creature, like a whale. This is the right feeling. This alone can lead him to a really human feeling about the whole world.

So with regard to the animal the child comes to feel that all animals are related to man, but that man has something that reaches out beyond them all, for he unites all the animals in himself. And all this idle talk of the scientists about man descending from an animal will be laughed at by people who have been educated in this way. For they will know that man unites within himself the whole animal kingdom, he is a synthesis of all the single members of it.

As I have said, between the ninth and tenth year the human being comes to the point of discriminating between himself as subject and the outer world as object. He makes a distinction between himself and the world around him. Up to this time one could only tell fairy stories and legends in which the stones and plants speak and act like human beings, for the child did not yet differentiate between himself and his environment. But now when he does thus differentiate we must bring him into touch with his environment on a higher level. We must speak of the earth on which we stand in such a way that he cannot but feel how earth and plant belong together as a matter of course. Then, as I have shown you, the child will also get practical ideas for agriculture. He will know that the farmer manures the ground because he needs a certain life in it for one particular species of plant. The child will not then take a plant out of a botanical tin and examine it by itself, nor will he examine animals in an isolated way, but he will think of the whole animal kingdom as the great analysis of a human being spread out over the whole earth. Thus he, a human being, comes to know himself as he stands on the earth, and how the animals stand in relationship to him.

It is of very great importance that from the tenth year until towards the twelfth year we should awaken these thoughts of plant-earth and animal-man. Thereby the child takes his place in the world in a very definite way, with his whole life of soul, body and spirit.

All this must be brought to him through the feelings in an artistic way, for it is through learning to feel how plants belong to the earth and to the soil that the child really becomes clever and intelligent. His thinking will then be in accordance with nature. Through our efforts to show the child how he is related to the animal world, he will see how the force of will which is in all animals lives again in man, but differentiated, in individualised forms suited to man's nature. All animal qualities, all feeling of form which is stamped into the animal nature lives in the human being. Human will receives its impulses in this way and man himself thereby takes his place rightly in the world according to his own nature.

Why is it that people go about in the world today as though they had lost their roots? Anyone can see that people do not walk properly nowadays; they do not step properly but drag their legs after them. They learn differently in their sport, but there again there is something unnatural about it. But above all they have no idea how to think nor what to do with their lives. They know well enough what to do if you put them to the sewing machine or the telephone, or if an excursion or a world tour is being arranged. But they do not know what to do out of themselves because their education has not led them to find their right place in the world. You cannot put this right by coining phrases about educating people rightly; you can only do it if in the concrete details you can find the right way of speaking of the plants in their true relationship to the soil and of the animals in their rightful place by the side of man. Then the human being will stand on the earth as he should and will have the right attitude towards the world. This must be achieved in all your lessons. It is important—nay, it is essential.

Now it will always be a question of finding out what the development of the child demands at each age of life. For this we need real observation and knowledge of man. Think once again of the two things of which I have spoken, and you will see that the child up to its ninth or tenth year is really demanding that the whole world of external nature shall be made alive, because he does not yet see himself as separate from this external nature; therefore we shall tell the child fairy tales, myths and legends. We shall invent something ourselves for the things that are in our immediate environment, in order that in the form of stories, descriptions and pictorial representations of all kinds we may give the child in an artistic form what he himself finds in his own soul, in the hidden depths which he brings with him into the world. And then after the ninth or tenth year, let us say between the tenth and twelfth year, we introduce the child to the animal and plant world as we have described.

We must be perfectly clear that the conception of causality, of cause and effect, that is so popular today has no place at all in what the child needs to understand even at this age, at the tenth or eleventh year. We are accustomed nowadays to consider everything in its relation to cause and effect. The education based on Natural Science has brought this about. But to talk to children under eleven or twelve about cause and effect, as is the practice in the everyday life of today, is like talking about colours to someone who is colour blind. You will be speaking entirely beyond the child if you speak of cause and effect in the style that is customary today. First and foremost he needs living pictures where there is no question of cause and effect. Even after the tenth year these conceptions should only be brought to the child in the form of pictures.

It is only towards the twelfth year that the child is ready to hear causes and effects spoken of. So that those branches of knowledge which have principally to do with cause and effect in the sense of the words used today—the lifeless sciences such as Physics, etc.—should not really be introduced into the curriculum until between the eleventh and twelfth year. Before this time one should not speak to the children about minerals, Physics or Chemistry. None of these things is suitable for him before this age.

Now with regard to History, up to the twelfth year the child should be given pictures of single personalities and well-drawn graphic accounts of events that make History come alive for him, not a historical review where what follows is always shown to be the effect of what has gone before, the pragmatic method of regarding History, of which humanity has become so proud. This pragmatic method of seeking causes and effects in History is no more comprehensible to the child than colours to the colour-blind. And moreover one gets a completely wrong conception of life as it runs its course if one is taught everything according to the idea of cause and effect. I should like to make this clear to you in a picture.

Imagine a river flowing along like this (see drawing). It has

waves. But it would not always be a true picture if you make the wave (C) come out of the wave (B), and this again out of the wave (A), that is, if you say that C is the effect of B and B of A; there are in fact all kinds of forces at work below, which throw these waves up. So it is in History. What happens in 1910 is not always the effect of what happened in 1909, and so on. But quite early on the child ought to have a feeling for the things that work in evolution out of the depths of the course of time, a feeling of what throws the waves up, as it were. But he can only get that feeling if you postpone the teaching of cause and effect until later on, towards the twelfth year, and up to this time give him only pictures.

Here again this makes demands on the teacher's fantasy. But he must be equal to these demands, and he will be so if he has acquired a knowledge of man for himself. This is the one thing needful.

You must teach and educate out of the very nature of man himself, arid for this reason education for moral life must run parallel to the actual teaching which I have been describing to you. So now in conclusion I should like to add a few remarks on this subject, for here too we must read from the nature of the child how he should be treated. If you give a child of seven a conception of cause and effect you are working against the development of his human nature, and punishments also are often opposed to the real development of the child's nature.

In the Waldorf School we have had some very gratifying experiences of this. What is the usual method of punishment in schools? If a child has done something badly he has to “stay in” and do some Arithmetic for instance. Now in the Waldorf School we once had rather a strange experience: three or four children were told that they had done their work badly and must therefore stay in and do some sums. Whereupon the others said: “But we want to stay and do sums too!” For they had been brought up to think of Arithmetic as something nice to do, not as something which is used as a punishment. You should not arouse in the children the idea that staying in to do sums is something bad, but that it is a good thing to do. That is why the whole class wanted to stay and do sums. So that you must not choose punishments that cannot be regarded as such if the child is to be educated in a healthy way in his soul life.

To take another example: Dr. Stein, a teacher at the Waldorf School, often thought of very good educational methods on the spur of the moment. He once noticed that his pupils were passing notes under the desk. They were not attending to the lesson, but were writing notes and passing them under their desks to their neighbours who then wrote notes in reply. Now Dr. Stein did not scold them for writing notes and say: “I shall have to punish you,” or something of that sort, but quite suddenly he began to speak about the Postal System and give them a lecture on it. At first the children were quite mystified as to why they were suddenly being given a lesson on the Postal System, but then they realised why it was being done. This subtle method of changing the subject made the children feel ashamed. They began to feel ashamed of themselves and stopped writing notes simply on account of the thoughts about the postal system which the teacher had woven into the lesson.

Thus to take charge of a class it is necessary to have an inventive talent. Instead of simply following stereotyped traditional methods you must actually be able to enter into the whole being of the child, and you must know that in certain cases improvement, which is really what we are aiming at in punishment, is much more likely to ensue if the children are brought to a sense of shame in this way without drawing special attention to it or to any one child; this is far more effective than employing some crude kind of punishment. If the teacher follows such methods as these he will stand before the children active in spirit, and much will be balanced out in the class which would otherwise be in disorder.

The first essential for a teacher is self-knowledge. If for instance a child makes blots on his book or on his desk because he has got impatient or angry with something his neighbour has done, then the teacher must never shout at the child for making blots and say: “You mustn't get angry! Getting angry is a thing that a good man never does! A man should never get angry but should bear everything calmly. If I see you getting angry once more, why then—then I shall throw the inkpot at your head!”

If you educate like this (which is very often done) you will accomplish very little. The teacher must always keep himself in hand, and above all must never fall into the faults which he is blaming his children for. But here you must know how the unconscious part of the child's nature works. A man's conscious intelligence, feeling and will are all only one part of his soul life; in the depths of human nature, even in the child, there holds sway the astral body with its wonderful prudence and wisdom.¹

Now it always fills me with horror to see a teacher standing in his class with a book in his hand teaching out of the book, or a notebook in which he has noted down the questions he wants to ask the children and to which he keeps referring. The child does not appear to notice this with his upper consciousness, it is true; but if you are aware of these things then you will see that the children have subconscious wisdom and say to themselves: He does not himself know what I am supposed to be learning. Why should I learn what he does not know? This is always the judgment that is passed by the subconscious nature of children who are taught by their teacher out of a book.

Such are the imponderable and subtle things that are so extremely important in teaching. For as soon as the subconscious of the child, his astral nature, notices that the teacher himself does not know something he has to teach, but has to look it up in a book first, then the child considers it unnecessary that he should learn it either. And the astral body works with much more certainty than the upper consciousness of the child.

These are the thoughts I wished to include in today's lecture. In the next few days we will deal with special subjects and stages in the child's education.

• 1. For an elucidation of the “astral body” and other higher members of man's being, see Rudolf Steiner:The Education of the Child in the Light of Anthroposophy.

Dr. Steiner: Since we have only a little time, we can discuss only the most important things. Perhaps you would be good enough to present the things that have come up in the faculty.

A teacher: The school was approved, but now we have received an official edict about how many children we can accept in the first grade. We need to discuss that.

Dr. Steiner: Discussing it will not help much. The order says that as long as the government allows it, we can have a first grade that at best is only as large as it was in these two school years, and that we cannot accept more children. That is what it clearly contains. There can be no talk at all of the school continuing in any way we wish. We can accept no more children than we have already had.

What we can say about it is that if we actually had a Union for Threefolding, we could protest against this school regulation. In connection with such things, the individual can never achieve anything. It is necessary to take a general position against such tendencies. There is not much else to say, and we cannot do much else about that order.

I also need to mention something about limitations in another area. There has never been any intention within the Anthroposophical Society of acting publicly against medical tyranny. To the contrary, we have had a tendency toward quackery, and that is what is ruining our movement, namely, this secret desire that we cannot speak about publicly. It is rampant. (Speaking to a teacher) You were certainly courageous enough today with your words. They can have consequences, but that will hurt nothing.

Another thing we must speak of is the fact that the threefold newspaper has not had one single new subscriber since the end of May. The fact that the Union for Threefolding is absolutely not functioning needs to be said.

A teacher: The school building will not be completed in time. We may need to put up a temporary building.

Dr. Steiner: We probably will have to put up such a temporary building. The prospect that this large school building costing millions will be completed in the near future is minimal. The money would have to come from The Coming Day. It is not very likely that The Coming Day could afford it since it has a number of absolutely necessary things to do. It is virtually impossible that they could use the first money for the construction of the school building. If they cannot use the first money, then we cannot think the school building will be completed in time for next school year. Technically, we could complete it, but financially that is impossible. Several teachers speak about ways of obtaining money.

Dr. Steiner: There is nothing standing in the way of obtaining money somehow. That kind of activity depends upon humor. I was unable to take care of the Waldorf School very much recently. That was very difficult for me. I have never gone away with such painful feelings as I do this time. I want to say a few things. It does not seem to me that our present Waldorf teachers can add much to such appeals. In general, I have the impression that the Waldorf teachers are sufficiently burdened with teaching the seminars. We need to relieve them of many things if the school is to flourish properly. I have the impression that we cannot burden you further. When you want to teach, you really need a certain amount of time for preparation. You need a thorough preparation of the material. Some of you are so burdened that that is no longer possible. Thus, I would decisively recommend to Dr. Stein that, when someone shoves him a task from the Union for Threefolding, he energetically refuse it. This is a way of correcting things. If the Union for Threefolding pushes things onto you that it should do itself, and then limits itself to withdrawing to its rooms, that is a method of overburdening and thus ruining those few people who really work, and allowing the others to return to their fortress so that nothing moves forward.

A teacher: I am supposed to give lectures. I have known for some time that I absolutely cannot do the necessary preparation.

Dr. Steiner: I am not complaining about you. I did not intend to criticize. It would certainly be inappropriate to criticize the best group. We need to spread things out more evenly. Certainly, when we arrange things properly, you can do things like you did in Darmstadt, but a much more intensive, cooperative working with the Union for Threefolding would need to exist. In any event, you must see to it that people do not hang things around your neck that are primarily the responsibility of those people in the Union for Threefolding. That goes for the rest of you also.

Our primary task is to take care of the school. The research laboratory and the school belong together in order to act in accord. They belong together.

A teacher: I would like to ask what to do about including music in the instruction. I have done it by playing a little piece on the piano at the beginning of class in order to prepare the mood.

Dr. Steiner: What you just said is nonsense. We can certainly not affect the instruction through an artificially created mood, and on the other hand, we cannot use an art for such an end. We must always maintain art for its own sake; it should not serve for preparing a mood. That seems to have a questionable similarity to a spiritualistic meeting. I do not think you should do this any more. The case would be different if you were teaching acoustics.

A teacher: I have always sought to make a connection.

Dr. Steiner: There is no connection between the Punic Wars and something musical. What do you suppose the connection to be? What is the goal? Not with eurythmy, either. You can certainly not present some eurythmy in order to create a mood for a shadow play. Would you want to give eurythmy presentations in order to write business letters? That would be an expansion in the other direction. Our task is to form the lessons as inwardly artistically as possible, but not through purely external means. That is as detrimental for the content of what we present as it is for the art itself. You cannot tell a fairy tale as preparation for a discussion on color theory. That would put the instruction upon the completely wrong track. We should form the instruction so that we create the mood out of it. If you find it necessary to first create a mood through something decorative, whereby the art itself suffers, then you are admitting that you cannot bring about that mood through the content of the lesson. I think it is questionable that sometimes anthroposophical discussions are preceded by some piece of music, although that is something else because that is done with adults. We cannot do that in the classroom, and we will need to stop it.

A teacher: Could we use that in physics as a bridge between music and acoustics?

Dr. Steiner: It would be desirable that you make acoustics more musical, and that you develop an artistic bridge to acoustics with music. It is certainly possible to bring music into that, but you should not try to do it in the way mentioned previously. I really don’t know what would remain for the Punic War if you took half an hour for all those things.

A eurythmy teacher: It was a very short poem.

Dr. Steiner: That is a ridiculous pedagogy. It is the best way to make eurythmy laughable.

A eurythmy teacher: I had the impression that the children were very interested.

Dr. Steiner: Perhaps they would be even more interested if you showed a short film. We may never pay any attention to what interests the children. We could let them dance around. What interests them is unimportant, it leads only to a terribly nonsensical pedagogy. If that became normal practice, then our instruction would suffer and eurythmy would be discredited. Either it is proper in principle, in which case we should do it, or it is wrong. Those are the two choices. In any event, this is something that doesn’t work.

There was that boy, T.L. in the 6-b class, who had difficulty writing, who made one stroke into the next. In such cases there is a tendency to cramp in the central nervous system, which may lead later to writer’s cramp. You need to try to counteract it at an early age. You should have this boy do eurythmy with barbells. He should do the movements with barbells. They don’t need to be particularly heavy, but he should do eurythmy with barbells. You will notice that his handwriting will improve in that way. You could also do some other things. You could try to get him to hold his pen in a different direction. There are such pens, although I don’t know if they are still available now after the war, with the nib set at an angle to the pen. Such a boy needs to become accustomed to a different position. It will help him to become conscious of the way he holds his fingers. Another thing is that the axes of his eyes converge too strongly. Get him to hold the paper further from his eyes so that the axes converge less. You will need to wait to see how his handwriting changes due to the influence of these more organic means. If you observe that he makes some effort, and that he writes something more orderly, then you can begin to guide him and his conscious will can take over.

The other boy, R.F., is a bit apathetic. I have not seen his writing.

A teacher: His handwriting is quite beautiful. He wrote for an hour and a half.

Dr. Steiner: You don’t need to do anything there. He was always a problem child, and now there is not much we can do with him. Until the light goes on, in spite of the fact that he makes trouble, you will have to call upon him more often so that he sees that you see him lovingly. He will then think to himself, “I can be called upon more often.”

With such children, you need to remember to call upon them more often, and perhaps distract them from the normal course of things. There is not much else you can do with them. He is also nearsighted and apathetic. Probably there is an organic problem lying at the basis. You must work with him individually. Probably he is suffering from some organic problem. I had the impression that the boy should be given worm medicine every other day for two weeks. You will need to check him then. I think he is suffering from worms. If we can cure that, things will go better. You need to take care of such things with the children. Perhaps you could take a look at him, Dr. Kolisko, and see whether that or something similar is in his digestive system. There may be something else slowing his digestion. You can certainly find the actual reason for his apathy in the digestive system.

If there are things similar to those with these two children, please do not hesitate to mention them. The individual cases are not so important. What is important is that through discussing a number of such cases where we consider individual children, you will slowly gain some experience. Please do not forget to mention such things that seem important to you, or possibly unpleasant.

Now, what is the situation with the withdrawals?

A teacher: Many parents have removed their children after the eighth grade to put them to work. The children of laborers are particularly susceptible to that.

Dr. Steiner: That will truly be a problem if we cannot expand the instruction in the higher grades with training that people can see can replace what the children would receive through some sort of apprenticeship. We need to set up our upper classes in the way that I discussed in my “Lectures on Public Education.” That way, the children can stay. If we do not move in that direction, we will find it very difficult to get the parents to allow them to stay. Many will not see what we want to do with their children. We can still prepare the children for their final examinations. That is a practical difficulty, and we need to look for some solution. We can still prepare the children for their final examinations, even though they may do practical work. For those who tend more toward the trades, we should provide more practical training, but without splitting the school. I don’t think we can avoid losing a number of children when they are fifteen if we allow the school to become an “institution of higher learning.”

A teacher: I only hope the workers’ children will remain in the school as long as possible.

Dr. Steiner: First, the parents have no understanding, something that does not go very far in social democratic circles. “Our children should become something better,” is something they may understand a bit. That attitude is barely present. They may have taken the opportunity to allow their girls to be educated cheaply. We cannot immediately achieve very much in the area of people’s habits. It will also not be easy with the children who have not attended the elementary school from the very beginning, that is, with those who entered later, those we had for only a year in the eighth grade, and who will now move on to the higher grades. Those children cannot really move up. We did not have very many working-class children in the eighth grade.

A teacher: Nine have left. It is difficult to teach the children in the eighth grade what they need for the higher grades.

Dr. Steiner: We should not raise their attitude toward life, I mean exactly what I say, the inner attitude of their souls, to what we normally have in a higher school. Working-class children can get into the higher bourgeois schools only if they are ambitious, that is, if they want to move into the bourgeoisie. We would need to set up the school as I described it in my “Lectures on Public Education.” We would then see what we need to give these students as a proper education. As long as the law requires us to have a college preparatory high school, something that is purely bourgeois with nothing that is not precisely for the bourgeoisie, the working-class children will not fit in.

I would like to say something about this tone of “just teach.” That is, that we do not actually bring anything to the children. Here the issue is that the method we began and that I presented in my didactic lectures can offer a great deal toward efficient instruction when we properly develop it. We still need to work more toward efficiency in teaching. This efficiency is absolutely necessary if other things are to be retained.

I have not complained that the children cannot yet write. In this period of life, they will learn to do something else. I would like to mention the case of R.F.M. as an example. At the age of nine, she could not write and learned to write much later than all the other children. She simply drew the letters. Now she is over sixteen and is engaged. She is extremely helpful at work. This is really something else. In spite of how late the girl learned to read, she received a scholarship to the commercial school and has been named the director’s secretary. We do not take such things sufficiently into account. When we do not teach such things as reading and modern handwriting at too early an age, we decisively support diligence, for such things are not directly connected with human nature. Learning to read and write later has a certain value.

A teacher: There is talk among the parents that a certain discrimination exists between the working class children and the others.

Dr. Steiner: What has occurred in those relationships?

A teacher: I was unable to discover anything between the children. Only little W.A. draws such things out of a hat: “You allow the rich kids to go out, but you do not allow us poor people to do that.” In spite of that, we have never had an attitude against the working-class children.

Dr. Steiner: That is not particularly characteristic of the development of our school because he has become better here. He is much more civilized than he was. He was really wild when he first came, but has improved decisively. I don’t think he is an example of discrimination against the working-class children.

A teacher: He cannot concentrate.

Dr. Steiner: Things would significantly improve if we could look at him from a pathological standpoint. That is, if we could give him a couple of leechings. That is something that belongs to pedagogy, but we would cause a tremendous turmoil if we attempted it now.

You could achieve something with him if you could get him to do something of consequence in detail from the very beginning to the end. If he is chewing on a problem, then he should write it down. In some way, you will need to have him go through the problem into the last details. You can achieve a great deal if you have him do something until he has done it perfectly. His main problem is that his blood has too strong an inner activity. There is a tremendous tension within him, and he is what I would like to call a physical braggart. He wants to boast. He swaggers with his body. That is something that treating the blood could change significantly.

There is much you could do with many of the children if you take it up in the proper way. I will pick out a few children in each class who need physical treatment. It is certainly so that K.R. needs proper treatment. He needs to have a special diet that will treat him for what I spoke of.

We need a school doctor and we need to arrange that position in such a way that it is acceptable to official opinion. We need to create the special position of the school doctor.

A teacher: Couldn’t we do that quickly?

Dr. Steiner: I am not certain if Dr. Kolisko could do something like that. The school doctor I am thinking of would need to know all the children and keep an eye on them. Such a person would not teach any special classes, but would take care of the children in all the classes as necessary. He would have to know the state of health of all the children. There is much I could say about that. I have often mentioned that people say there are so many illnesses and only one health. But, there are just as many healths as there are illnesses.

The position of the school doctor who knows all the children and keeps an eye on them would be a full-time position. That person would have to be employed here. I don’t think we can do it. We are not so far along financially that it would be responsible. We would have to carry it out strictly as that is the only way the officials would accept it. The doctor would have to be employed by the school.

There are questions about W.L. and R.D.

Dr. Steiner: R.D. is much better. Last year he was not in that state. Why did you put him in the back of the class? Last time he sat quite close to the heater.

A teacher: That was mostly because he was too preoccupied with E.

Dr. Steiner: In any event, R.D. is better now. Concerning W.L., I know only of his general state of health as I have not given him much thought. There is something wrong with him physically. R.D. is hysterical, he has an obvious male hysteria. Perhaps the other one has something similar. We will have to examine him to see if there is something organically wrong.

A teacher: May I ask if you recall D.R.?

Dr. Steiner: The boy is physically small, but he seems to be very curious. I think what the boy needs is to often experience that you like him so that he has some security. He receives little love at home. It may well be that the mother talks cleverly, but we should give him some love here at school. You should speak to him often and do similar things. That will be difficult because he makes such an unsympathetic impression. You should speak with him often and ask him about one thing or another. I have the impression that we need to treat him along those lines. The boy is simply a little stiff.

A teacher: Should I also do something special with N.M.?

Dr. Steiner: The question is whether we can awaken her.

A teacher: She is quite distracted, and her eyes are a little askew.

Dr. Steiner: She is intellectually weak. We need a class for weak-minded children so that we can take care of them systematically. These children would gain a great deal if we did not have them learn to read and write, but instead learn things that require a certain kind of thinking. They need basic tasks like putting a number of marbles in a series of nine containers so that every third container has one white and two red marbles. They need to do things that involve combining, and then you could achieve quite a bit with them. We need a teacher for these emotionally disturbed children.

A teacher: In ninth grade history, I have gotten as far as 1790, but I should be at the present. I’m moving forward only slowly.

Dr. Steiner: Recently, I was unable to determine how quickly you were moving forward. What is the problem, in your opinion?

A teacher: The problem is that I am not very familiar with history. The preparation needed to encompass entire periods is very arduous.

Dr. Steiner: Where did you begin?

A teacher: With the Reformation.

Dr. Steiner: What follows is short. You need to come to the present as quickly as possible.

A teacher: Is it better to begin with the artistic or with the geometric when teaching sixth grade projective geometry?

Dr. Steiner: Probably the best thing is to form a kind of bridge in the instruction between art and what is strictly geometric. I don’t think you can treat it through art. What I mean here is the central projection. I think the children really need to know about how the shadow of a cone falls upon a plane. They need an inner perspective.

A teacher: Should I use expressions such as “light rays” or “shadow rays”?

Dr. Steiner: Well, that is a more general question. It is not a good idea to use things in projective geometry that do not exist. There are no light rays and still less shadow rays. It is not necessary to work with such concepts in teaching projections. You should work with spatial forms. There are no light rays and no shadow rays. There are cylinders and cones. There are shadows that arise when I place a cone at an angle and illuminate it from a point and allow a shadow to fall upon an appropriately angled plane. Then I have a shadow form. The form of the shadow as such is the boundary of the shadow, and even a child should understand that. It is the same later in projective geometry when the child learns what occurs when a cylinder cuts through another with a smaller diameter. It is very useful to teach children that, but it does not detract from the artistic. It guides children into the artistic. It makes their imagination flexible. You can imagine flexibly if you know what section occurs when two cylinders intersect one another. It is very important to teach these things, but not as abstractions. A teacher asks about plane geometry.

Dr. Steiner: Perhaps I came in the middle of the class. In this case I think you should proceed more visually. The children could answer more rationally. Everything fell apart. The children spoke in a confused way. If you taught them juicier ideas, that would, of course, change. I would begin with more visual things; teach the children how different a building looks when seen from a balloon. Or, how different things look when you look down upon them from a mountain behind them. In this way, I would then move on from the more complicated object to explain the concepts of the horizontal and vertical projections before I went on to a presentation of the point.

This sort of geometry is something children would do with a passion when you teach them. It is something terribly fruitful. I think you talked too much about placing a point in the surface of a triangle. When you drew a point at the beginning of the lesson and then spoke about all kinds of things without having come to drawing the lines at the end of the class, then I think you have spread the picture out too much. When you spread children’s’ imaginations out so much, they lose the connection. They lose the thread. Everything is so spread out that the children can no longer understand it. It breaks apart.

A teacher: Is there some artistic value in learning “The Song of the Bells”?

Dr. Steiner: You can certainly do that if you raise it to a freer understanding. “The Song of the Bells” is one of those poems where Schiller made concessions to convention. A great deal of it is very conventional. Many of the ideas are quite untrue, and for that reason, it is dangerous. Of course, the working-class children will tell it to their parents, something we don’t want. People perceive it as a bourgeois poem. How are things with the first grade? A teacher reports.

Dr. Steiner: The homogeneity of your class makes a good impression. The children in both first grade classes do not seem to be particularly gifted or dull.

A teacher: There are some individuals with some difficulties.

Dr. Steiner: That is also good; you should awaken some individuals. In general, I was quite pleased with both first grade classes. They were relatively quiet, whereas the second grade is terribly loud. They are having a hellish time of it. They are also restless. In that regard, the two first grade classes are quite good.

A teacher: It is somewhat more difficult in foreign language.

Dr. Steiner: In general, we can be satisfied with the children in these classes. There are a few lagging behind. The little girl in the first row to the left is moving forward only with difficulty. Also, little B.R. is not doing too well.

Dr. Steiner had proposed that a younger teacher, Miss S., help one of the older class teachers, Miss H. A question arose as to how they should work together.

Dr. Steiner: I thought you would relieve one another, but while one of you was not teaching, you would not simply listen, but go around a little to maintain discipline on the side.

A teacher: We did not do that because we thought it would not work.

Dr. Steiner: In an abstract connection that may be correct, but in the intimacy of the class, that is not so. Miss H. is under terrible strain, so that if you were to go around a little, you could keep those children seated when they jump up. That is certainly more effective than when you simply listen.

A teacher: When I tell the children something, Miss H. says the opposite.

Dr. Steiner: Well, that certainly does not come into question if you are seeing to it that a child who is jumping about remains in his seat. I don’t think we want to get into a discussion about principles here. The interesting thing about this class is that the children all run around in colorful confusion. You can certainly keep them from that confusion. What could Miss H. say in opposition? I certainly hope you are not having differences between yourselves. I don’t mean that when children go somewhere for a reason you should keep them in their seats. The concern here is with those obvious cases when children are misbehaving and it is difficult to maintain discipline. Do it unobtrusively so that you do not do anything about which Miss H. could complain.

Is it really so difficult to do that? My intent in proposing this was to give Miss H. some help because the class was too large for her, and the children are somewhat difficult to keep under control. We cannot make an experiment like this one if it remains an experiment. I can easily imagine that you might come so far as to speak for five minutes with one another about the object of the next day’s lesson.

It appears that a question was posed in regard to the telling of fairy tales.

Dr. Steiner: If you think that it is justifiable. I would, however, warn you about filling up time with fairy tales. We should keep everything well divided pedagogically. I do not want these things emphasized too much, so that you do not think through the instruction sufficiently. I do not want you simply to tell a fairy tale when you don’t know what else to do. You should think out each minute of the lesson. Telling a fairy tale is good when you have decided to do it. In the sense of our pedagogical perspective, these two hours in the morning should be a closed whole. Diverging interests should not enter into them.

You will get through only if the two of you are together heart and soul, that is, when you have a burning desire to continue your work together. To be completely of one accord, that is most essential.

A teacher: Miss Lang wants to leave because she is getting married.

Dr. Steiner: I can say nothing other than that it is a shame. We will need to have another teacher. It is absolutely necessary that we call someone who can find the way into the spirit of the Waldorf School completely out of his or her heart. We have gone through nearly all the people who come into consideration as teachers. Not many more may marry.

When will Boy be free? I received a very reasonable letter from him. The question is whether he can be here heart and soul. He is a little distant from the work. I have the feeling he might come here with a predetermined opinion about teaching and not be quite able to find his way into our methods. teachers at such schools have their own curious ideas. I have seen from a number of signs that he is not quite so fixed in such things, but, of course, I would have to know he would be here heart and soul. I would like to meet Mr. Boy personally.

Boy was at that time working at a country boarding school. Other candidates were also discussed.

Dr. Steiner: Well, then, we’re in agreement that we will give Mr. Ruhtenberg one class and that we will try to get Boy or someone else. Is it possible for me to meet Boy personally?

Is there still a class in deportment?

A teacher: I have included all of it in the music class.

Dr. Steiner: If it is properly done, that may be good. In this class, you must teach through repetition so that the rhythm of the repetitions affects the children.

I have not seen much of the eurythmy.

A teacher asks about curative eurythmy and how difficult cases are to be treated in particular.

Dr. Steiner: I have been considering the development of curative eurythmy for a long time, but it has been difficult for me to work in that area recently. We will have to work out curative eurythmy. Of course, there is also much we can do for the psychological problems. If we have the children, then there is much we can do. A teacher reports about the singing class.

Dr. Steiner: I can hardly recommend using two-part singing with the younger children. We can begin only at fifth grade. Until the age of ten, I would remain primarily with singing in one part. Is it possible for you to have the children sing solo what they also sing in chorus?

A teacher: I can do that now.

Dr. Steiner: That is something we should also consider. I think we should give attention to allowing the children to sing not only in chorus. Do not neglect solo singing. Particularly when the children speak in chorus, you will find the group soul is active. Many children do that well in chorus, but when you call upon them individually, they are lost. You need to be sure the children can also do individually what they can do in chorus, particularly in the languages.

How do things stand with the older children in singing?

A teacher: The boys are going through the change of voice. They receive theory and rhythmic exercises. The older children work in various ways. Perhaps we could form a mixed choir. That would be fun.

Dr. Steiner: We can certainly do that. How is it in the handwork classes?

A report is given.

Dr. Steiner: You will need to take into account the needs of the children when you select the work. It is not possible to be artistic in everything. You should not neglect the development of artistic activities nor let the sense of art dry out, but you cannot do much that is artistic when the children are to knit a sock. When the children are knitting a sock, you can always interrupt with some small thing. We want to bring some small activities into our evening meetings [with parents], perhaps making a small bracelet or necklace out of paper, but we shouldn’t get into frivolous things. Things people can use, which have some meaning in life and can be done artistically and tastefully. But, make no concessions. Don’t make things that arise only out of frivolous desires. There are not many things we can do with paper. I also hope to attend.

Mr. Wolffhügel, you certainly have some special experiences with shop.

A teacher: The children have begun making toys, but they have not yet finished.

Dr. Steiner: There is nothing to say against the children making cooking spoons. They don’t need to make anything removed from life, and when possible, no luxury items.

A biennial report is mentioned.

Dr. Steiner: A yearly report would be good. We cannot say enough about the Waldorf School, its principles and intentions and its way of working. It is a shame when that does not always occur objectively. I will see what I can write. It should not be too long.

A teacher: In the parent evening for my class, I gave a talk about all the children have learned.

Dr. Steiner: Nothing to say against that, but it cannot become a rule. Those who want to do it, should do it. You simply need to believe it is necessary. Not everyone can do that. People will need the kind of energy you have if they are to do such things.

When we cannot increase the number of students due to the lack of space, quite apart from the problems with the regulations, then you, of course, need to consider our primary work is for the continuation of the Waldorf School. That is what is important. It is important that we place the goals of the Waldorf School in the proper light. Within the threefold movement, it is more important to present the characteristic direction of the Waldorf School objectively, not as advertising for the school, but as characteristic of our work. It is certainly much more necessary to do that than to speak about Tolstoy among the members of the Union for Threefolding. People already know about the school to a certain extent, but it must become much better known, particularly its basic principles. We also need to emphasize the independence of the faculty, the republican-democratic form of the faculty, to show that an independent spiritual life is thinkable even within our limited possibilities.

A teacher: Would you advise us to continue to travel north to give lectures?

Dr. Steiner: Well, we would have to decide in each case whether that is possible. If we can make good arrangements, it would certainly be good to reach as many people as possible with our lectures.

Marie Steiner: Mr. L. wants to meet with me tomorrow regarding a performance in another city.

Dr. Steiner: Well, it is in general not possible for the children from the Waldorf School to travel around. I am not sure we should even begin that when the whole thing is somewhat spinsterish. We cannot be sending the Waldorf children around all the time, so that must be an exception. The Waldorf children can’t be a traveling troupe. I don’t think that would be appropriate. We can certainly work for the children’s eurythmy, but we should have people travel here to see it. It must be taken more seriously than Mrs. P. and Mr. L. would do. They want to make it into some sort of social affair. There is also too much energy being expended in giving lectures in this connection. We should not accept this tea party Anthroposophy too much.

Those who have time may want to go, but it is really a little bit wasted energy. Those who want to can go to lectures. Popular celebrities also hold lectures, but it is relatively clear that the audience is not very promising. It’s a little bit of a mixture of Bohemians and salon people, not people who could really contribute in some way to the further development of the anthroposophical movement.

In Bavaria, the major party is completely narrow-minded. These idealists have done everything wrong, so that narrow-minded viewpoints easily arise. When Bavarians say “Wittelsbacher,” they mean a good bratwurst.

Is there anything else? From my own perspective, I wish I could be more active here in the Waldorf School.

Dr. Steiner: Today, we want to have our agreed-upon discussion with Dr. Kolisko on health in the school. I will not go into the details of treating students because there are a number of principle things we need to present first. They will form the basis for further work that must also occur. We will proceed, then, by selecting some typical cases that could arise here. You will also have an opportunity to ask questions about specific cases.

I would first like to draw your attention to the fact that all of our Waldorf School pedagogy has a therapeutic character. The entire teaching method is itself oriented toward healing the child. If you create a pedagogy that does the proper thing during childhood, then educating children takes on a healing aspect. In particular, if we properly handle the child as an imitative being before the change of teeth, then use authority properly, and then appropriately prepare the child to form judgments, all of that will have a thoroughly health-giving effect upon the child’s organism.

It is fundamentally necessary that the direction of our behavior at school be hygienic. That is, that the teacher, in flesh and blood, has penetrated the three aspects of the human organism. The teacher should have an instinctive feeling for each child, that is, for whether one of the three aspects of the human organism, the nerve-sense system or the rhythmic system or the metabolic -limb system, predominates, and for whether we need to stimulate one of the other systems in order to balance a harmful lack of balance in the other systems.

For that reason, we will look at the threefold human being in a way particularly important for the teacher. We have the nervesense system. We can properly understand that only if we are aware that there is a regularity in the nerve-sense system that is not subject to the physical and chemical laws of earthly matter. We need to be aware that the human being rises above the laws of earthly matter through the nerve-sense system. The form of the nerve-sense system is completely the result of prenatal life. The human nerve-sense system is received by the human being in accordance with pre-earthly life. The nerve-sense system is thus capable of independently developing all activities related to the spirit-soul, because all material laws of the nerve-sense system are removed from earthly matter.

The case is exactly the opposite with the metabolic-limb system. Of the three human systems, the metabolic-limb system depends most upon external material processes. When people understand the earthly processes playing out in physics and chemistry, they also understand which processes continue within the human being, at least to the extent that human beings have a metabolic- limb system. However, they learn nothing about the laws of the nerve-sense system.

The rhythmic system lies between these two and, in a certain way, naturally balances the two extremes.

These things form quite individually within every human being. This is particularly true of children. The activity of one system always predominates over the others, and we need to do what is necessary to create a balance. For that, we must have a capacity to really listen to how children express themselves, so that expression can become a revelation of what we need to do with the child in order to help it achieve a completely harmonious health. It is important that we become clear about the fact that, for example, we can have a beneficial effect upon the nerve-sense system by adding the proper amount of salt to the foods the children eat. Thus, if we notice that a child tends to be inattentive, to be flighty and turn away from what you present, that the child is what we might call too sanguine or too phlegmatic, we will need to see to it that we strengthen the child’s pictorial forces so that he or she becomes better able to pay attention to the outer world. We can do that by providing the child with more salt. If you have, for instance, children who are inattentive or who tend to wander, then, if you look into the matter, you will find that the child’s organism does not properly process salt.

In more severe cases, it will often not be enough to simply suggest putting more salt into the child’s food. You will notice that because of some lack of knowledge, or perhaps inattentiveness, the parents salt the food too little. There, you can help with such suggestions. It is, on the other hand, also possible that the child’s organism refuses to accept salt. In such cases, you can help achieve the proper intake of salt by using a very dilute dosage of lead compounds. Lead is what, to a certain extent, enlivens the human organism to properly process salt. Of course, if you go beyond that boundary, the organism will become ill. What is important is to achieve the proper limit, which you may notice when a child has the first traces of a tendency for mental dysfunction. That is something many children have. You will then see that you will have to bring the whole healing process into line with what I have just described.

It is certainly a major deficiency that many educational systems pay no attention to such things as, for example, the external appearance of the children. You can stand in front of a school and see both large and small-headed children. We should treat those children with larger heads, in general, in the way I just presented. Those with small heads should not be treated that way, but in a way I will shortly describe. In those children with a physically oversized head, you will be able to find what I have just described as deficiencies, namely, lack of attention or a too-strongly developed phlegma. Now, however, we have all those children who have the contrasting tendency, that is, those whose limb-metabolic system is not sufficiently active throughout their being. Of course, such children feed their organic metabolism, but what the metabolism should be for the human organism does not sufficiently extend throughout their entire being. External observation of such children shows that they like to brood over things, but that they are also very strongly irritated by external impressions, that is, they react too strongly to external impressions. We can help such children improve throughout their entire organic system by taking care that they receive the proper amount of sugar.

You should also study the development of children in the following way. There are parents who overfeed their young children with all kinds of candy and so forth. When such children come to school, from the perspective of the soul and spirit, and thus also physically, they are concerned only with themselves. They sit and brood when they do not feel enough sugar in their organism. They become nervous and irritated when they have not had enough sugar. You need to pay attention, because when such children have too little sugar for a period of time, their organism slowly decays. The organism becomes fragile, the tissue becomes brittle, and they slowly lose the capacity to properly process even the sugar in their food. For that, you need to take care to properly add sugar to their food. Nevertheless, the organism may, in a sense, refuse to properly process sugars. In that case, you again need to assist the organism by giving a small dose of silver.

Now you see how, for the teacher, the spirit-soul life of the child can become a kind of symptomatology for the proper or improper functioning of the body. If a child shows little tendency for differing imaginations, if the child simply tosses everything together in a fantasy, if it cannot properly differentiate, then the nerve-sense system is not in order. In your attempts to teach the child to differentiate, you have at the same time a symptom indicating that the nerve-sense system is not in order, and you must, therefore, do what I just described.

If a child shows too little capacity for synthetic imagining, that is, for constructive imagining where the child cannot properly picture things, if he or she is a little barbarian in art, something common in today’s children, that is a symptom that the metabolic-limb system is not in order. You must, therefore, provide assistance in the other direction, in the area of sugar. From a hygienic therapy perspective, it is very important that you look at whether differentiating imagination or analytical imagination or artistic synthetic imagination is missing in the child.

There is now something else. Imagine you have a child whose analytical imagination is clearly missing. That could also be a sign that the child is directing his or her astral body and I too much away from the nerve-sense functions. You must, therefore, see to it that the child’s head is cooled in some way, for instance, that you give the child a cool wash in the morning.

You should not underestimate such things. They are extremely important. You should certainly not see it as a kind of deviation into materialism to advise the parents of a child who shows no capacity for painting or music to give the child a warm stomach wrap two or three times per week, so that the child has it on overnight.

People today have too little respect for material measures, and they overestimate abstract intellectual measures. We can attempt to correct that modern, but incorrect, perspective, by attempting to show that the divine powers have used their spirit for the Earth in order to fulfill everything materially. Godly powers allow it to be warm in summer and cold in winter. Those are spiritual activities accomplished by divine powers through material means. Were the gods to attempt to achieve through human education, through an intellectual or moral instruction, what they can achieve by having human beings sweat in the summer and freeze in the winter, then they would be incorrect. You should never underestimate the effects of material means upon children. You should always keep them in mind.

There is also another symptom for the same organic problem that arises when there is a deficiency in synthetic thinking, namely, children become pale. Children are often pale in school. We can handle that similarly to the condition of the astral body not being properly integrated into the metabolic-limb system. You can improve the paleness of children through the same means, because when you give a child, say, a warm stomach wrap, it sets the entire metabolic-limb system into motion so that the full metabolism develops greater activity throughout all systems of the organism.

If that system develops too strongly, so that you need to make only a small remark to a child and he or she immediately gets a red face and is terribly annoyed, treat that in exactly in the same way as when the astral body and the I are not properly integrated into the nerve-sense system. In that case, you need to give the child’s head a cool washing in the morning.

It is extremely important for the teacher to be able, in a sense, to foresee the child’s state of health and act preventively. Of course, there is much less thanks for that than when you heal when the illness already exists, but for children it is much more important.

Now, of course, things that have been used upon a child’s organism to direct a process in one direction or another may need to be subdued. If you treat a child for a time with lead in the way I described, you will need to stop the process at a later time. If you have, for instance, treated a child for a time with lead and have accomplished what you wanted, it would be good to treat that child with some copper compound for a short time, so that nothing remains of the lead process. If you found it necessary to treat a child with silver for a period, you should later treat him or her with iron, so that the inner process is arrested.

There is one more thing I want to say. If you notice a child is, in a sense, lost in its organism, that is, does not have the requisite inner firmness—for example, the child suffers a great deal from diarrhea or is clumsy when moving its limbs, so that it dangles its arms and legs when picking up things and then lets them fall again—such things are the first symptoms of what will develop into processes that strongly affect the person’s health later in life. You should never ignore it when a child often has diarrhea or urinates too much or picks things up so clumsily that they fall again or shows any kind of clumsiness in grasping objects. You should never simply ignore such things. A teacher should always keep a sharp eye open for such things as, for example, whether a child dexterously or clumsily holds a pencil or chalk when writing upon the board. In that way, you can act as a hygienic doctor. I mention these things because you cannot accomplish very much by simply reprimanding the child. Only someone who is always active in the class can affect anything. On the other hand, you can achieve a great deal through external therapeutic means. If you give the child in such a case a small dose of phosphorus, you will see that it will become relatively easy to reach the child with reprimands about clumsiness, even with organic weaknesses of the sort I just described. Give the child phosphorus, or if the problem is deeper, for example, when the child tends toward flatulence, use sulfur. If the problem is more visible outwardly, then phosphorus. In such cases, suggest to the parents that they should feed the child foods connected with colorfully flowering plant blossoms. Speaking in an extreme case, suppose a child often wets the bed. Then you can accomplish a great deal through a therapeutic treatment with phosphorus, but still more by working with the diet. Suggest adding some paprika or pepper to the food as long as the condition persists. You will need to determine that based upon the child’s further development.

In such questions, it is absolutely necessary that members of the faculty work together properly. We are in the fortunate situation of having Dr. Kolisko as the medical member of our faculty, and we should not undertake such therapies without speaking with him first, since a certain understanding of chemical and physiological things is necessary to arrive at the correct opinion. Nevertheless, every teacher needs to develop an eye for such things.

I once again need to take this opportunity of mentioning that in teaching it is of primary importance to take care to bring the nerve-sense system and the metabolic-limb system into a proper balance. When that is not done, it shows up as irregularities of the rhythmic system. If you notice the slightest inclination toward irregularity in breathing or in the circulation, then you should immediately pay attention to it. The rhythmic system is the organic barometer of improper interaction between the head and the limb-metabolic system. If you notice something, you should immediately ask what is not in order in the interaction of these two systems, and second, you should be clear that in teaching you need to alternate between an element that brings the child to his or her periphery, to the periphery of the child’s body, with another element that causes the child to withdraw within. Today, I cannot go into all the details of a hygienic schoolroom; that is something we can speak of next time.

A teacher who teaches for two hours without in some way causing the children to laugh is a poor teacher, because the children never have cause to go to the surface of their bodies. A teacher who can never move the children in such a way as to cause them to withdraw into themselves is also a poor teacher. There must be an alternation, grossly expressed, between a humorous mood when the children laugh, although they need not actually laugh, but they must have some inner humorous feeling, and the tragic, moving feeling when they cry, although they do not need burst into tears, but they must move into themselves. You must bring some life into teaching. That is a hygienic rule. You must be able to bring humor into the instruction.

If you bring your own heaviness into class, justified as it may be in your private life, you should actually not be a teacher. You really must be able to bring the children to experience the periphery of their body. If you can do it in no other way, you should try to at least tell some funny story at the end of the period. If you have caused them to work hard during the period on something serious, so that their faces are physically cramped from the strain on their brains, you should at least conclude with some funny story. That is very necessary.

There are, of course, all kinds of possibilities for error in this regard. You could, for example, seriously damage the children’s health if you have them work for an entire period upon what is normally called grammar. You might have children work only with the differences between subject, object, adjective, indicative, and subjunctive cases, and so forth, that is, with all kinds of things in which the child is only half-interested. You would then put the child in the position that, while determining whether something is in the indicative or the subjunctive case, the child’s breakfast cooks within the child, uninfluenced by his or her soul. You would, therefore, prepare for a time, perhaps fifteen or twenty years later, when genuine digestive disturbances or intestinal illnesses, and so forth, could occur. Intestinal illnesses are often caused by grammar instruction. That is something that is extremely important. Certainly, the whole mood the teacher brings into school transfers to the children through a tremendous number of very subtle connections.

A great deal has been said on various occasions during our earlier discussions on this topic. The inner enlivening of our Waldorf School teaching still requires considerable improvement in that direction. Even though I might say something positive, I would nevertheless emphasize that it is highly desirable, even though I am aware that we cannot always achieve ideals immediately, for Waldorf teachers to teach without preconceptions. teachers should really be so prepared that they can give their classes without preconceptions, that is, that the teacher does not need to resort to prepared notes during class. If the teacher needs to look at prepared notes to see what to do, the necessary contact with the students is interrupted. That should never occur. That is the ideal. I am not saying this just to complain, but to make you aware of something fundamental. All these things are hygienically important. The mood of the teacher lives on in the mood of the children, and for that reason, you need to have a very clear picture of what you want to present to the class. In that way, you can more easily help children who have metabolic difficulties than if you had the children sit in a classroom and taught them everything from a book.

It is a fact that in earlier periods of human development, teaching was generally understood as healing. At that time, people understood the human organism as tending to cause illness itself and knew that teaching brought a continual healing. It is extraordinarily good to become aware that, in a certain sense, every teacher is a doctor for the child.

In order to have healthy children in school, teachers must know how to overcome themselves. You should actually attempt to keep your private self out of the class. Instead, you should picture the material you want to present during a given class. In that way, you will become the material, and what you are as the material will have an extraordinarily enlivening effect upon the entire class. teachers should feel that when they are not feeling well, they should, at least when they are teaching, overcome their ill feeling as far as possible. That will have a very favorable effect upon the children. In such a situation, teachers should believe that teaching is health-giving for themselves. They should think to themselves that while teaching, they can move away from being morose and toward becoming lively.

Imagine for a moment you go into a classroom, and a child is sitting there. After school, the child goes home. At home—of course, I am referring to a different cause, I am not saying the teaching would cause this—the child needs to be given an emetic by the parents. Of course, that could not have been caused by the instruction given by Waldorf teachers, that would only occur in other schools. However, if you went into a class with the attitude that teaching enlivens me and brings me out of my morose state, you could spare the child the medicine. The child can digest better when you have the right attitude in the classroom. In general, a moral attitude of the teacher is significantly hygienic.

This is what I wanted to say to you today. We will continue to work on this later.

Is there anything in particular you would like to ask me now?

A teacher: I had wondered about how the three systems relate to the temperaments.

Dr. Steiner: Phlegmatic and sanguine temperaments are connected with the nerve-sense system; choleric and melancholic with the metabolic system.

A teacher: You spoke of flighty children having large heads. In my class, I have a very flighty child with a small head.

Dr. Steiner: A small head is connected with brooding and reflecting, whereas large-headed children are more flighty. If that is not the case, your judgment is incorrect. A small-headed child who is very flighty has not been evaluated from the proper perspective. You can orient yourself with these things. You first need to look at the nature of the child from the proper perspective. Show me the child some time. It is possible to mistake a child’s brooding for superficiality. It is possible that the brooding is hidden behind a kind of superficiality. That is easily possible with children. A teacher: Is this description valid for a specific age?

Dr. Steiner: It is valid until approximately the age of seventeen or eighteen.

A teacher asks about a girl in one of the upper grades who often wants to drink vinegar.

Dr. Steiner: You can understand that by seeing that the child has absolutely no tendency toward concentration. She lacks a capacity for concentration, but now and then she has to concentrate upon something, not because of outside demands, but from her own organism. She wants to rid herself of that requirement by drinking vinegar. She simply cannot concentrate, so the physical body demands it sometimes. She tries to overcome it by drinking vinegar, but you should not allow it.

A teacher: How can we work with children who absolutely cannot concentrate?

Dr. Steiner: With such children it might not be so bad if you tried to give them something moderately sweet, that is, to put them more on a sweet, rather than a salty, diet.

A teacher asks about a girl in the first grade.

Dr. Steiner: First try to get the parents to give her a warm stomach wrap, perhaps even a little damp, for a longer period, so that the astral body becomes more firmly seated in the limb-metabolic being. Silver would be the right remedy for her. For her, much depends upon getting the metabolic-limb system to take over the activities of the astral body. Give her silver and stomach wraps. She is a child who does not live in herself and is not in her metabolism at all. You need to have the entire picture when attempting to treat specific cases.

The school doctor: I thought we would arrange things later on so that I can see the children everyday.

Dr. Steiner: Today, I was speaking specifically about children’s organisms. Perhaps it would be good go through this again in relation to the physicians’ course, so we could be more specific.

We now have a report about the new administrative organization.

A teacher: I wrote the report about what we decided at the last meeting. It contains the results of the work of the preparatory committee. The other things we need to do are the concern of the administrative committee.

Dr. Steiner: Perhaps it would be good if faculty members said something about any of the individual points they think we need to speak about.

Current committee administrator: I think it is important that we work toward a new attitude in our meetings. There should be no one here who thinks the meetings are not necessary. The indifference we now bring to our meetings must disappear. I think we could bring an attitude to the meetings that would give them some meaning. I think our meetings would then have something that was much stronger earlier, when the effects of the seminar were still active in us. This is not a new thought. We will try to leave the concerns of the administrative committee outside the meetings.

The parents have asked for a lecture.

Dr. Steiner: We first must work with the Anthroposophical Society so that it can continue to exist, so we will have to put that off. I feel like I have contracted lockjaw from the bad attitude toward the meetings.

A teacher: We should not present things to the full plenum that we can easily take care of in private discussions. Bad forces have taken over the meetings. I have given some thought to how we could form the meetings so that only good forces are present.

Dr. Steiner: As in all such things, those who are most dissatisfied with our gatherings could do the most toward making them better by personally trying to make them better. If the meetings appear ugly, couldn’t you try to make them as nice as possible? If you notice they are difficult for you, and that you need to rid yourself of something after the meeting, then the situation will be better if you behave so that others will feel good when they leave. At the next meeting, you will also feel better. We should not ask anything from the meetings, but rather believe we should give. It is not very fruitful to criticize such things; instead try to improve things in yourself.

Much of what you have said concerns the interactions of faculty members and really requires much more consideration than you give it. We can say that, aside from some individual things that need improvement, the teaching has been very satisfactory recently. It has greatly improved. In contrast, there is a certain coldness, a kind of frigidity, in the interactions between faculty members. The meetings can create a bad atmosphere only if that coldness becomes too great. We can counteract that by working with the interactions between teachers.

When you say you cannot meet one another at the meetings, that seems rather strange to me in a group that is together from morning to night and sees one another during every break. During every break you have an opportunity for smiling at one another, for speaking in a friendly way to each other, for exchanging warmth. There are so many opportunities for developing a certain kind of vivacity, that I cannot understand why you need to do that only in the meetings. In the meetings, we should each present our best side. The problem is that you simply pass by one another and do not smile enough at each other. We can certainly speak the truth bluntly to one another, as that aids digestion and hurts nothing when said at the proper time. On the other hand, though, our relationships must be such that each one knows that the others feel that way about me not only because I am sympathetic or unsympathetic, but also because I am a teacher in the Waldorf School. That is something that is generally necessary in anthroposophy here in Stuttgart. Here, people meet one another in the Anthroposophical Society in just the same way as they would anywhere else, but what is necessary is that they meet one another in a certain way because the other is also an anthroposophist. teachers should meet one another in the Waldorf School in just the same way. That gives a special tone in every expression made during the school breaks, whether smiling or making accusations. I see too many sour faces. We need to pay more attention to that.

That is why I got a kind of lockjaw when there was so much discussion about the bad atmosphere in the meetings, because it meant that there must be a bad attitude toward one another, or an attitude of indifference. I cannot understand why there isn’t an atmosphere of great happiness when all the Waldorf teachers sit around one table. The proper attitude would be to think to ourselves, we haven’t had a meeting for a week, but now I am so happy to be able to sit with everyone again. When I see that is not the case, I get a kind of cramp. There should be no Waldorf teachers who do not look on the others with good intent. We do not need to resolve questions of conscience here in the plenum. When we have such relationships between members of the faculty, we can certainly take care of those questions individually. I can easily imagine everything moving quite smoothly.

It would certainly be quite nice if the teachers met now and then for a picnic. Each of you should try to make the meetings as lively as possible for everyone, so there is no need to complain. If someone thought of complaining, they should change their thought into asking, “What should I do so that things are better next time?” Otherwise, they would be a kind of outcast, and they would be that only if they had a bad attitude toward the meetings. Are there any other malcontents?

A teacher: The problem of discipline is continually discussed without any positive conclusion.

Dr. Steiner: In general, there are a number of things we could object to regarding discipline in the lower grades, but in the upper grades there is not so much. I do not know how you could expect to have better behaved children. They are just average children. Aside from the fact that the children in the lower grades need to be more active, I can only say that, in a certain sense, I have seen classes that are really very good in regard to discipline. This question of discipline can be a cause of distress forever, and if it were, we would have to discuss it continually. We cannot have the attitude that we do not want to discuss the question of discipline in our meetings simply because it is unpleasant. That is exactly why we do need to discuss it. I would like to mention a concern about discipline that has a kind of legendary significance. This may be important only outside of the school, in the [Waldorf-Astoria] Company. Many of you may think this is not a question for our meetings, but I do not know which members of the faculty I would call together to discuss this problem. In this question, we do not need to point to one person or another.

There may be teachers in the Waldorf School who slap the children, and so forth. That is something I would like to take care of in private discussions. I have heard it said that the Waldorf teachers hit the children, and we have discussed that often. The fact is, you cannot improve discipline by hitting the children, that only worsens things. That is something you must take into account. Perhaps no one wants to say anything about this, but my question is whether that is simply a story that has been spread like so many other lies, or have children, in fact, been slapped in the Waldorf School? If that has occurred, it could ruin a great deal. We must hold the ideal of working without doing that; discipline will also be better if we can avoid it.

A teacher: I teach English to the eighth grade, and I found the discipline there terrible.

Dr. Steiner: What do you as the class teacher have to say? The teacher reports.

Dr. Steiner: It would be pedagogically incorrect if we did not take the personal relationship to the children into sufficient account. It is certainly difficult to create, but you must create it and you can create it in individual cases. You should, however, remember that our language instruction is extremely uneven. In spite of the fact that we have a Waldorf pedagogy, there is, for example, sometimes too much grammar in the classes, and the children cannot handle that. Sometimes I absolutely do not understand how you can keep the children quiet at all when you are talking, as sometimes happens, about adverbs and subjunctive cases and so forth. Those are things for which normal children have no interest whatsoever. In such instances, children remain disciplined only because they love the teacher. Given how grammar is taught in language class, there should be no cause for any complaints in that regard. We can really discuss the question only if all the language teachers in the Waldorf School meet in order to find some way of not always talking about things the children do not understand. That, however, is so difficult because there are so many things to do. What is important is that the children can express themselves in the language, not that they know what an adverb or a conjunction is. They learn that, of course, but the way such things are done in many of the classes I have seen, it is not yet Waldorf pedagogy. That is, however, something we need to discuss here in the meetings. There are so many language teachers here and each goes their own way and pays no attention to what the others do, but there are many possibilities for helping one another. I can easily imagine that the children become restless because they do not know what you expect of them. We have handled language class in a haphazard way for too long.

A teacher: We language teachers have already begun.

Dr. Steiner: Recently, I was in a class and the instruction had to do with the present and imperfect tenses. What do you expect the children to do with that when it is not taught in Latin class? How should they understand these expressions? You need to feel that there is so much that is not natural to human beings, particularly in grammar. It is clear that in schools where discipline is maintained through external means, discipline is easier to maintain than where the children are held together through the value of the instruction. I am not saying that such expressions as present and indicative should be done away with, but that you should work with them in such a way that the children can do something with them. What I noticed was that the children did not know what to do with such expressions.

A teacher: There is examination fever in the highest grade. The middle grades are missing the basics.

Dr. Steiner: That is not what they are missing. Look for what they are missing in another area. That is not what they are missing! It is very difficult to say anything when I am not speaking about a class in a specific language, since I find them better than the grammar instruction. Most of our teachers teach foreign languages better than they teach grammar. I think the main problem is that the teachers do not know grammar very well; the teachers do not carry a living grammar within them. Please excuse me that I am upset that you now want to use our meeting to learn grammar. I have to admit that I find the way you use grammar terms horrible. If I were a student, I certainly would not pay attention. I would be noisy because I would not know why people are forcing all of these things into my head. The problem is that you do not use time well, and the teachers do not learn how to acquire a reasonable ability in grammar. That, then, affects the students. The instruction in grammar is shocking, literally. It is purely superficial, so that it is one of the worst things done at school. All the stuff in the grammar books should actually be destroyed in a big bonfire. Life needs to come into it. Then, the problem is that the students do not get a feeling for what the present or past tense is when they really should have a lively feeling for them. The genius of language must live in the teacher. That is also true for teaching German. You torture the children with so much terminology. Do not be angry with me, but it is really so. If you used mathematical terminology the same way you do grammatical terminology, you would soon see how horrible it is. All your horrible habits do not allow you to see how terrible the grammar classes are. This is caused by the culture that has used language to mistreat Europe for such a terribly long time, it has used a language that was not livingly integrated, namely, Latin. That is why we have such a superficial connection to language. That is how things are. The little amount of spirit that comes into grammar comes through Grimm, and that is certainly something we need to admire. Nevertheless, it is only a little spirit. As it is taught today, grammar is the most spiritless thing there is, and that gives a certain color to teaching. I must say there is much more to it than what we do. It is just horrible. We cannot always have everything perfect, which is why I do not always want to criticize and complain. You need a much better inner relationship to language, and then your teaching of language will become better.

It is not always the children’s fault when they do not pay attention in the language classes. Why should they be interested in what an adverb is? That is just a barbaric word. Things only become better when you continually bring in relationships, when you repeatedly come back to the connections between words. If you simply make a child memorize and yourself have no interest in what you had them memorize, the children will no longer learn anything by heart. They will do that only if you return to the subject again in a different connection so that they see there is some sense in learning.

You should not so terribly misunderstand some things, Mr. X. I got a kind of cramp when I saw how you presented The Chymical Wedding today. I said you could do that if you wanted to learn about spiritual activity for yourself, but then you did it in class. After you have done the conclusion, you will see how impossible it is to do The Chymical Wedding in school. It could be very useful if you know something about it yourself, as then you can handle other things appropriately. Now, however, you can do nothing more than present the question of the kings in The Chymical Wedding as pictorially as possible so that the children become aware of how one theme makes a transition into another.

A teacher: How should I do that?

Dr. Steiner: The theme of the three kings goes throughout it. You can find it in The Chymical Wedding and again in Goethe’s Tales. You could show how the same idea was active over centuries, and then tell stories about other themes that lived for centuries. There are a large number of such themes. If you recall, I once mentioned to you how you can see Faust and Mephistopheles as Robert and Trast in Sudermann’s Ehre.

A teacher: In the tenth-grade art class I showed how Schiller developed the word into a musical effect in The Bride of Messina and how Beethoven in his Ninth Symphony moved toward the word through human voice. In the end, Beethoven met Schiller in the “Ode to Joy.” Richard Wagner felt this quite strongly.

Dr. Steiner: It may be quite important to emphasize this relationship of Schiller to Beethoven. That is something the children will feel quite deeply at their age. You can best carry out what you wanted to say about Parzival if you also put the choir in Schiller’s Bride of Messina at the center.

The Initiation of the Ego. The Gospels are the books of the Mysteries. The Life of Christ, a repetition of Initiation on the great plane of world history

From what has already been given out in these Lectures we are led to the conviction that the following are the essential facts of the Christ Event. The stage of human development described as raising the soul to spiritual realms was only attainable in pre-Christian days within the Mysteries, and then only through a certain dimming of the ego. Human development, however, was destined to receive so powerful an impulse that those who could rise to it would be able to retain full ego-consciousness on entering the world of spirit. This condition belongs for the most part to the future, for ego-consciousness at the present day is normal only on the physical planes.

The advance in human evolution imparted by the Christ Event is the greatest that has yet been made, or ever will be made, in human or earthly evolution. Whatever may arise in the future in consequence of this event will be but a further development of this mighty impulse. Therefore we ask ourselves: What then actually had to come to pass through the Event of Christ?

In a certain way there must be a repetition; a repetition in detail, of what belonged to the secrets of the ancient Mysteries. It was characteristic of those Mysteries, as it is to some extent of those of to-day that he who penetrated within his own physical and etheric bodies experienced the temptations of the astral body as described in the last Lecture. In the Greek Mysteries, on the other hand, man had to confront the difficulties and dangers that always approach those who try to pour themselves forth into the macrocosm. This also has been described. Both these types of initiation were experienced as a single impulse of a great outstanding individuality by the Christ as a pattern for mankind. Through this an impetus was given by which men would gradually in future be able to pass through such a development as came to them in initiation.

Let us therefore consider first what was accomplished in the Mysteries. All that the human soul then passed through was experienced with the ego-consciousness reduced to something half dream-like, and in this condition the inner soul nature gained certain experiences. Such a man experienced the awakening of egoism, the desire to be independent of the external world; but, as explained in the last lecture, so long as man is unable to create food magically, unable to dispense with what is acquired through his physical organism, he is dependent on the outer world. Therefore he is exposed to the illusion that all he perceives by means of his physical nature applies only to the world and to the splendour thereof. Every pupil, every would-be initiate went through this experience, though not in the same way as the Christ, Who experienced it on the highest level. Therefore a description of these facts, which are only experienced by a pupil of the Mysteries, would be in a certain way similar to a description of the life of Christ Jesus. What then took place outwardly, once and for all time, on the plane of the world's history, had been confined hitherto to the darkness of the Mysteries.

Let us consider the following case, one that was frequent in the centuries immediately preceding Christ. Let us suppose that an artist or a writer had learnt that this or that procedure was followed during initiation, and, that he had painted or written of it. Such a picture, or writing might well resemble what is related by the Evangelists of the Christ Event; and one can understand how in many ancient Mysteries after due preparation the candidate's physical form was bound with outstretched hands in the form of a cross, so that his soul nature might be liberated. He remained thus for a certain time, so as to draw forth his soul nature, and that he might undergo the experiences already related. These things might have been represented in paintings or described in writing. They might then be discovered by someone to-day, who might deduce from them that the painter had painted a scene of the Mysteries, or the writer had recorded an old tradition. He might then go on to say that the facts of the Gospels are merely records of the rites of an initiation of former days.

This is frequently stated—and to how great an extent is shown in my book, Christianity as Mystical Fact, in which I explain how all the secrets of the ancient Mysteries appear again in the Gospels, how in fact the Gospels are but repetitions of ancient accounts of initiation as carried out in the Mysteries. Why in telling of the life of Christ does the Evangelist simply describe facts of the ancient Mysteries? The Evangelist describes the scenes of the ancient Mysteries because he saw these inner processes of the soul carried out as historic facts; because all the events of the life of Christ Jesus were a repetition, exalted to the level of an Ego-Being, of the symbolic or even actual-symbolic acts of ancient initiation.

This fact needs emphasis: Those who take their stand on the ground of the historical truth of the Christ Event may rightly point out the resemblance between the Gospel biographies of Christ Jesus and the occurrences of the Mysteries. To express it more exactly, those who were destined to behold the Christ Event in Palestine beheld the fulfilment of the Essene prophecy; the Baptism in Jordan, the Temptation, the Crucifixion, and all that followed. They could say therefore: We have represented to us here the life of a Being in a human body. What are the essential points in the life of this Being? Strange to relate, we find, enacted here in external historic life, certain events that are the very same as those which occurred to the initiate in the ancient Mysteries. We need only refer to the canon of a Mystery to discover a model for those events which are here described as historical facts.

That in fact is the great secret, that what was formerly hidden within the obscurity of the temple, and only reached the world in its results, was now enacted on the great stage of universal history as the Christ Event, and could be seen by those who had attained spiritual vision. It should be realized that in the days when the Evangelists wrote, biographies such as we have to-day were unknown; biographies for instance of Goethe, Schiller, or Lessing giving in detail every minute scrap of information, in which the most unimportant details are amassed and presented as of the greatest moment. With the attention fixed on this mass of detail, concentration on facts of essential importance is impossible. The Evangelists were content to relate the essential facts of the life of Christ Jesus, and the fact of supremest importance is, that in the great plan of world history, the life of Christ is a repetition of initiation. Can we wonder that this truth which has come to light in our time should be so disconcerting to many people—so really overwhelming. These things which are so disconcerting will strike you even more vividly when you consider what follows.

Myths and sagas come to us from the past. What are they? Anyone who understands them, and knows what they are, will find in them descriptions of what ancient clairvoyance had seen in the spiritual world clothed in happenings of the world of the senses, or he will find other myths that are in essence nothing but descriptions of the Mysteries. The myth of Prometheus, for instance, like many another, is partly a reproduction of deeds enacted in the Mysteries. We often find the scene described when Zeus appears and near him some lower god who—according to the Greek account—tempts him. Zeus, standing on an eminence, is ‘tempted by Pan.’ This is one form; there are many others. Why does this image occur so frequently? Because it expresses the descent of man into his inner being, the descent into the physical and etheric body bringing with it the encounter with his lower nature, his egotistical Pan-nature.

The ancient world is full of such accounts of experiences during initiation, which are in this way given artistic form in myths and symbols. Many people who take a superficial view, make the grand discovery that certain knowledge is here presented in the form of symbols. And this upsets people who do not know, or wish to know the facts. They read of Pan tempting Zeus, and say: ‘It is easy to see from this that the scene of the temptation of Christ had taken place before. The Evangelists have only repeated some ancient allegorical tale, and the Gospels are compiled out of such ancient tales.’ It is but a step from this to the conclusion that the Gospels contain nothing of special import, that they are only pieced together from myths and that Christ Jesus is fictitious. A great movement arose in Germany which took the form of frivolous discussions as to whether Christ Jesus had ever really lived. With a grotesque lack of knowledge, bft with profound learning, the various myths and legends which bore some resemblance to scenes in the Gospel were discussed again and again. It is of little avail to-day to impart anything concerning the true facts, although they are well known to those who have knowledge. This is how spiritual movements develop in our time; truly the way in which they develop is very grotesque

There would be no need to interpolate these remarks were it not that one is constantly obliged to make a stand against misrepresentations that are made from one side or another, with apparently great learnedness, against the statements of Spiritual Science.

The true facts are given in these Lectures. We have to see in the Gospels a recapitulation of events that took place in the Mysteries, though in them the secrets of initiation refer to a very different Individuality, and they really wish to say to us: ‘Behold, what formerly was accomplished in the Mysteries through suppression of the consciousness has now been accomplished in a marvellous and outstanding manner by an Ego-Being in full ego-consciousness!’ We need not therefore wonder at the statement that the Gospels hardly contain anything that did not exist before. What we have to realize is, that what was told formerly, related to the ascent of man to the Kingdom of Heaven; never before had what men call the ‘Kingdom of Heaven’ come down into the ego. What was essentially new was this: What formerly had taken place in a state of suppressed consciousness and in super-sensible realms could now take place in full consciousness in Malchut, ‘The Kingdom.’ This is why, after Christ Jesus had experienced what is described in the Gospel of Matthew as the Temptation, He became the preacher of ‘The Kingdom.’ What was the essence of his preaching? He said: What formerly was attained through the darkening of the human ego, and through man receiving other beings into himself; can now be achieved with complete retention of the ego-consciousness! This fact is stressed again and again. Hence the necessity for a repetition of scenes from the Mysteries in the life of Christ Jesus. Hence also the necessity of the ‘Sermon concerning the Kingdom,’ in which Christ declared: Everything promised to those who passed through the Mysteries or accepted their teaching can now come to those who experience in themselves the ego-being and follow the path first traversed for humanity by Christ.

Thus everything had to be a repetition; even as regards the teaching. It need not surprise us that special emphasis is laid on the difference between the old teaching and the new; that stress was laid on the fact that the ego could now achieve in itself what had hitherto been quite impossible for it.

Suppose that Christ had wished to refer specially to this great truth. He would have shown how formerly, in accordance with the teaching of the Mysteries, human beings had ever looked up to the Kingdom of Heaven, and had felt that from heavenly realms something came down to them which blessed them, but did not enter their ego. The Father-Source of Existence had only been attainable with a suppressed Ego. Had it been necessary for Christ to retain this former teaching concerning the Divine Paternal Source of existence, and only change the nuance upon which the teaching depended, He must have expressed it thus: ‘If formerly men said, you must raise your eyes to the realms where the Father dwelleth, the divine Source of all existence, and wait until His Light streams down upon you, now it is possible to say: The Father not only sends down His Light to you, but that which is willed on high must enter the very depths of man's ego-nature, and be willed there also.’

Let us suppose that each separate phrase of the Lord's Prayer had existed previously, only that something in them had to be changed. Christ would have said: ‘In former times man looked up to the ancient divine Father Spirit, feeling that everything there endures, and looks down on your earthly kingdom.’

But now this Heavenly Kingdom was to come down to earth where the ego dwells, and the Will that is done in Heaven was also to be done on Earth. What would be the result of this? The result would be, that those who had a deeper vision and could perceive the finer degrees of difference would not be surprised at the fact that the Lord's Prayer had existed earlier. The superficial observer does not notice these finer shades of difference, nor can he understand the true meaning of Christianity. If he came upon these phrases in ancient times he would have said: ‘There it is, the Evangelists write about the Lord's Prayer, but it existed already before their time!’

You can now realize the difference between a true and a superficial understanding of what is written. It is important that those who note the new shades of meaning should apply them to the old. The others, not seeing the difference, merely assert that the Lord's Prayer existed before.

Such facts require attention and have to be spoken of here, because Anthroposophists should be enabled to meet to some extent the dilettante learning of to-day: a learning which passes through countless hundreds of periodicals, until finally it is accepted as ‘Science.’ One individual has actually compared every possible ancient record, searching each source in the Talmud literature, in an endeavour to find some resemblance to the words of the Lord's Prayer. But what these learned people have accumulated is nowhere found in its entirety outside the Gospels. Scattered phrases resembling those of the Lord's Prayer they have discovered here and there. To reduce this method to absurdity it might as well be said that the first sentence of Goethe's ‘Faust’ was constructed in the following way: In the seventeenth century there was a student who failed in his examination, and who afterwards remarked to his father, With what an infinity of trouble I have studied law! And another failing in medicine might have said, ‘With what infinity of trouble have I studied medicine!’ And that from these two remarks Goethe had composed the opening sentences of Faust! This is paradoxical! But in principle and methods it is exactly what we meet in critics of the Gospels.

You will find this in the following patched-up sentences. I take them from Die-Evangelien-Mythen, John M. Robertson, Jena, Diedrichs, 1910. It is supposed to represent the Lord's Prayer:

‘Our Father Who art in Heaven; O Lord our God, blessed be Thy Name, and may the memory of Thee be glorified in Heaven above as on Earth below. Let Thy Kingdom rule over us now and ever more. Holy men of old have said: Let all men be forgiven whatever they may have done to me. And lead us not into temptation. But deliver us from the wicked. For Thine is the Heavenly Kingdom; and Thou shalt reign in splendour for ever and ever.’

These sentences were collected and put together in the manner I have just described, and are called the ‘Lord's Prayer.’ But the subtle shades of meaning necessary to give the unique significance of the Christ Event are lacking. In none of these phrases do we find it stated that the Kingdom of Heaven is to come down. The sentence runs: ‘Let Thy Kingdom rule over us now and ever more,’ not ‘Let Thy Kingdom come to us.’ This is the essential point, which entirely escapes superficial observers and although these sentences are gathered, not from one, but from many libraries, nowhere do we find the words ‘Thy will be done on Earth as it is in Heaven’ for these imply its taking hold of the ego.

Even regarded from the external scientific point of view, we have here clearly demonstrated the difference between an apparent investigation and one that is truly conscientious, and takes every fact into consideration. And this true investigation exists if people will only take the trouble to pursue it.

These sentences from J. M. Robertson's book have been deliberately selected, for it is a kind of modern gospel recently translated from English into German to make it available to wider circles. For until now a certain person¹ who has given numerous lectures on the subject of whether Jesus really lived, would have had to read it in English. This book gained popularity, and hence the translation.

It has accordingly been possible for a professor of a German Academy to travel widely giving lectures on the question, ‘Did Jesus live?’ Basing his teaching on the facts just given, he answered the question thus: ‘There is no documentary evidence forcing us to accept the fact that such a person as Jesus has ever lived;’ and among many very excellent works, he referred his hearers to J. M. Robertson's book. But for the protection of Anthroposophists I can say: Even from this book, from these historical investigations of the New Testament records, you can learn many things, and there is something further, something very characteristic that I should like to tell you.

This book informs us that not only in phrases drawn from the Talmud is there a model of the Lord's Prayer, but that traces of it may be discovered in chronicles reaching back for thousands of years. To substantiate the fact of the Lord's Prayer being a collection of phrases already existing, and that no Christ was needed to give it out first to the people, an allusion is made to the discovery of a prayer written on little tablets in the Chaldean tongue, a prayer addressed to the old Babylonian god Merodach. Some of the sentences quoted there are as follows, and should be carefully noted: ‘May the fulness of the world come down into thy midst (or city); may thy precepts be fulfilled in all the ages to come. ... May the evil Spirit dwell far from thee.’²

And the savant upon whom these sentences made such an impression added: ‘Here we have prayer-norms which are in line with the Lord's Prayer and perhaps go back 4000 years before Christ.’

Look carefully, and see if you can find anywhere any resemblance between the sentences of the Lord's Prayer and these phrases! Yet these are regarded by this man as prayer-norms, of which the Lord's Prayer is merely a copy! Such things are accepted nowadays as true investigations in this domain of knowledge.

A further reason for presenting these facts to Anthroposophists is that they may be able to calm and strengthen their consciences when troubled by the constant assertion that this or that fact has been established by external investigation. They may well be troubled upon reading in papers or magazines that a tablet has been discovered in Asia proving the existence of the Lord's Prayer, 4000 years before Christ. In such a case it is necessary to ask how such a fact can be proved. The above example reveals the slender foundations on which scientifically based facts are frequently supposed to have been proved. It is unnecessary for students of Anthroposophy to trouble about the worthless facts so often brought forward against it.

But to return to our main theme; Christ Jesus inaugurated an evolution in human nature, based on the retention of the full consciousness of the ego. He inaugurated the initiation of the ego. We can therefore say that the most essential part of the human being to-day is the ego; in it all human nature is centred; everything brought into the world through the Christ Event for this ego, can enter also into all the other members of man's being. This will naturally come to pass in a quite special way, and in accordance with human evolution.

The possibilities of human development are to be clearly seen from these Lectures. Recognition of the physical world, not only through the senses but also through the understanding, and through the intellect connected with the physical brain, first began to function generally just a short time before the Christ Event. It superseded a certain kind of clairvoyance. This clairvoyance which was mentioned in my Lectures on the early Atlantean evolution was universal at that time, though later it came slowly and gradually to an end. Down to the Christian era there were still many who in the intermediate condition between sleeping and waking were able to gaze into, and participate in, the spiritual world. Such a ‘partaking’ in the spiritual world was not only linked with the fact that the average man who had a certain degree of clairvoyance could state: ‘Behind the tapestry of the world of the senses there is a spiritual world. I know this, for I can perceive it.’ This was not all; something else was connected with it. In long past ages it was comparatively easy for human nature to be aware of the spiritual world. The nature of man to-day is different, and it is exceedingly difficult to pass in the right way through the esoteric training that leads to clairvoyance. In somnambulism and similar things we see a relic, a last remnant of the old-time clairvoyance. These conditions which are irregular to-day were normal in ancient times, and could be enhanced by undergoing certain processes. When human nature was exalted to participation in the life of the spiritual world something else was associated with it. To-day there is so little regard for that in which true history consists that people pick and choose what they will, or will not, believe. But, in face of modern scepticism, it is nevertheless true that in the time of Christ certain acts of healing were performed by rendering people clairvoyant. In our time human beings are so deeply sunk within the physical plane that this is no longer possible; but in that earlier period the soul was still very impressionable, and certain processes were all that were necessary to bring about clairvoyance and an entrance into the spiritual world. The spiritual world, being a health-giving element, sends down health-giving forces into the physical world, so that it was possible to effect cures through it. The person who was ill was put through certain processes which led him to perceive the spiritual world. Then the spiritual stream, flowing down into his whole being brought health. This was the usual method of healing. What is described to-day as ‘Temple healing’ is dilettante in comparison.

Everything is in a state of evolution, and, since the time of which we have been speaking, souls have progressed from clairvoyance to non-clairvoyance. Formerly through enhancement of the clairvoyant condition men could be cured of certain illnesses by the spirit streaming from the spiritual into the physical world. We need not, therefore, be surprised at the statements of the Evangelists, that the Christ Event meant that the spiritual world could now be attained not only by those who possessed the old clairvoyance but also by those who had lost it.

Men could say: ‘Looking back into olden times we see men endowed with vision of the spiritual world; but now, through the advance of evolution, they have become poor in the spirit, beggars for the spirit. But Christ has brought this great Mystery into the world, that into the ego—even into the ego of the physical plane—the forces of the Heavenly Kingdoms can enter; thus those who have lost the old clairvoyance and with it the riches of the spiritual realms can yet receive the spirit within themselves and be blessed!’ Hence the wonderful declaration Henceforth not only those are blessed who are rich in the spirit through the old clairvoyance, but those also who are poor or beggars for the spirit; for when Christ has opened the way, into their ego will flow what may be described as the Kingdoms of the Heavens!

In ancient times the physical organism was of such a nature that a partial withdrawal of the soul could be brought about even in normal conditions, and through this withdrawal men became clairvoyant, that is, rich in spirit. With the gradual densification of the human body, which however is quite imperceptible anatomically; is associated poverty as regards the Kingdoms of the Heavens. Man had become a ‘beggar for spirit;’ but through the Event of Christ it is now possible for him to experience the Kingdoms of the Heavens within himself. This is a possibility that can be rightly associated with the physical body.

If we were now to describe what takes place through the ego-man, we should have to show how each principle of human nature can be blessed in itself in a new way. The sentence: ‘Blessed are the beggars for the spirit, for within themselves they will find the Kingdoms of the Heavens!’ is the new truth as regards the physical body.

The blessedness of the etheric body is expressed differently. The etheric body contains the principle of suffering as you can find in many of the lectures. A living being, although it has an astral body, can only suffer through injury to the etheric body. If the healing which formerly poured into the etheric body from the spiritual world were to be described according to the new teaching it would be said: Sufferers can now find comfort not only by passing out of themselves and being united with the spiritual world as in earlier days, but they can find comfort within themselves by entering into a new relationship with the spiritual world, for Christ has brought a new power to the etheric body. Hence the new truth concerning the etheric body declares: ‘Sufferers can now be blessed, not only through entering the spiritual world clairvoyantly and allowing the outpourings of the spirit to come to them in this state, but they can be blessed when lifting themselves up to Christ they fill themselves with the new truth, and find in themselves the solace for every sorrow.’

And what of the astral body? When men of an earlier day endeavoured to suppress their emotions and passions and the egoism of their astral nature, they sought power from the Kingdom of Heaven; they submitted themselves to processes by which the harmful instincts of the astral body were destroyed. But the time had now come when through the act of Christ man had received power into the ego itself by which he could bridle and tame the passions and emotions of his astral body. So the new truth concerning the astral body must read as follows: ‘Blessed are those who have become meek through the power of their own ego, for they will inherit the kingdom of earth!’ Profound indeed is the thought contained in this third Beatitude. Let us examine it in the light of Occult Science.

The astral body was incorporated into man's being during the Moon evolution, and the Luciferic beings who had gained influence over him had established themselves especially in this body. Therefore man from the beginning was unable to reach his highest earthly goal. These Luciferic beings, as we know, remained behind at the Moon stage of evolution, and hindered man from progressing in the right way; but since the descent of Christ to earth, when it has been possible for the ego to be impregnated with His power, man has been enabled to fulfil the mission of the earth by finding in himself the power to bridle his astral body and drive out the Luciferic influences. Therefore, it can be said: ‘He who can curb his astral body, who is so strong that he cannot be moved to anger without the consent of his ego, he who is even-tempered and inwardly strong enough to overcome the astral body, will fulfil the purpose of earthly evolution.’ So in the third Beatitude we have a formula which Spiritual Science has made comprehensible to us.

How can man succeed in controlling the remaining members of his being and bless them through the indwelling Spirit of Christ? He can do this when his soul-nature is controlled by the ego as truly and worthily as is his physical body. Passing on to the sentient soul, we can say: As man gradually evolves to a consciousness of the Christ, he must arrive at experiencing a feeling of longing in his sentient soul similar to what he previously experienced unwittingly as the physical longing we call hunger and thirst. He must thirst for the things of the soul, as the body hungers and thirsts for food and drink. What can be attained through the indwelling Christ-force is that which is described comprehensively in the old-fashioned phrase as thirsting after righteousness; and when a man has filled his sentient soul with the Christ-force he can reach a point where it is possible for him to satisfy this thirst through the power that is in him.

The fifth Beatitude is especially noteworthy, as might be expected, for it refers to the rational, or intellectual soul. Those who have studied my books, Occult Science or Theosophy, or have listened to the lectures on Spiritual Science given during many years, are familiar with the idea of the ego holding together the three principles of the human soul—the sentient soul, the rational, intellectual or mind-soul, and the consciousness-soul or spiritual soul. The ego, though present in the sentient-soul, is as yet in a dulled condition; it comes to life in the intellectual-soul, and through this, man first becomes a complete human being. While man's lower principles and even the sentient-soul are dominated by divine spiritual beings, he becomes an individual in the rational-soul, in it the ego dawns. Therefore we must speak of the reception of the Christ-force into the intellectual or rational-soul in a different way from that used when treating of the lower principles. In the lower principles—the physical, etheric, and astral sheaths, and also in the sentient-soul, divine beings are at work, and to them anything in the way of virtues man has acquired are again taken up. But the qualities evolved in the rational-soul, when this has developed what it receives from the Christ, must above all be human attributes. When a man begins to discover this soul within himself he grows less and less dependent on the divine forces around him. We have here something that belongs to man himself. When he absorbs the power of Christ into this soul he can develop virtues which go from like to like, which are not besought from Heaven as a loan, but go forth from man and return to a being similar to himself. We must try to feel that something streams forth from the virtues of the rational soul in such a way that something similar streams to us again. Wonderful to relate, the fifth Beatitude actually shows us this distinctive quality.

Even a faulty translation cannot conceal the fact; it is different from all the others in that it says: ‘Blessed are the merciful for they will receive mercy.’ What goes forth returns again—as it must if we accept it in the sense of Occult Science.

In the sixth Beatitude, which refers to the spiritual-soul, we arrive at that principle in man which enables the ego to attain full expression, after which he can make further ascent, in a new way. You know that at the time of the coming of Christ the rational soul first came to expression; in our time it is the spiritual-soul that is destined to find expression—the soul by means of which man will ascend again to the spiritual world. While human self-consciousness first dawned within the rational soul, it is in the spiritual-soul that the ego attains full development and rises once more to the spiritual world. The man who becomes a receptacle for the Christ-force, because he experiences the Christ in himself, will, by pouring his ego into the consciousness-soul or spiritual-soul, and experiencing it in its purity for the first time, be able in this way to find his God. Now it has been said that the blood is the expression of the ego in the physical body, and that its centre is in the heart. Therefore this sixth Beatitude has to express in a practical way how the ego, through the qualities with which it endows heart and blood, can partake of divinity. How does this verse run? ‘Blessed are those who are pure in heart for they shall see God.’ Though not a specially good translation it serves our purpose.

This is how Spiritual Science pours light on the whole structure of these wonderful sentences in which Christ gives instruction to His most intimate pupils, after He had withstood the Temptation in the wilderness.

The remaining Beatitudes refer to a man's raising of himself to the higher principles of his being; to the spirit-self, life-spirit, and spirit-man. They give but an indication of what it will be possible to experience in the future, of what is only possible in our day to a few exceptional individuals. Thus the seventh Beatitude, referring to the spirit-self, says: ‘Blessed are those who draw down into themselves the spirit-self, the first of the spiritual principles, for they will be called the children of God.’ The first of the higher triad has, in this case, entered into these men. They have received God into themselves; they have become an outer expression of the Godhead.

In what follows it is clearly shown that only exceptional beings can attain to what is spoken of in the eighth Beatitude, those who fully understand what the future is to bring to the whole of humanity. This, the ‘complete reception of Christ into a man's inner being,’ is only for a few chosen ones. Because these are exceptional individuals, they are persecuted, for others are unable to understand them. Hence, referring to the persecution of these representatives of the future race, this Beatitude declares: ‘Blessed are those who are persecuted for righteousness sake; for in themselves they will find the Kingdom of Heaven.’

The ninth and last Beatitude has especial reference to the most intimate disciples only. It is associated with the ninth member of man's being—the spirit-man: ‘Blessed are ye, when men shall revile you and persecute you for my sake.’

Thus in these wonderful lines reference is made to the nine principles of human nature, and we are shown how the ego is constituted when it becomes ‘Christ-filled’ as regards the different principles of man's being, and blesses them. In the portions following on the Temptation, the Gospel of Matthew shows in grand and majestic way how the influence of Christ works in the nine-fold human nature in the present, and then how it will work in the near future, when those in whom the spirit-self has dawned are already called ‘Children of God,’ even if these children of God are only to be found in a few blessed examples. Especially remarkable is the distinct language used concerning the first principles which are already in being, and the lapse into indeterminate language in the last sentences where the far future is referred to.

Once more let me touch on the superficial method of research. Suppose someone were investigating if sentences could anywhere be found similar to those of the Sermon on the Mount, or if the Evangelists had perhaps compiled these from something else. Suppose also that this person had no idea of what was referred to in the Beatitudes: that the important matter there dealt with was the filling of man's ego-nature with the Christ. If reference to this marvellous enhancement of the ego-nature had not been noticed, he could indicate the following. One has only to read a little further in the book already mentioned to find in it a chapter headed ‘The Beatitudes,’ in which reference is made to ‘Enoch’ (this is not the usual Enoch), and herein nine ‘Beatitudes’ are cited. The author has this much in his favour, that he acknowledges that this document belongs to the very beginning of the Christian era, and he believes that what we have described as being a document of the very profoundest importance and depth could have been copied from the following nine Beatitudes of this Slavonic Enoch.

1. Blessed is he who fears the name of the Lord, and incessantly serves before his face, etc.
2. Blessed is he who does not give a false judgment on account of payment, but in the cause of fairness, not expecting anything in exchange; he will receive a just judgment later.
3. Blessed is he who clothes the naked with his raiment, and feeds the hungry with his bread.
4. Blessed is he who judges rightly the fatherless and widows and supports all those who are oppressed.
5. Blessed is he who turns from the restless path of this vain world, travelling the true way which leads to eternal life.
6. Blessed is he who sows good seed, he will reap sevenfold.
7. Blessed is he in whom is truth, and speaks truth to his neighbours.
8. Blessed is he who has love on his lips, and kindness in his heart.
9. Blessed is he who understands each word of the Lord, and extols His name, etc., etc.

These phrases are certainly beautiful; but consider their whole construction, and the matter with which they are concerned, namely, the recounting of a few worthy platitudes suitable to any period other than one of such tremendous upheaval—the age in which the power of the ego was first being made known. If these lines are likened by anyone to the Beatitudes of the Gospel of Matthew, he stands at the external point of those who compare the religions of mankind in an external way, who, whenever they discover something in any way similar, instantly state an identity, paying no heed to the essential point.

Only when the essential point is recognized does one realize that there is progress in human evolution, and that man advances from stage to stage; that he is not born anew in a physical body in a later millennium to experience over again what he has experienced already, but so that he may experience that in which humanity has progressed meanwhile. That is the meaning of history and of human evolution. Of history, and of human evolution in this sense the Gospel of Matthew speaks on every page.

• 1. Dr. Arthur Drews.
• 2. In the Journal of the Royal Asiatic Society, Oct., 1891, Mr. T. G. Pinches publishes for the first time the translation of a tablet found at Sippara in the year 1882, in which the sentences quoted above appear as an incantation to Merodach.

From indications in the preceding lecture you will have been able to gather that in a certain respect the Greco-Latin civilisation-epoch lies in the middle of the Post-Atlantean epoch as a whole. The three preceding civilisation-epochs are as it were a preparation for that activity of the human soul which characterises Greek culture—the ego working in the ego. The culture of the ancient Indian, Persian and Egyptian epochs represents a descent from clairvoyant vision to purely human vision in the Greek epoch. What begins with our own age, and must be attained in ever-increasing measure during the coming centuries and millennia, should be conceived as a reascent, a reattainment of forms of culture imbued with clairvoyance. The Egypto-Babylonian-Chaldean epoch is therefore to be regarded as the last stage of preparation for the essentially human culture of Greece. In the preceding, third Post-Atlantean epoch, man descends from the old clairvoyant conditions which enabled him to participate directly in the life of the spiritual world, in preparation for the purely personal, purely human culture characterised by the activity of soul that may be described as “the ego works in the ego.” Hence we saw how the vision into earlier incarnations which had been implicit in clairvoyant culture was, to begin with, uncertain and indistinct in Gilgamesh, the inaugurator of the Babylonian civilisation; how even when Eabani had as it were endowed him with certain faculties for looking back into earlier incarnations, he was not really sure of his bearings. And everything we see transmitted to posterity through the activity of these Babylonian souls is entirely in accordance with this descent from spiritual heights and entry into the purely personal element that is peculiarly characteristic of the Babylonian soul.

In studying the occult aspect of history it is borne in upon us more and more that with their activities and cultural achievements the several peoples by no means stand isolated in world-evolution, in the general progress of humanity. Each people has its spiritual task, a special contribution to make to human progress. Our civilisation to-day is extremely complex, for many single streams of culture have converged in it. In our present spiritual life and in external life, too, there is a confluence of the most varied folk cultures which were developed more or less one-sidedly by the several peoples in accordance with their own missions, and then flowed into the general stream. Hence the single peoples all differ from one another; in each case we can speak of a particular mission. And we may ask: To what can we, who have received into our own culture the work achieved for civilisation by our forefathers—to what can we point that will show us what contribution was made by this or that people to the general progress of humanity

It is deeply interesting here to think of the task and mission of the Babylonian people. The Babylonian people presented a great riddle to historical research in the 19th century as a result of the decipherment of the cuneiform writing. And even the superficial information which it has been possible to acquire is in the highest degree noteworthy. For the researcher can state to-day that the length of time formerly accepted as historical has been almost doubled by the information gained through the decipherment of the cuneiform script. Evidence provided by external records themselves enables historical research to look back five and six thousand years before the Christian era, and to affirm that through the whole of this period a civilisation of greatness and significance existed in the regions which later on were the scene of the activities of the Babylonians and Assyrians. There, above all in the earliest times, lived a most remarkable people, known in history as the Sumerians. They lived in the regions around the Euphrates and the Tigris, mainly in the upper districts but also towards the lower. There is not enough time to go into the question of the historical records themselves and we must rather concern ourselves with what can be learnt from occult history.

In their thought and spiritual achievements, and also in their outer accomplishments, this people belonged to a comparatively very early stage of Post-Atlantean civilisation. And the farther we go back in the history of the Sumerians, who may be called the predecessors of the Babylonians, the more evident it becomes that spiritual traditions of the highest significance were alive in this people, that there was present among them a spiritual wisdom which may be described by saying that in them the whole mode of life, the way of living not in thought alone, but in the very soul and spirit, was entirely different from anything that developed in later periods of world-history. In the men of later times there is evidence, for example, of a certain hiatus between the thought and the spoken word. How can anyone fail to realise to-day that thinking and speaking are two quite different matters, that in a certain respect speech consists of conventional means of expression for what is being thought This is evident from the very fact that through our many different languages we express a great many common ideas. Thus there is a certain hiatus between thinking and speaking. It was not so among the Sumerians, this ancient people whose language was related to the soul quite differently from what came to be the rule in all later languages. Especially when we go back into times of the greatest antiquity we find something like a primal human language—although no longer preserved, even then, in complete purity. True, we already find differentiation in the languages of the various tribes and races in widespread areas of Europe, Asia and Africa, but there existed among the Sumerians a kind of common speech-element which was intelligible through the whole of the then known earth, especially to more deeply spiritual men. How was this possible? It was because a tone or a sound evoked a definite feeling and the soul was bound to express unequivocally what was felt in association with a particular thought and at the same time with a particular sound.

Let me indicate what this implies by saying that even in the names I quoted from the Epic of Gilgamesh—even there striking sounds are still to be found: Ishtar, Ishulan and the like. When these sounds are pronounced and their occult value is known, one realises that they are names in which the sounds Gould not be other than they are if they are to designate the beings in question, because U(oo), I(ee) and A(ah) can relate only to something quite specific. In the course of the further development of language men have lost the feeling that sounds—consonantal and vowel sounds—are related to specific realities, so that in those ancient times a thing could be designated only by a definite combination of sounds. As little as when we have some definite object in mind to-day do we have a fundamentally different idea of it in England and in Germany, as little could men in those times designate some object or being otherwise than by a specific combination of sounds, because the immediate spiritual feeling for sounds was still alive. So that language in ancient times—and in the Sumerian language there was an echo of it—bore a quite definite character and was intelligible to one who listened to it simply because of the nature of the soul. This applies, of course, to the very earliest Post-Atlantean civilisations.

But it was the task of the Babylonian people to lead this living connection of man with the spiritual world down into the personal, to the realm where the personality is based entirely upon itself in its separateness, in its singularity. It was the mission of the Babylonians to lead the spiritual world down to the physical plane. And with this is connected the fact that the living, spiritual feeling for language ceases and language adjusts itself according to such factors as climate, geographical position, race, and the like. The Bible—which narrates these things more accurately than do the phantasies of the self-styled philologist Fritz Mauthner²¹ describes this significant truth in the story of the Babylonian Tower of Babel, whereby men who speak a common language are scattered over the earth.²² When we know that the erection of sacred buildings in ancient times was guided by certain principles, we can also understand this Tower of Babel in the spiritual sense. Buildings intended to serve as places where certain acts dedicated to the sacred wisdom were to be performed, or which were to stand as signs and tokens of the holy truths—such buildings were erected according to measures derived either from the heavens or from the human structure. Fundamentally, these are identical, for man as the microcosm is a replica of the macrocosm. Therefore the measures to be found in buildings such as the pyramids are taken from the heavens and from the human body.

If we were to go back into relatively early times, we should find in sacred buildings symbolic representations of the measures contained in the human structure or in the phenomena of the heavens. Length, breadth, depth, the architectural form of the interior—everything was modeled on the measures of the heavens or those of the human Body. This was possible because when there was living consciousness of man's connection with the spiritual world, the measures were brought down from that world. What, then, was bound to happen when human knowledge was to be led down from the heavens to the earth, from the universal spiritual-human to the human-personal? The measures could then be taken only from man himself, from the human personality in so far as it is an expression of the single egohood. Thus the Tower of Babel was to be the cultic centre for men who were henceforward to derive the measures from the human personality. But at the same time it had to be shown that the personality must first mature to the stage of being able again to ascend to the spiritual worlds. The fourth and the fifth civilisation-epochs must be lived through before the reascent is possible—which it would not have been at that time. That the heavens were not yet within the reach of powers deriving from the human personality—this is indicated by the fact that the Tower of Babel was bound to be an unhappy affair. Infinite depths are contained in this world-symbol of the Tower of Babel through which men were limited to the personality as such; to what the personality could achieve under the particular conditions prevailing among some rate or people.

Thus the Babylonians were led downwards from the spiritual world to our earth; there lay their mission and their task. But, as I have already said, underlying the external Babylonian civilisation there was a Chaldean Mystery-culture which, while remaining esoteric, nevertheless flowed quite definitely into the outer civilisation. Hence we see the primeval wisdom still glimmering through in the ways and means available to the Babylonians. But these means were not to be used for the purpose of ascending into the spiritual regions; they were to be applied on the earth. This element in the mission of the Babylonians was embodied in their culture and has come down to our own times, as can be demonstrated. We must, however, learn to have at least some respect for that still great and powerful vision into the spiritual worlds which nurtured the old traditions in the soul and over which the shadows of twilight were only just beginning to creep. We must learn to have respect for the profound knowledge of the heavens possessed by the Babylonians, and for their great mission, which lay in drawing forth from what was known to mankind through vision of the spiritual world, from the laws of measure prevailing in the heavens, everything that must be incorporated into civilisation for the needs of outer, practical life. At the same time it was their mission to relate everything to man. And it is interesting that certain ideas have lived on into our own times, ideas that are like an echo of feelings that were still living experiences in the Babylonians—feelings of the inflow of the macrocosm into man, of a law which, holding sway in man as an earthly personality, mirrors the great law of the heavens.

In ancient Babylon there was a saying: “Look at a man who goes about not as a greybeard and not as a child, who moves about as a healthy, not as a sick being, who neither runs too swiftly nor walks too slowly—and you will behold the measure of the sun's course.” It is a momentous saying and one that can point us deeply into the souls of the ancient Babylonians. For they pictured that if a man with a good healthy gait, a man who maintains a pace in his walking consonant with healthiness of life, were to walk round the earth neither too quickly or too slowly, he would need 365¼ days to complete the circuit—and that is approximately correct, assuming he walks day and night without pause. And so they said: “That is the time in which a healthy human being could complete the circuit of the earth, and it is also the length of time which the sun takes to move round the earth” (for they believed in the apparent movement of the sun around the earth). “If therefore you walk as a healthy human being, neither too quickly nor too slowly around the earth, you are keeping the tempo of the sun's course.” And this means: “O Man, it lies in your very health that you keep the pace of the course of the sun around the earth.”

This is certainly something that can inspire us with respect for the majestic vision of the cosmos possessed by the Babylonian people. For on this basis they divided up the journey of a man sound the earth, using certain fractional measures and then arriving at a result approximately equal to the distance covered by a man when he walks for two hours: this comes to about a mile. (Note by translator: a German mile equals about five English miles.) They calculated this on the basis of a normal, healthy pace and adopted it as a kind of norm for measuring the ground on a larger scale. And in fact this measure persisted until fairly recently—when everything in human evolution became abstract—in the German mile, which can be covered in about two hours, And so there lasted on into the 19th century something that stems from the mission of the ancient Babylonians, who brought it down from the cosmos, calculating it in accordance with the course of the sun.

Not until our own time were there measures which originated from man's nature itself reduced inevitably to abstract measures taken from something deal. For it is obvious that measure to-day is abstract in comparison with the concrete measures directly connected with man and with the phenomena of the heavens—measures which are in truth all to be traced back to the mission of the Babylonian people. In the case of other measures too, such as the “foot,” derived from a human limb, or the “ell,” derived from the human hand and arm, we could find underlying them something that had been discovered as law prevailing in man, the macrocosm, In point of fact the ancient Babylonian way of thinking still underlay our system of measure until a time not so very long ago. The twelve zodiacal constellations and the five planets gave the Babylonians 5 times 12 = 60—this they took as a basic number. They counted up to 60 and then began again. Whenever they were counting things of everyday life they took the number 12 as the basis, because, since it derives from laws of the cosmos, it is related in a fax more concrete way to all external conditions. The number 12 is capable of much division. Twelve—the dozen—is nothing else than a gift from the mission of the Babylonians. We ourselves base everything an 10—a number which causes great difficulty when it has to be divided into parts, whereas the dozen, both in its relation to 60 and in its various possibilities of division, is eminently suited to be the basis of a metrical and numerical system.

When it is said that humanity has sailed into abstraction even in respect of calculation and counting, this is not intended as a criticism of our time, for one epoch cannot do the same as the preceding epoch. If we want to portray the course of civilisation from the Atlantean catastrophe to the Greek period and on through our own, we may say: The Indian, Persian and Egyptian epochs are periods of descent; in Greek civilisation the point is reached where the essentially human is unfolded on the physical plane; then the reascent begins. But this reascent is such that it represents one aspect only of the actual course of development, and on the other side there is a progressive descent into materialism. Hence in our time, side by side with spiritual endeavour there is the crassest materialism which links deeply, deeply into matter. These things are natural parallels. This current of materialism is inevitably present as an obstacle which has to be overcome in order that a higher forte may be developed. But it is the nature of this materialistic current to make everything abstract. The whole decimal system is an abstract system. This is not criticism but simply characterisation. And in other directions, too, the whole tendency is to suppress the concrete reality. Just think of the proposals that have been put forward—for example to make the Easter Festival fall an a fixed day in April, in order that the inconveniences caused to commerce and industry may be avoided! No heed is given to the fact that there we still have something which, determined as it is by the heavens, reaches over to us from ancient times. Everything has to nun into abstraction, and concrete reality, which pressed on again to the spiritual, flows into our civilisation to begin with only as a tiny trickle.

It is extraordinarily interesting to see how not only in Spiritual Science, but outside it as well, humanity is instinctively impelled to take the upward path, to ascend again, let us say to a connection with measure, number and form similar to that which prevailed in the ancient Babylonians and Egyptians. For in our time there is actually a kind of repetition of Babylonian and Egyptian culture; the civilisation-epochs preceding our era repeat themselves: the Egyptian in our own epoch, the Persian in the sixth, the Indian in the seventh. The first corresponds with the seventh, the second with the sixth, the third with the fifth, our own; the fourth Stands by itself, forming the middle. For this reason., so much that went to form the ancient Egyptian view of the world is being repeated instinctively. Remarkable things come to light. Men may be rooted in thoroughly materialistic ideas and concepts, nevertheless through the weight of the facts themselves—not through the scientific theories, all of which are materialistic to-day—they can be 1ed into the spiritual life. For example, there is in Berlin au interesting doctor who has made remarkable observations based entirely an facts, apart from any theory. I will indicate it on the blackboard.—Let us suppose that this point represents the date of a woman's death. I am not speaking of a hypothetical case but of something that has been actually observed.—The woman is the grandmother of a family. A certain number of days before her death a grandchild is born, the number of days being 1,428. Strange to say, 1,428 days after the grandmother's death another grandchild is born, and a great-granddaughter 9,996 days after her death. Divide 9,996 by 1,428, and you have 7. After a period, therefore, seven times the length of the period between the birth of the first grandchild and the death of the grandmother, a great grandchild is born. And now the same doctor shows that this is not an isolated case, but that one may investigate a number of families and invariably find that in respect of death and birth absolutely definite numerical relationships are in evidence. And the most interesting point of all is that if, for example, you take the number 1,428, again you have a number divisible by seven. In short, the very facts compel people to-day to rediscover in the succession of outer events certain regularities, certain periodicities, which are connected with the old sacred numbers. And already to-day the number of findings in this direction collected by Fliess—such is the name of the doctor in Berlin²³—and his students, is a proof that the sequence of such events is regulated by quite definite numbers. These figures are already available in overwhelming quantity. The interpretation placed upon them is thoroughly materialistic, but the facts themselves compel belief in the factor of number in world-happenings. I must emphasise that the application of this principle by Fliess and his students is extremely misleading and erroneous. The way he applies his main numbers, especially 23 and 28—28 = 4 times 7—will have to be amended in many respects. Nevertheless, in a study such as this we can see something like an instinctive emergence of ancient Babylonian culture in the age when mankind is an the path of ascent. Of course, such things are confined to Small circles; the vast majority of people have no feeling for them. But it is certainly remarkable to see the unusual thoughts and feelings which arise in people such as the pupils of Fliess, for example, who discover these things. One of these pupils says: “If these things had been known in ancient times, whatever would men have Said?”—But they were known! And the following passage seems to me particularly characteristic.

After this pupil of Fliess has collected a great deal of such material, he says: “Periods constructed on the clearest mathematical principles are here derived from nature, and such things have at all times been beyond the reach of gifted minds accustomed to far more difficult problems. With what religious fervour would the Babylonians, with their love of calculation, have investigated this domain and with what magic would these questions have been surrounded.”—So you see how near people have already come to an inkling of what has actually happened! How unmistakably men's instinct is working once again in the direction of the spiritual life! But just where the science current in our time passes blindly by, there is much to be found that sheds great illumination on the occult force of which people are completely unconscious. Those who draw attention to this remarkable law of numbers explain it in an altogether materialistic way; but the weight of the facts themselves is already compelling people to-day once again to recognise the spiritual, mathematical law prevailing in the things of the world. We see how deeply true it is that everything which comes to expression in personal form in the later course of human evolution is a shadow-image of what was present formerly in elemental, original grandeur, because the connection with the spiritual world was still intact.

In order that it may be deeply inscribed in your souls, I want to emphasise that it was the Babylonians who in their transition to the fourth civilisation-epoch bad, as it were, to bring down the heavens into measure, number, weight; that in our own day we experience the echo of it; and that we shall find our way again to this technique of numbers which will inevitably come more and more into prominence, although in other domains of life an abstract system of measure and number is naturally the appropriate one. Here again, Chen, we can see how on the path of descent a certain point is reached in the Greco-Latin cultivation of pure, essential manhood, of the expression of personality an the physical plane, and how then a reascent begins. So that in very fact the Greek epoch lies in the middle of the whole course of Post-Atlantean civilisation.

But we must remember that in this Greek epoch there came the impulse of Christianity which is to lead humanity upwards into other regions. We have already seen how in the first phase of its development this Christianity did not at once appear with its full significance, with its spiritual content and substance. The behaviour of the men of Alexandria towards Hypatia gave us a picture of the failings and the shadow-sides with which Christianity was fraught at the beginning. It has indeed often been stressed that the times have yet to come when Christianity will be understood in all its profundity, that there are still infinite and unfathomed depths in Christianity, which really belongs more to the future than to the present—let alone to the past. We see how in Christianity something still in the throes of birth places itself into what had entered into the heritage of primeval world-wisdom and spirituality. For what the culture of Greece had received, what it bore within itself, was actually like a heritage of everything that in countless incarnations had been acquired by men through their living connection with the spiritual world. All the spirituality experienced in the preceding ages had sank down into the hearts and souls of the Greeks and lived itself out in them. Hence it is understandable—especially in view of what had resulted from the Christian impulse in the first centuries that there were men who could not regard the coming of Christianity as equal in value to all that had been transmitted to Greek culture with overwhelming greatness and depth of spirituality, as an ancient heritage of thousands of years.

There was a particularly characteristic personality who experienced as it were within his own breast this battle of the old with the new, this battle between treasures of primordial, spiritual wisdom and what was only at its very beginning—a feebly flowing stream. This personality of the Greco-Latin epoch in the 4th century, who experienced these things in the arena of his own soul, was Julian the Apostate.²⁴ It is interesting in the very highest degree to follow the life of the Roman Emperor Julian. He was a nephew of the ambitious, revengeful Emperor Constantine, and the intention was that he and his brother should both be put to death in childhood. He was allowed to live only because it was feared that his death would cause too great an uproar, and because it was expected that whatever harm he might be able to do could afterwards be counteracted. Julian was obliged to acquire his education through many wanderings among various communities, and strict care was taken to ensure that he should imbibe what at that time was accepted, for opportunistic reasons, in Rome and by Rome, by the Roman Empire, as Christian development. This, however, was a hotchpotch of what took shape by degrees as the Catholic Church and what existed as Arianism, the desire being that neither element should be impaired by the other. And so at that time hostility against the old Hellenistic-Pagan ideal, the ancient Gods and the ancient Mysteries, was fairly vehement on all sides. As I said, every effort was made to ensure that Julian, who might be expected eventually to succeed to the throne of the Cæsars, should become a good Christian.

But a strange urge was asserting itself in this soul. This soul Gould never really acquire any deep feeling for Christianity. Wherever the boy was taken, and wherever vestiges not only of ancient Paganism but of ancient spirituality still survived, his heart warmed to it. Wherever he found something of the old sacred traditions and institutions living an into the civilisation of the fourth epoch, he drank it in. And so it happened that on his many wanderings, to which he was driven by the persecutions meted out to him by his uncle the Emperor, he came into contact with teachers of the so-called Neo-Platonic School and with pupils of the men of Alexandria, who had received the old traditions handed down from there. It was then that for the First time Julian's heart was nourished with that to which he was so deeply drawn. And then he came to know such treasures of ancient wisdom as still existed in Greece itself. And with all that Greece gave him, with all that the old world gave him in the way of wisdom, Julian could not bat unfold a living Feeling for the language of the heavens, for the secrets which in the starry script speak down to us from cosmic spare. Then came the time when he was initiated into the Eleusinian Mysteries by one of the last hierophants; and in Julian we have the strange spectacle that one who is inspired by the ancient Mysteries, one who stands fully within what can be received when the spiritual life becomes a reality through the Mysteries—that such an initiate sits on the throne of the Cæsars. And although many misconceptions crept into Julian's writings against the Christians, we know what greatness there was in his conception of the world when he was speaking out of the majestic experiences of his Initiation.

But because as a pupil of Mysteries already in decline he did not rightly know how to find his bearings in the times, he faced the martyrdom looming before one who is inspired but is no longer aware of which secrets must be kept hidden and which may legitimately be communicated. Out of the ardour and enthusiasm kindled in Julian by his Hellenistic education and through his Initiation, out of the sublime experiences which the hierophant had enabled him to undergo, there arose in him the resolve to re-establish what he beheld as the active, weaving life of the ancient spirituality. And so we see him endeavouring by many ways and means to introduce the old Gods again into a civilisation already penetrated by Christianity. He went too far both in the matter of speaking openly of the Mystery-secrets and in his attitude towards Christianity. And so it came about that in the year 363, when he had to conduct a military campaign against the Persians, he was overtaken by his destiny. Just as destiny overtakes anyone who has unlawfully uttered those things which may not be uttered without authorisation, so it was in the case of Julian, and there is historical proof that on this expedition against the Persians, he fell by the hand of a Christian. For not only did this news spread abroad very soon afterwards and has never been disavowed by any of the Christian writers of note, but it would have been highly astonishing if the Persians had brought about the death of their arch-enemy without boasting about it. Among them, too, the view prevailed immediately afterwards that Julian had fallen by the hand of a Christian. It was really something like a storm that went forth from this inspired soul, from the fiery enthusiasm acquired from initiation into the Eleusinian Mysteries which were already approaching their period of twilight. Such was the destiny of a man of the 4th century, of an entirely personal human being whose world-karma consisted, essentially, in living out in personal anger, personal resentment and personal enthusiasm, the heritage he had received. That was the fundamental law prevailing in his life.

For the study of occult history, it is interesting to observe the laxer course taken by this particular life, this particular individuality. During the 16th century, in the year 1546, a remarkable man was born of a noble house of Northern Europe, and in his very cradle, so to speak, everything was laid—including family wealth—that could have led him to positions of great honour in the traditional life of that time. Because, in line with his family traditions, it was intended that he should occupy some eminent political or other high position, he was marked out for the legal profession and sent with a tutor to the University of Leipzig to study jurisprudence. The tutor tormented the boy—for he was still a boy when he was forced to study law—all day long. But at night, while the tutor was sleeping the sleep of the just and dreaming of legal theories, the boy stole out of bed and observed the stars with the very simple instruments he had himself devised. And very soon he knew not only more than any of the teachers about the secrets of the stars but more than was to he found at that time in any book. For example, he very soon noticed a definite position of Saturn and Jupiter in the constellation of Leo, turned to the books and found that they recorded it quite erroneously. The longing then arose in him to acquire as exact a knowledge as possible of this star-script, to record as accurately as possible the course of the stars. No wonder that in spite of all his family's resistance he soon extracted the permission to become a natural philosopher and astronomer, instead of dreaming his life away over legal books and doctrines. And having considerable means at his disposal, he was able to set up a whole establishment.

This was arranged in a remarkable way. In the upper storeys were instruments designed for observing the secrets of the stars; in the cellars there was equipment for bringing about different combinations and dissolutions of substances. And there he worked, dividing his time between observations carried out on the upper floors of the building and the boiling, fermenting, mixing and weighing which went on in the cellars below. There he worked, in Order to show, little by little, how the laws that are written in the stars, the laws of the planets and fixed stars, the macrocosmic laws, are to be found again microcosmically in the mathematical numbers underlying the combinations and dissolutions of substances. And what he discovered as a living connection between the heavenly and the earthly he applied to the art of medicine, producing medicaments which were the cause of bitter animosity around him because he gave them freely to those he wanted to help. The doctors at that time, intent upon extorting high fees, raged against this man who was accused of perpetrating all sorts of “horrors” with what he endeavoured to bring down from the heavens to the earth.

Fortunately, as the result of a certain happening, he found favour with the Danish King, Frederick the Second, and as long as he retained this favour, all went well: tremendous insight was gained into the spiritual working of cosmic laws in the sense I have just described. This man did indeed know something about the spiritual course of cosmic laws. He dumbfounded the world with things which admittedly would no longer find the same credence to-day. On one Occasion, when he was at Rostock, he prophesied, from the constellation of the stars, the death of the Sultan Soliman, which came true within a few days of the date he had foretold. The news of this made the name of Tycho Brahe²⁵ (also Appendix) famous in Europe. To-day the world at large knows hardly anything more of Tycho Brahe, whose life lies such a short time behind us, than that he was somewhat of a crank and never quite reached the lofty standpoint of modern materialism. He recorded a thousand stars for the first time in the maps of the heavens and also made the epoch-making discovery of a type of star, the “Nova,” which flares up and vanishes again, and described it. But these things are mostly passed over in silence. The world really knows nothing about him except that he was still “stupid” enough to devise a plan of the cosmos in which the earth stands still and the sun together with the planets revolve around it. That is what the world in general knows to-day. The fact that we have to do here with a significant personality of the 16th century, with one who accomplished an infinite amount that even to-day is still useful to astronomy, that untold depths of wisdom are contained in what he gave—none of this is usually recorded, for the simple reason that in presenting the system in detail, out of his own deep knowledge, Tycho Brahe saw difficulties which Copernicus did not see. If such a thing dare be said—for it does indeed seem paradoxical—even with the Copernican cosmic system the last word has not yet been uttered. And the conflict between the two Systems will still occupy the minds of a later humanity.—That, however, only by the way; it is too paradoxical for the present age.

It was only under the successor of the King who had been well-disposed towards him that the enemies of Tycho Brahe arose an all sides. They were doctors and professors at the University of Copenhagen, and they succeeded in inciting the successor of his patron against him. Tycho Brahe was driven from his fatherland and was obliged to go south again. It was in Augsburg that he had originally set up his first great planisphere and the gilded globe an which he always marked the new stars he discovered—finally amounting to a thousand. This man was destined to die in exile in Prague. To this very day, if we turn, not to the usual textbooks, but to the actual sources, and study Kepler, let us say, we can still see that Kepler was able to arrive at his laws because of the meticulous astronomical observations made by Tycho Brahe before him. Here indeed was a personality who again bore the stamp, in a grand style, of what had been great and significant wisdom before his time; one who could not reconcile himself to the kind of knowledge that became popular immediately afterwards in the shape of the materialistic view of the world. Truly it is a strange destiny, this destiny of Tycho Brahe!

And now, placing both personal destinies side by side, think how endlessly instructive it is when we learn from the Akasha Chronicle that the individuality of Julian the Apostate appears again in Tycho Brahe, that Tycho Brahe is, so to say, a reincarnation of Julian the Apostate. Thus strangely and paradoxically does the law of reincarnation take effect when the karmic connection of the single individual are modified by world-historic karma; when the cosmic Powers themselves use the human individuality as their instrument.

Let Inc expressly emphasise that I do not speak of such matters as the connection between Julian the Apostate and Tycho Brahe in order that they shall be proclaimed at once from the housetops and discussed at every dinner-table and coffee-table, but in order that they may sink into many a soul as the teaching of occult wisdom, and that we may learn to understand more and more how super-sensible reality everywhere underlies the human being in his physical manifestation.

• 21. Fritz Mauthner, 1849–1923. A writer, Journalist and author of philosophical works, notably on the subject of language, often referred to by Rudolf Steiner.
• 22. Genesis, XI.
• 23. Wilhelm Fliess, b. 1858. Author of Der Ablauf des Lebens: Grundlagen zur exakten Biologie, Leipzig and Vienna, 1906; also Das Jahr im Lebendigen, Jena, 1919.
• 24. Julian the Apostate, 331–63. Emperor from 361–63. See Rudolf Steiner: Building-Stones for an Understanding of the Mystery of Golgotha, lectures VII and VIII; Man's Life on Earth and in the Spiritual Worlds, lecture I; The Sun Mystery in the Course of Human History; Karmic Relationships: Esoteric Studies, Vol. IV, lectures V and VI; World-History in the light of Anthroposophy, lecture VI.
  
  There are many other references, too numerous to be detailed here. The above are of outstanding importance.
• 25. Karmic Relationships: Esoteric Studies, Vol. IV, lectures V and VI; also Appendix, p. 121.

When we discuss, in connection with spiritual-science, other spiritual worlds besides our physical world, and declare that the human being sustains a relationship, not only to this physical world, but also to super-sensible realms, the question may arise as to what is to be found within the human soul—before one achieves any sort of clairvoyant capacity—which is super-sensible, which gives an indication that the human being is connected with super-sensible worlds. In other words, can even the ordinary person, possessed of no clairvoyant capacity, observe something in the soul, experience something, which bears a relationship to the higher realms? In essence, both today's lecture and that of tomorrow will be devoted to the answering of this question.

When we observe the life of the human soul, it manifests three parts in a certain way independent of one another and yet, on the other hand, closely bound together.

The first thing that confronts us when we direct attention to ourselves as souls is our conceptual life, which includes also in a certain way our thinking, our memory. Memory and thought are not something physical. They belong to the invisible, super-sensible world: in man's thought-life he has something which points to the higher worlds. What this conceptual world is may be grasped by each person in the following way. We bring before him an object, which he observes. Then he turns away. He has not immediately forgotten the object, but preserves within himself a living picture of it. Thus do we have concepts of the world surrounding us, and we may speak of the conceptual life as a part of our soul life.

A second part of our soul life we can observe if we inquire whether we do not possess within us something else related to objects and beings besides our concepts. We do, indeed, have something else. It is what we call feelings of love and hate, what we designate in our thinking by the terms sympathy, antipathy. We consider one thing beautiful, another ugly; perhaps, we love one thing and hate another; one we feel to be good, the other evil. If we wish to summarize what thus appears in our inner life, we may call it emotions of the heart. The life of the heart is something quite different from the conceptual life. In the life of the heart we have a far more intimate indication of the invisible than in the life of concepts. It is a second component of our soul-organism, this life of emotions. Thus we have already two soul-components, our life of thought and of emotion.

Of a third we become aware when we say to ourselves, not only that we consider a thing beautiful or ugly, good or evil, but that we feel impelled to do this or that, when we have the impulse to act. When we undertake anything, perform a relatively important act or even merely take hold of an object, there must always be an impulse within us which induces us to do this. These impulses, moreover, are gradually transformed into habits, and we do not always need to bring our impulses to bear in connection with everything that we do. When we go out, for instance, intending to go to the railway station, we do not then purpose to take the first, second, and third steps; we simply go to the station. Back of all this lies the third member of our soul life, our will impulses, as something ranging wholly beyond the visible.

If we now connect with these three impulses characteristic of the human being our initial question, whether the ordinary man possesses any clue to the existence of higher worlds, we must take cognizance of dream life, how this is related to the three soul elements: the thought impulse, the emotions, the impulse of will.

These three components of our soul life we can clearly differentiate: our thought life, our emotions, and our will impulses. If we reflect somewhat about our soul life, we can differentiate among these three single components of the life of the soul in our external existence. Let us first take the life of concepts. The thought life follows its course throughout the day—if we are not actually void of thought. Throughout the day we have concepts; and, when we grow tired in the evening, these concepts first become hazy. It is as if they became transmuted into a sort of fog. This life becomes feebler and feebler, finally vanishing altogether, and we can then go to sleep. Thus this conceptual life, as we possess it on the physical plane, persists from our waking till our falling asleep, and disappears the moment we fall asleep. No one will suppose that, when he is really sleeping—that is, if he is not clairvoyant during sleep—his thought life can nevertheless continue just as while he is awake. The life of thought—or the conceptual life—which occupies us fully from our waking till our falling asleep, must be extinguished, and only then can we go to sleep.

But the human being must recognize that the concepts he has, which have so overwhelmingly taken possession of him during the day, and which he always has unless he merely drowses along, are no hindrance to his falling to sleep. That this is so is best seen when we surrender ourselves to particularly vigorous concepts before falling asleep—for instance, by reading in a very difficult book. When we have been thinking really intensely, we most easily fall asleep; and so if we cannot go to sleep, it is good to take up a book, or occupy ourselves with something which requires concentrated thinking—study a mathematical book, for instance. This will help us to fall asleep; but not something, on the other hand, in which we are deeply interested, such as a novel containing much that captivates our interest. Here our emotions become aroused, and the life of the emotions is something that hinders us from falling asleep. When we go to bed with our feelings vividly stirred, when we know that we have burdened our soul with something or when there is a special joy in our heart which has not yet subsided, it frequently happens that we turn and toss in bed and are unable to fall asleep. In other words, whereas concepts unaccompanied by emotions weary us, so that we easily fall asleep, precisely that which strongly affects our feelings prevents us from falling asleep. It is impossible then to bring about the separation within ourselves which is necessary if we are to enter into the state of sleep. We can thus see that the life of emotions in us has a different relationship to our whole existence from that of our life of thought.

If we wish, however, to make the distinction quite correctly, we must take cognizance of something else: that is, our dreams. It might be supposed at first that, when the variegated life of dreams works upon us, this consists of concepts continuing their existence into the state of sleep. But, if we test the matter quite accurately, we shall observe that our conceptual life is not continued in our dreams. That which by its very nature wearies us does not continue during our dreams. This occurs only when our concepts. are associated with intense emotions.

It is the emotions that appear in dream pictures. But to realize this it is necessary, of course, to test these things adequately. Take an example:—Someone dreams that he is young again and has one experience or another. Immediately thereafter the dream is transformed and something occurs which he may not have experienced at all. Some sort of occurrence becomes manifest to him which is alien to his memory, because he has not experienced this on the physical plane. But persons known to him appear. How often it occurs that one finds oneself during dreams involved in actions in connection with which one is in the company of friends or acquaintances whom one has not seen for a long time. But, if we examine the thing adequately, we shall be forced to the conclusion that emotions are back of what emerges in dreams. Perhaps, we still cling to the friend of that time, are not yet quite severed from him; there must still be some sort of emotion in us which is connected with him. Nothing occurs in dreams that is not connected with emotions. Accordingly, we must draw a certain conclusion here—that is, that when the concepts which our waking life of day impart to us do not appear in dreams, this proves that they do not accompany us into sleep. When emotions keep us from sleeping, this proves that they do not release us, that they must be present in order to be able to appear in dream pictures. It is the emotions which bring us the dream concepts. This is due to the fact that the emotions are far more intimately connected with man's real being than is the life of thought. The emotions we carry over even into sleep. In other words, they are a soul element that remains united with us even during sleep. In contrast with ordinary concepts, the emotions are something that accompanies us into sleep, something far more closely, more intensely, connected with the human individuality than is ordinary thinking not pervaded by emotion.

How is it with the third soul component, with the impulses of will? There also we can present a sort of example. Of course, this can be observed only by persons who pay attention to the moment of falling asleep in a rather subtle way. If a person has acquired through training a certain capacity to observe this moment, this observation is extremely interesting. At first, our concepts appear to us to be enveloped in mist; the external world vanishes, and we feel as if our soul being were extended beyond our bodily nature, as if we were no longer compressed within the limits of our skin but were flowing out into the elements of the cosmos. A profound feeling of satisfaction may be associated with falling asleep. Then comes a moment when a certain memory arises. Most likely, extremely few persons have this experience, but we can perceive this moment if we are sufficiently attentive. There appear before our vision the good and also the evil impulses of will that we have experienced; and the strange thing is that, in the presence of the good impulses, One has the feeling: "This is something connected with all wholesome will forces, something that invigorates you." If the good will impulses present themselves to the soul before the person falls asleep, he feels so much the fresher and more filled with life-forces, and the feeling often arises: "If only this moment could last forever! If only this moment could endure for eternity!" Then one feels, in addition, how the bodily nature is deserted by the soul element. Finally there comes a jerk, and he falls asleep. One does not need to be a clairvoyant in order to experience this, but only to observe the life of the soul.

We must infer from this something extremely important. Our will impulses work before we fall asleep, and we feel that they fructify us. We sense an extraordinary invigoration. As regards the mere emotions, we had to say that these are more closely connected with our individuality than is our ordinary thinking, our ordinary act of conceiving. So we must now say of that which constitutes our will impulses: "This is not merely something that remains with us during sleep, but something which becomes a strengthening, an empowering, of the life within us." Still more intimately by far are the will impulses in us connected with our life than are our emotions; and whoever frequently observes the moment of falling asleep feels in this moment that, if he cannot look back upon any good will impulses during the day, the effect of this is as if there had been killed within him something of that which enters into the state of sleep. In other words, the will impulses are connected with health and disease, with the life force in us.

Thoughts cannot be seen. We see the rose bush at first by means used in ordinary physical perception; but, when the beholder turns aside or goes away, the image of the object remains in him. He does not see the object but he can form a mental image of it. That is, our thought life is something super-sensible. Completely super-sensible are our emotions; and our will impulses, although they are transmuted into actions, are none the less something super-sensible. But we know at once likewise, when we take into consideration everything which has now been said, that our thought life not permeated by will impulses is least closely connected with us.

Now, it might be supposed that what has just been said is refuted by the fact that, on the following day our concepts of the preceding day confront us again; that we can recollect them. Indeed, we are obliged to recollect. We must, in a super-sensible way, call our concepts back into memory.

With our emotions, the situation is different; they are most intimately united with us. If we have gone to bed in a mood of remorse, we shall sense upon awaking the next morning that we have waked with a feeling of dullness—or something of the sort. If we experienced remorse, we sense this the next day in our body as weakness, lethargy, numbness; joy we sense as strength and elevation of spirits. In this case we do not need first to remember the remorse or the joy, to reflect about them; we feel them in our body. We do not need to recollect what has been there: it is there, it has passed into sleep with us and has lived with us. Our emotions are more intensely, more closely, bound up with the eternal part of us than are our thoughts.

But any one who is able to observe his will impulses feels that they are simply present again; they are always present. It may be that, at the moment of waking, we note that we experience again in its immediacy, in a certain sense, what we experienced as joy in life on the preceding day through our good moral impulses. In reality nothing so refreshes us as that which we cause to flow through our souls on the preceding day in the form of good moral impulses. We may say, therefore, that what we call our will impulses is most intimately of all bound up with our existence.

Thus the three soul components are different from one another, and we shall understand, if we clearly grasp these distinctions, that occult knowledge justifies the assertion that our thoughts, which are super-sensible, bring us into relationship with the super-sensible world, our emotions with another super-sensible world, and our will impulses with still another, even more intimately bound up with our own real being. For this reason we make the following assertion. When we perceive with the external senses, we can thereby perceive everything that is in the physical world. When we conceive, our life of concepts, our thought life, is in relationship with the astral world. Our emotions bring us into connection with what we call the Heavenly World or Lower Devachan. And our moral impulses brings us into connection with the Higher Devachan, or the World of Reason. Man thus stands in relationship with three worlds through the impulses of thought, emotion, and will. To the extent that he belongs to the astral world, he can carry his thoughts into the astral world; he can carry his emotions into the world of Devachan; he can carry into the higher Heavenly World all that he possesses in his soul of the nature of will impulses.¹

When we consider the matter in this way, we shall see how justified occult science is in speaking of the three worlds. And, when we take this into consideration, we shall view the realm of the moral in an entirely different way; for the realm of good will impulses gives us a relationship to the highest of the three worlds into which the being of man extends.

Our ordinary thought life reaches only up to the astral world. No matter how brilliant our thoughts may be, thoughts that are not sustained by feelings go no further than into the astral world; they have no significance for other worlds. You will certainly understand in this connection what is said in regard to external science, dry, matter-of-fact external science. No man can by means of thoughts not permeated by emotion affirm anything regarding other worlds than the astral realm. Under ordinary circumstances, the thinking of the scientist, of the chemist, the mathematician, runs its course without any sort of feeling. This goes no further than just under the surface. Indeed, scientific research even demands that it shall proceed in this way, and for this reason it penetrates only into the astral world.

Only when delight or repugnance are associated with the thoughts of the research scientist is there added to these thoughts the element needed in order to penetrate the world of Devachan. Only when emotions enter into thoughts, into concepts, when we feel one thing to be good and another evil, do we combine with thoughts that which carries them into the Heavenly World. Only then can we get a glimpse into deeper foundations of existence. If we wish to grasp something belonging to the world of Devachan, no theories help us in the least. The only thing that helps us is to unite feelings with our thoughts. Thinking carries us only into the astral world.

When the geometrician, for example, grasps the relationships pertaining to the triangle, this helps him only into the astral element. But, when he grasps the triangle as a symbol, and derives from it what lies therein as to the participation of the human being in the three worlds, something regarding his threefoldness, this helps him to a higher level. One who feels in symbols the expression for the soul force, one who inscribes this in his heart, one who feels in connection with everything that people generally merely know, brings his thoughts into connection with Devachan. For this reason, in meditating we must feel our way through what is given us, for only thus do we bring ourselves into connection with the world of Devachan. Ordinary science, therefore, void of any feeling of the heart, can never bring the human being, no matter how keen it may be, into connection with anything except the astral world.

Art, music, painting and the like, on the other hand, lead man into the lower Devachan world. To this statement the objection might be raised that, if it is true that the emotions really lead one into the lower Devachan world, passions, appetites, instincts, would also do this. Indeed, they do. But this is only an evidence of the fact that we are more intimately bound up with our feelings than with our thoughts. Our sympathies may be associated with our lower nature also; an emotional life is brought about by appetites and instincts also, and this leads into lower Devachan. Whereas we absolve in Kamaloka whatever false thoughts we have, we carry with us into the world of Devachan all that we have developed up to the stage of emotions; and this imprints itself upon us even into the next incarnation, so that it comes to expression in our Karma. Through our life of feeling, so far as this can have these two aspects, we either raise ourselves into the world of Devachan, or we outrage it.

Through our will impulses, on the contrary, which are either moral or immoral, we either have a good relationship with the higher world or we injure it, and have to compensate for this in our Karma. If a person is so evil and degenerate that he establishes such a connection with the higher world through his evil impulses as actually to injure this, he is cast out. But the impulse must, nevertheless, have originated in the higher world. The significance of the moral life becomes clear to us in all its greatness when we view the matter in this way.

Out of the worlds with which the human being is in such a close relationship through his threefold soul nature and also through his physical nature—out of these realms proceed those forces which can lead man through the world. That is, when we observe an object belonging to the physical world, this can occur only through the fact that we have eyes to see it with: it is thus that the human being is in relationship with the physical world. Through the fact that he develops his life of thought, he is in relationship with the astral world; through the development of his life of feeling, he is connected with the world of Devachan; and through his moral life with the world of upper Devachan.

The human being has four relationships with four worlds. But this signifies nothing else than that he has a relationship with the Beings of these worlds. From this point of view it is interesting to reflect upon man's evolution, to look into the past, the present, and the immediate future.

From the worlds we have mentioned there proceed those forces which penetrate into our lives. Here we have to point out that, in the epoch which lies behind us, human beings were primarily dependent upon influences from the physical world, primarily capacitated to receive impulses out of the physical world. This lies behind us as the Graeco-Latin epoch. During this epoch Christ worked on earth in a physical body. Since the human being was then capacitated primarily to receive the influences of the forces existing in the physical world, Christ had to appear on the physical plane.

At present we live in an epoch in which thinking is primarily developed, in which man receives his impulses out of the world of thought, the astral world. Even external history demonstrates this. We can scarcely refer to philosophers of the pre-Christian era; at most, to a preparatory stage of thinking. Hence the history of philosophy begins with Thales. Only after the Graeco-Latin epoch does scientific thinking appear. Intellectual thinking comes for the first time about the sixteenth century. This explains the great progress in the sciences, which exclude all emotion from the activity of thought. And science is so specially beloved in our day because in it thought is not permeated with emotions. Our science is void of feeling, and seeks its well-being in the utter absence of sentiments. Alas for one who should experience any feeling in connection with a laboratory experiment! This is characteristic of our epoch, which brings the human being into contact primarily with the astral plane.

The next age, following our own, will already be more spiritual. There the sentiments will play a role even in connection with science. If any one shall then wish to stand an examination for admission to some scientific study, it will be necessary for him to be able to sense the light that exists behind everything, the spiritual world which brings everything into existence. The value of scientific work in any test will then consist in the fact that one shall observe whether a person can develop in the test sufficient emotion; otherwise he will fail in the examination. Even though the candidate may have any amount of knowledge, he will not be able to pass the examination if he does not have the right sentiments. This certainly sounds very queer but it will be true, none the less, that the laboratory table will be raised to the level of an altar, at which the test of a person will consist in the fact that, in the electrolysis of water into oxygen and hydrogen, feelings will be developed in him corresponding with what the Gods feel when this occurs. The human being will then receive his impulses from an intimate connection with the lower Devachan.

And then will come the age that is to be the last before the next great earth catastrophe. This will be the age when man shall be related with the higher world in his will impulses, when that which is moral will be dominant on the earth. Then neither external ability nor the intellect nor the feelings will hold the first rank, but the impulses of will. Not man's skill but his moral quality will be determinative. Thus will humanity, upon arriving at this point of time, have reached the epoch of morality, during which man will be in a special relationship with the world of higher Devachan.

It is a truth that, in the course of evolution, there awaken in the human being ever greater powers of love, out of which he may draw his knowledge, his impulses, and his activities.

Whereas at an earlier period, when Christ came down to the earth in a physical body, human beings could not have perceived Him otherwise than in a physical body, there are actually awaking in our age the forces through which they shall see the Christ, not in His physical body, but in a form which will exist on the astral plane as an etheric form. Even in our century, from the 1930's on, and ever increasingly to the middle of the century, a great number of human beings will behold the Christ as an etheric form. This will constitute the great advance beyond the earlier epoch, when human beings were not yet ripe for beholding Him thus. This is what is meant by the saying that Christ will appear in the clouds; for this means that He will appear as an etheric form on the astral plane.

But it must be emphasized that He can be seen in this epoch only in the etheric body. Any one who should believe that Christ will appear again in a physical body loses sight of the progress made by human powers. It is a blunder to suppose that such an event as the appearance of Christ can recur in the same manner as that in which it has already taken place.

The next event, then, is that human beings will see Christ on the astral plane in etheric form, and those who are then living on the physical plane, and who have taken in the teachings of spiritual-science, will see Him. Those, however, who are then no longer living, but who have prepared themselves through spiritual-scientific work will see Him, none the less, in etheric raiment between their death and rebirth. But there will be human beings also who will not be able to see Him in the etheric body. Those who shall have scorned spiritual-science will not be able to see Him, but will have to wait till the next incarnation, during which they may then devote themselves to the knowledge of the spirit and be able to prepare themselves in order that they may be able to understand what then occurs. It will not depend then upon whether a person has actually studied spiritual-science or not while living on the physical plane, except that the appearance of the Christ will be a rebuke and a torment to these, whereas those who strove to attain a knowledge of the spirit in the preceding incarnation will know what they behold.

Then will come an epoch when still higher powers will awake in human beings. This will be the epoch when the Christ will manifest Himself in still loftier manner; in an astral form in the lower world of Devachan. And the final epoch, that of the moral impulse will be that in which the human beings who shall have passed through the other stages will behold the Christ in His glory, as the form of the greatest "Ego," as the spiritualized Ego-Self, as the great Teacher of human evolution in the higher Devachan.

Thus the succession is as follows: In the Graeco-Latin epoch Christ appeared on the physical plane; in our epoch He will appear as an etheric form on the astral plane; in the next epoch as an astral form on the plane of lower Devachan; and in the epoch of morality as the very essence and embodiment of the Ego.

We may now ask ourselves for what purpose spiritual-science exists. It is in order that there may be a sufficient number of human beings who shall be prepared when these events take place. And even now spiritual-science is working to the end that human beings may enter in the right way into connection with the higher worlds, to the end that they may enter rightly into the etheric-astral, into the aesthetic-Devachanic, into the moral-Devachanic. In our epoch it is the spiritual-scientific movement that aims, in a special way at the goal of having the human being capable in his moral impulses of entering into a right relationship with the Christ.

The next three millennia will be devoted to making the appearance of the Christ in the etheric visible. Only to those whose feelings are wholly materialistic will this be unattainable. A person may think materialistically when he admits the validity of matter alone and denies the existence of everything spiritual, or through the fact that he draws the spiritual down into the material. A person is materialistic also in admitting the existence of the spiritual only in material embodiment. There are also Theosophists who are materialists. These are those who believe that humanity is doomed to the necessity of beholding Christ again in a physical body. One does not escape from being a materialist through being a Theosophist, but through comprehending that the higher worlds exist even when we cannot se them in a sensible manifestation but must evolve up to them in order to behold them.

If we cause all this to pass before our minds, we may say that Christ is the true moral impulse which permeates humanity with moral power. The Christ impulse is power and life, the moral power which permeates the human being. But this moral power must be understood. Precisely as regards our own epoch it is necessary that Christ shall be proclaimed. For this reason Anthroposophy has the mission also of proclaiming the Christ in etheric form.

Before Christ appeared on earth through the Mystery of Golgotha, the teaching about Him was prepared in advance. At that time, likewise, the physical Christ was proclaimed. It was primarily Jeshu ben Pandira who was the forerunner and herald, a hundred years before Christ. He also had the name Jesus, and, in contrast to Christ Jesus, he was called Jesus ben Pandira, son of Pandira. This man lived about a hundred years before our era. One does not need to be a clairvoyant in order to know this, for it is to be found in Rabbinical writings, and this fact has often been the occasion for confusing him with Christ Jesus. Jeshu ben Pandira was at first stoned and then hanged upon the beam of the cross. Jesus of Nazareth was actually crucified.

Who was this Jeshu ben Pandira? He is a great individuality who, since the time of Buddha—that is, about 600 B.C.—has been incarnated once in nearly every century in order to bring humanity forward. To understand him, we must go back to the nature of the Buddha.

We know, of course, that Buddha lived as a prince in the Sakya family five centuries and a half before the beginning of our era. The individuality who became the Buddha at that time had not already been a Buddha. Buddha, that prince who gave to humanity the doctrine of compassion, had not been born in that age as Buddha. For Buddha does not signify an individuality; Buddha is a rank of honor, This Buddha was born as a Bodhisattva and was elevated to the Buddha in the twenty-ninth year of his life, while he sat absorbed in meditation under the Bodhi tree and brought down from the spiritual heights into the physical world the doctrine of compassion. A Bodhisattva he had previously been—that is, in his previous incarnations also—and then he became a Buddha. But the situation is such that the position of a Bodhisattva—that is of a teacher of humanity in physical form—became thereby vacant for a certain period of time, and had to be filled again. As the Bodhisattva who had incarnated at that time ascended in the twenty-ninth year of his life to the Buddha, the rank of the Bodhisattva was at once transferred to another individuality. Thus we must speak of a successor of the Bodhisattva who had now risen to the rank of Buddha. The successor to the Gautama-Buddha-Bodhisattva was that individuality who incarnated a hundred years before Christ as Jeshu ben Pandira, as a herald of the. Christ in the physical body.

He is now to be the Bodhisattva of humanity until he shall in his turn advance to the rank of Buddha after 3,000 years, reckoned from the present time. In other words, he will require exactly 5,000 years to rise from a Bodhisattva to a Buddha. He who has been incarnated nearly every century since that time, is now also already incarnated, and will be the real herald of the Christ in etheric raiment, just as he proclaimed the Christ at that time in advance as the physical Christ. And even many of us will ourselves experience the fact that, during the 1930's, there will be persons—and more and more later in the century—who will behold the Christ in etheric raiment.

It is in order to prepare for this that spiritual-science exists, and every one who' works at the task of spiritual-science shares in making this preparation.

The manner in which humanity is taught by its Leaders, but especially by a Bodhisattva who is to become the Maitreya Buddha, changes greatly from epoch to epoch.

Spiritual-science could not have been taught in the Graeco-Latin epoch in the manner in which it is taught today; this would not have been understood by any one at that time. In that period, the Christ Being had to make manifest in physically visible form the goal of evolution, and only thus could He then work. Spiritual research spreads this teaching ever increasingly among human beings, and they will come to understand more and more the Christ Impulse until the Christ Himself shall have entered into them.

Today it is possible by means of the physically uttered word, in concepts and 'ideas, by means of thinking, to make the goal understandable and to influence men's souls in a good way, in order to fire them with enthusiasm for aesthetic and moral ideals. But the speech of today will be replaced in later periods of time by forces capable of a mightier stimulation than that which is possible at present by means of speech alone. Then will speech, the word, bring it about that there shall dwell in the word itself powers which shall convey feelings of the heart from soul to soul, from master to pupil, from the Bodhisattva to all those who do not turn away from him. It will then be possible for speech to be the bearer of aesthetic feelings of the heart. But the dawn of a new epoch is needed for this. In our time it would not be possible even for the Bodhisattva himself to exert such influences through the larynx as will then be possible.

And during the final period of time, before the great war of all against all, the situation will be such that, as speech is at present the bearer of thoughts and conceptions and as it will later be the bearer of the feelings of the heart, so will it then carry the moral element, the moral impulses, transmitting these from soul to soul. At present the word cannot have a moral influence. Such words can by no means be produced by our larynx as it is today. But such a power of spirit will one day exist. Words will be spoken through which the human being will receive moral power. Three thousand years after our present time will the Bodhisattva we have mentioned become the Buddha, and his teaching will then cause impulses to stream directly into humanity. He will be the One whom the ancients foresaw: the Buddha Maitreya, a Bringer of Good.

He has the mission of preparing humanity in advance so that it may understand the true Christ Impulse: He has the mission of directing men's eyes more and more to that which men can love, to bring it about that what men can spread abroad as a theory shall flow into a moral channel so that at length all that men can possess in the form of thoughts shall stream into the moral life. And, whereas it is still entirely possible today that a person may be very keen intellectually but immoral, we are approaching a time when it will be impossible for any one to be at the same time intellectually shrewd and immoral. It will be impossible for mental shrewdness and immorality to go hand in hand.

This is to be understood in the following way. Those who have kept themselves apart, and have opposed the course of evolution, will be the ones who will then battle together, all against all. Even those who develop today the highest intelligence, if they do not develop further during the succeeding epochs in the heart and in the moral life, will gain nothing from their shrewdness. The highest intelligence is, indeed, developed in our epoch. We have reached a climax in this. But one who has developed intelligence today and who shall neglect the succeeding possibilities of evolution, will destroy himself by his own intelligence. This will then be like an inner fire consuming him, devouring him, making him so small and feeble that he will become stupid and be able to achieve nothing^—a fire that will annihilate him in the epoch wherein the moral impulses will have reached their climax. Whereas a person can be very dangerous today by means of his immoral shrewdness, he will then be without power to harm. In place of this power, however, the soul will then possess in ever increasing measure moral powers—indeed, moral powers such as a person of the present cannot in the least conceive. The highest power and morality are needed to receive the Christ Impulse into ourselves so that it becomes power and life in us.

Thus we see that spiritual-science has the mission of planting in the present stage of the evolution of humanity the seeds for its future evolution. Of course, we must consider in connection with spiritual-science also that which must be considered in connection with the account of the whole creation of the world: that is, that errors may occur. But even one who cannot as yet enter into the higher worlds can make adequate tests and see whether here and there the truth is proclaimed: here the details must be mutually consistent. Test what is proclaimed, all the individual data which are brought together regarding the evolution of the human being, the single phases in the appearing of the Christ, and the like, and you will see that things mutually confirm one another. This is the evidence of truth which is available even to the person who does not yet see into the higher worlds. One can be quite assured: for those who are willing to test things, the doctrine of the Christ reappearing in the spirit will alone prove to be true.

• 1. See also—Rudolf Steiner: Macrocosm and Microcosm

When we discuss, in connection with Spiritual Science, other spiritual worlds in addition to our physical world, and declare that the human being sustains a relationship, not only to this physical world, but also to super-sensible realms, one may ask what is to be found within the human soul—before one achieves any sort of clairvoyant capacity—which is super-sensible, which gives an indication that the human being is connected with super-sensible worlds. In other words, can even the ordinary person, with no clairvoyant capacity, observe something in the soul, experience something, which bears a relationship to higher realms? In essence, both today's lecture and tomorrow's will endeavour to answer this question.

When we observe the life of the human soul, it manifests three parts in a certain way independent of one another and yet, on the other hand, closely bound together.

What first confronts us when we direct attention to ourselves as souls is our conceptual life, which includes also in a certain way our thinking, our memory. Memory and thought are not physical. They belong to the invisible, super-sensible world: in man's thought-life he has something which points to higher worlds. What this conceptual world is may be grasped in the following way. We bring before someone an object, which he observes. Then he turns away. He has not immediately forgotten the object, but preserves within himself a living picture of it. Thus we have concepts of the world surrounding us, and we may speak of the conceptual life as a part of our soul life.

We can observe a second part of our soul life if we inquire whether we do not possess within us something related to objects and beings in addition to our concepts. We do, indeed, have something else. It is what we call feelings of love and hate, what we designate in our thinking by the terms sympathy, antipathy. We consider one thing beautiful, another ugly; perhaps, we love one thing and hate another; one we feel to be good, the other evil. If we wish to summarise what thus appears in our inner life, we may call it stimulation of the feelings. The life of the heart is something quite different from conceptual life. In the life of the heart we have a far more intimate indication of the invisible than in the life of the concepts. Here is a second component of our soul-organism, this life of emotions. Thus we have already two soul-components, our life of thought and of emotion.

Of a third we become aware when we say to ourselves, not only that we consider a thing beautiful or ugly, good or evil, but that we feel impelled to do this or that, we have an impulse to act. When we undertake anything, perform a relatively important act or even merely take hold of an object, there must always be an impulse within us which induces us to do this. These impulses, moreover, are gradually transformed into habits, and we do not always need to bring our impulses to bear in connection with everything that we do. When we go out, for instance, intending to go to the railway station, we do not then purpose to take the first, second, and third steps; we simply go to the station. Behind all this lies the third member of our soul life, our will impulses, as something ranging wholly beyond the visible.

If we now connect with these three impulses characteristic of the human being our initial question, whether the ordinary man possesses any clue to the existence of higher worlds, we must take cognizance of dream life, and how this is related to the three soul elements: the thinking, feeling and willing.

These three components of our soul life can be clearly differentiated: our thought life, our emotions, and our will impulses. If we consider our soul life, we can differentiate these three single components of the life of the soul in our external existence. Let us first take the life of concepts. The life of thought follows its course throughout the day—if we are not actually void of thought. Throughout the day we have concepts; and, when we grow tired in the evening, these concepts first become hazy. It is as if they became transmuted into a kind of fog. They become hazier and hazier, finally vanishing altogether, and we can then go to sleep. Thus this conceptual life, as we possess it on the physical plane, persists from our waking till our falling asleep, and disappears the moment we fall asleep. No one will suppose that, when he is really sleeping—that is, if he is not clairvoyant during sleep—his thought life can nevertheless continue just as while he is awake. The life of thought—or the conceptual life—which engrosses us fully from our waking till our falling asleep, must be extinguished, and only then can we go to sleep.

But the human being must recognise that the concepts he has, which have so overwhelmingly taken possession of him during the day, and which he always has unless he merely drowses along, are no hindrance to his falling asleep. That this is so is best seen when we surrender ourselves to particularly vigorous concepts before falling asleep—for instance, by reading a very difficult book. When we have been thinking really intensely, we most easily fall asleep; and so if we cannot go to sleep, it is good to pick up a book, or occupy ourselves with something which requires concentrated thinking—study a book of mathematics, for instance. This will help us to fall asleep; but not something, on the other hand, in which we are deeply interested, such as a novel containing much that captivates our interest. Here our emotions become aroused, and the life of the emotions is something that hinders us from falling asleep. When we go to bed with our feelings vividly stirred, when we know that we have burdened our soul with something or when there is a special joy in our heart which has not yet subsided, it frequently happens that we turn and toss in bed and are unable to fall asleep. In other words, whereas concepts unaccompanied by emotions weary us, so that we easily fall asleep, precisely what strongly affects our feelings prevents us from falling asleep. It is impossible then to bring about the separation within ourselves which is necessary if we are to enter into the state of sleep. We can thus see that our life of emotions has a different relationship to our whole existence from that of our life of thought.

If we wish, however, to make the distinction quite clearly, we must take into account something else: that is, our dreams. It might be supposed at first that, when the variegated life of dreams works upon us, it consists of concepts continuing their existence into the state of sleep. But, if we test the matter quite accurately, we shall observe that our conceptual life is not continued in our dreams. That which by its very nature wearies us does not continue during our dreams, except when our concepts are associated with intense emotions.

It is the emotions that manifest in dream pictures. But to realise this it is necessary, of course, to test these things adequately. Take an example: someone dreams that he is young again and has some experience or other. Immediately the dream is transformed and something occurs which he may not have experienced at all. A kind of event is manifest to him which is foreign to his memory, because he has not experienced it on the physical plane. But persons known to him appear. How often it happens that one finds oneself during dreams involved in actions in the company of friends or acquaintances whom one has not seen for a long time. But, if we examine the thing adequately, we shall be forced to the conclusion that emotions are behind what emerges in dreams. Perhaps, we still cling to the friend of that time, are not yet quite severed from him; there must still be some kind of emotion in us which is connected with him. Nothing occurs in dreams that is not connected with emotions. Accordingly, we must draw a certain conclusion here—that is, that when the concepts which our waking life of day impart to us do not appear in dreams, this proves that they do not accompany us into sleep. When emotions keep us from sleeping, this proves that they do not release us, that they must be present in order to be able to appear in dream pictures. It is the emotions which bring us the dream concepts. This is due to the fact that the emotions are far more intimately connected with man's real being than is the life of thought. We carry them over into sleep. In other words, they are a soul element that remains united with us even during sleep. In contrast with ordinary concepts, the emotions accompany us into sleep; they are far more closely, more intensely, connected with the human individuality than is ordinary thinking, when it is not pervaded by emotion.

What about the third soul component, the will impulses? There also we can give an example. Of course, this can be observed only by persons who pay attention to the moment of falling asleep in a rather subtle way. If someone has acquired through training a certain capacity to observe this moment, he will find it extremely interesting. At first, our concepts appear to us to be enveloped in mist; the external world vanishes, and we feel as if our soul-being were extended beyond our bodily nature, as if we were no longer compressed within the limits of our skin but were flowing out into the elements of the cosmos. A profound feeling of satisfaction may be associated with falling asleep. Then comes a moment when a certain memory arises. Most likely, extremely few people have this experience, but we can perceive this moment if we are sufficiently attentive. There appear before our vision the good and also the evil will impulses that we have experienced; and the strange thing is that, in the presence of the good impulses, one has the feeling: ‘This is something connected with all wholesome will forces, something that invigorates you.’ If the good will impulses present themselves to the soul before the person falls asleep, he feels so much the fresher and more filled with life-forces, and the feeling often arises: ‘If only this moment could last forever! If only this moment could endure throughout eternity!’ Then one feels, also, how the bodily nature is deserted by the soul element. Finally there comes a jerk, and he falls asleep. One does not need to be a clairvoyant in order to experience this, but only to observe the life of the soul.

We must infer from this something extremely important. Our will impulses work before we fall asleep, and we feel that they fructify us. We experience extraordinary invigoration. With regard to the mere emotions, we had to say that these are more closely connected with our individuality than our ordinary thinking, our ordinary act of conceiving. So we must now say of our will impulses: ‘This is not merely something that remains with us during sleep, but something which becomes a strengthening, an empowering, of the life within us.’ The will impulses are far more intimately connected with our life than are our emotions; and whoever frequently observes the moment of falling asleep feels in this moment that, if he cannot look back upon any good will impulses during the day, it is as though something of what enters into the state of sleep had been killed within him. In other words, the will impulses are connected with health and disease, with the life force in us.

Thoughts cannot be seen. We see the rose bush at first through ordinary physical perception; but, when the beholder turns aside or goes away, the image of the object remains in him. He does not see the object but he can form a mental image of it. That is, our thought life is somewhat super-sensible. Completely super-sensible are our emotions; and our will impulses, although they are transmuted into actions, are none the less super-sensible. But we know at once likewise, when we take into consideration everything which has now been said, that our thought life not permeated by will impulses is the least closely connected with us.

Now, it might be supposed that what has just been said is refuted by the fact that, on the following day our concepts of the preceding day confront us again; that we can recollect them. Indeed, we are obliged to recollect. We must, in a super-sensible way, call our concepts back into memory.

With our emotions, the situation is different; they are most intimately united with us. If we have gone to bed in a mood of remorse, we shall sense upon awaking the next morning that we have woken with a feeling of dullness—or something of the sort. If we experienced remorse, we sense this the next day in our body as weakness, lethargy, numbness; joy we sense as strength and elevation of spirits. In this case we do not need first to remember the remorse or the joy, to reflect about them; we feel them in our body. We do not need to recollect what has been there: it is there, it has passed into sleep with us and has lived with us. Our emotions are more intensely, more closely, bound up with the external part of us than are our thoughts.

But anyone who is able to observe his will impulses feels that they are simply present again; they are always present. It may be that, at the moment of waking, we note that we experience again in its immediacy, in a certain sense, what we experienced as joy in life on the preceding day through our good moral impulses. In reality nothing so refreshes us as that which we cause to flow through our souls on the preceding day in the form of good moral impulses. We may say, therefore, that what we call our will impulses are the most intimately bound up with our existence.

Thus the three soul components are different from one another, and we shall understand, if we clearly grasp these distinctions, that occult knowledge justifies the assertion that our thoughts, which are super-sensible, bring us into relationship with the super-sensible world, our emotions with another super-sensible world, and our will impulses with still another, even more intimately bound up with our own real being. For this reason we make the following assertion. When we perceive with the outer senses, we can thereby perceive everything that is in the physical world. When we conceive, our life of concepts, our thought life, is in relationship with the astral world. Our emotions bring us into connection with what we call the Heavenly World or Lower Devachan. And our moral impulses brings us into connection with the Higher Devachan, or the World of Reason. Man thus stands in relationship with three worlds through the impulses of thinking, feeling and willing. To the extent that he belongs to the astral world, he can carry his thoughts into the astral world; he can carry his emotions into the world of Devachan; he can carry into the higher Heavenly World all that he possesses in his soul of the nature of will impulses (See also Macrocosm and Microcosm).

When we consider the matter in this way, we shall see how justified occult science is in speaking of the three worlds. And, when we take this into consideration, we shall view the realm of morality in an entirely different way; for the realm of good will impulses gives us a relationship to the highest of the three worlds into which the being of man extends.

Our ordinary thought life reaches only up to the astral world. No matter how brilliant our thoughts may be, if they are not sustained by feelings they penetrate no further than the astral world; they have no significance for other worlds. You will certainly understand in this connection what is said in regard to external science, dry, matter-of-fact external science. No man can by means of thoughts not permeated by emotion affirm anything regarding other realms than the astral. Under ordinary circumstances, the thinking of the scientist, the chemist, the mathematician, proceeds without any accompanying feeling. It goes no further than just under the surface. Indeed, scientific research even demands that it shall proceed in this way, and because of this it penetrates only into the astral world.

Only when delight or repugnance are associated with the thoughts of the research scientist is there added to these thoughts the element needed in order to penetrate the world of Devachan. Only when emotions enter into thoughts, into concepts, when we feel one thing to be good and another evil, do we combine with thoughts which carries them into the Heavenly World. Only then can we get a glimpse into deeper layers of existence. If we wish to grasp something belonging to the world of Devachan, theories are no help to us at all. The only thing that helps us is to unite feelings with our thoughts. Thinking carries us only into the astral world.

When the geometrician, for example, grasps the relationships pertaining to the triangle, this lifts him only into the astral element. But, when he grasps the triangle as a symbol, say of the participation of the human being in the three worlds, of his threefoldness, this helps him to a higher level. One who sees in symbols the expression of the soul force, who inscribes this in his heart, who feels in connection with everything that people generally merely know, brings his thoughts into connection with Devachan. For this reason, in meditating we must feel our way through what is given us, for only thus do we bring ourselves into connection with the world of Devachan. Ordinary science, therefore, void of any feeling, can never bring the human being, no matter how keen, into connection with anything except the astral world.

On the other hand, art, music, painting and so on, lead man into the lower Devachan world. To this statement the objection might be raised that, if it is true that the emotions really lead one into the lower Devachan world, passions, appetites, instincts, would also do this. Indeed, they do. But this only shows that we are more intimately bound up with our feelings than with our thoughts. Our sympathies may be associated with our lower nature also; an emotional life is aroused by appetites and instincts also, and this leads into lower Devachan. Whereas we absolve in Kamaloka whatever false thoughts we have, we carry with us into the world of Devachan all that we have developed up to the stage of emotions; and this imprints itself upon us even into the next incarnation, so that it comes to expression in our karma. Through our life of feeling, so far as this can have these two aspects, we either raise ourselves into the world of Devachan, or we offend it.

Through our will impulses, on the contrary, which are either moral or immoral, we either have a good relationship with the higher world or we injure it, and have to compensate for this in our karma. If a person is so evil and degenerate that he establishes such a connection with the higher world through his evil impulses as actually to injure it, he is cast out. But the impulse must, nevertheless, have originated in the higher world. The significance of the moral life becomes clear to us in all its greatness when we view the matter in this way.

From the worlds with which the human being is in such a close relationship through his threefold soul nature and also through his physical nature—from these realms proceed those forces which can lead man through the world. That is, we cannot observe an object belonging to the physical world, without eyes to see it with: this is the human being's relationship with the physical world. Through his life of thought, he is in relationship with the astral world; through his life of feeling, he is connected with the world of Devachan; and through his moral life with the world of upper Devachan.

Man has four relationships with four worlds. But this signifies nothing else than that he has a relationship with the Beings of these worlds. From this point of view it is interesting to reflect upon man's evolution, to look into the past, the present, and the immediate future.

From the worlds we have mentioned proceed those forces which penetrate into our lives. Here we have to point out that, in the epoch which lies behind us, human beings were primarily dependent upon influences from the physical world, primarily capacitated to receive impulses out of the physical world. This lies behind us as the Greco-Roman epoch. During this epoch Christ worked on earth in a physical body. Since the human being was then enabled primarily to receive the influences of the forces existing in the physical world, Christ had to appear on the physical plane.

At present we live in an epoch in which thinking is mainly developed, in which man receives his impulses out of the world of thought, the astral world. Even external history demonstrates this. We can scarcely refer to philosophers of the pre-Christian era; at most, to a preparatory stage of thinking. Hence the history of philosophy begins with Thales.³⁶ Only after the Greco-Roman epoch does scientific thinking appear. Intellectual thinking develops for the first time about the sixteenth century. This explains the great progress in the sciences, which exclude all emotion from the activity of thought. And science is so specially beloved in our day because in it thought is not permeated with emotions. Our science is void of feeling, and seeks its well-being in the utter absence of sentiments. Alas for one who should experience any feeling in connection with a laboratory experiment! This is characteristic of our epoch, which brings the human being into contact primarily with the astral plane.

The next age, following our own, will already be more spiritual. There the emotions will play a role even in connection with science. If anyone shall then wish to sit an examination for admission to some scientific study, it will be necessary for him to be able to sense the light that exists behind everything—the spiritual world which brings everything into existence. The value of scientific work in any test will then consist in whether a person can develop in the test sufficient emotion; otherwise he will fail in the examination. Even though the candidate may have any amount of knowledge, he will not be able to pass the examination if he does not have the right sentiments. This certainly sounds very queer but it will be true, nonetheless, that the laboratory table will be raised to the level of an altar, at which the test of a person will consist in the fact that, in the electrolysis of water into oxygen and hydrogen, feelings will be developed in him corresponding with what the gods feel when this occurs. The human being will then receive his impulses from an intimate connection with the lower Devachan.

And then will come the age that is to be the last before the next great earth catastrophe. This will be the age when man will be connected with the higher world in his will impulses, when morality will be dominant on the earth. Then neither external ability nor the intellect nor the feelings will hold the first rank, but the impulses. Not man's skill but his moral quality will be determinative. Thus, humanity will have reached the epoch of morality, during which man will be in a special relationship with the world of higher Devachan.

It is a fact that, in the course of evolution, ever greater powers of love will awaken in the human being, out of which he may draw his knowledge, his impulses and his activities.

Whereas at an earlier period, when Christ came down to the earth in a physical body, human beings could not have perceived Him otherwise than in a physical body, in our age the forces are actually awaking through which we will see the Christ, not in His physical body, but in an etheric form which will exist on the astral plane. Even in our century, from the 1930's on, and ever increasingly to the middle of the century, a great number of human beings will behold the Christ as an etheric form. This will constitute the great advance beyond the earlier epoch, when human beings were not yet ripe for beholding Him thus. This is what is meant by the saying that Christ will appear in the clouds; He will appear as an etheric form on the astral plane.

But it must be emphasised that He can be seen in this epoch only in the etheric body. Anyone who believes that Christ will appear again in a physical body loses sight of the progress made by human powers. It is a mistake to suppose that such an event as the appearance of Christ can recur in the same manner as that in which it has already taken place.

The next event, then, is that human beings will see Christ on the astral plane in etheric form, and those who are then living on the physical plane, and who have absorbed the teachings of Spiritual Science, will see Him. Those, however, who are then no longer living, but who have prepared themselves through Spiritual-Scientific work will see Him, nonetheless, in etheric raiment between their death and rebirth. But there will be human beings also who are not yet ready to see Him in the etheric body. Those who have scorned Spiritual Science will not be able to see Him, but will have to wait till the following incarnation, when they may then devote themselves to spiritual knowledge and so be able to prepare themselves to understand what then occurs. It will not depend then upon whether a person has actually studied Spiritual Science or not while living on the physical plane, except that the appearance of the Christ will be a rebuke and a torment to them, whereas those who strove to attain a knowledge of the spirit in the preceding incarnation will understand what they behold.

Then will come an epoch when still higher powers will awaken in human beings. This will be the epoch when the Christ will manifest Himself in a still loftier-manner; in an astral form in the lower world of Devachan. And in the final epoch, that of the moral impulse, the human beings who have passed through the other stages will behold the Christ in His glory, as the form of the greatest ‘Ego’, as the spiritualised Ego-Self, as the great Teacher of human evolution in the higher Devachan.

Thus the succession is as follows: in the Greco-Roman epoch Christ appeared on the physical plane; in our epoch He will appear as an etheric form on the astral plane; in the next epoch as an astral form on the plane of lower Devachan; and in the epoch of morality as the very essence and embodiment of the Ego.

We may now ask ourselves for what purpose Spiritual Science exists. It is so that there may be a sufficient number of human beings who will be prepared when these events take place. And now already Spiritual Science is working to the end that human beings may enter in the right way into connection with the higher worlds, so that they may enter rightly into the etheric-astral, into the aesthetic-Devachanic, into the moral-Devachanic. In our epoch it is the Spiritual-Scientific movement whose special aim is to enable the human being in his moral impulses to develop a right relationship with the Christ.

The next three millennia will be devoted to making visible the appearance of the Christ in the etheric. Only to those whose feelings are wholly materialistic will this be unattainable., A person may think materialistically when he admits the validity of matter alone and denies the existence of everything spiritual, or through the fact that he draws the spiritual down into the material. A person is materialistic also in admitting the existence of the spiritual only in material embodiment. There are even theosophists who are materialists. These believe that humanity is doomed to the necessity of beholding Christ again in a physical body. One does not escape from being a materialist through being a theosophist, but through comprehending that the higher worlds exist even when we cannot see them in a sense manifestation but must develop ourselves to the stage when we can behold them.

If we allow all this to pass through our minds, we may say that Christ is the true moral Impulse, permeating humanity with moral power. The Christ Impulse is power and life, the moral power which permeates the human being. But this moral power must be understood. Precisely in our own epoch it is necessary that Christ shall be proclaimed. For this reason Anthroposophy has the mission also of proclaiming the Christ in His etheric form.

Before Christ appeared on earth through the Mystery of Golgotha, the teaching about Him was prepared in advance. At that time, also, the physical Christ was proclaimed. It was primarily Jeshu ben Pandira who was the forerunner and herald, a hundred years before Christ. He also had the name Jesus, and, in contrast to Christ Jesus, he was called Jesus ben Pandira, son of Pandira. This man lived about a hundred years before our era. One does not need to be a clairvoyant in order to know this, for it is to be found in Rabbinical writings, and this fact has often been the occasion for confusing him with Christ Jesus. Jeshu ben Pandira was at first stoned and then hanged upon the beam of the cross. Jesus of Nazareth was actually crucified.

Who was this Jeshu ben Pandira? He is a great individuality who, since the time of Buddha—that is, about 600 BC. has been incarnated once in nearly every century in order to bring humanity forward. To understand him, we must go back to the nature of the Buddha.

We know, of course, that Buddha lived as a prince in the Sakya family five centuries and a half before the beginning of our era. The individuality who became the Buddha at that time had not already been a Buddha. Buddha, that prince who gave humanity the doctrine of compassion, had not been born in that age as Buddha. For Buddha does not signify an individuality; Buddha is a rank of honour. This Buddha was born as a Bodhisattva and was elevated to the Buddha in the twenty-ninth year of his life, while he sat absorbed in meditation under the bodhi tree and brought down from the spiritual heights into the physical world the doctrine of compassion. A Bodhisattva he had previously been—that is, in his previous incarnations—and then he became a Buddha. But the situation is such that the position of a Bodhisattva—that is of a teacher of humanity in physical form—became thereby vacant for a certain period of time, and had to be filled again. As the Bodhisattva who had incarnated at that time ascended in the twenty-ninth year of his life to the Buddha, the rank of the Bodhisattva was at once transferred to another individuality. Thus we must speak of a successor of the Bodhisattva who had now risen to the rank of Buddha. The successor to the Gautama-Buddha-Bodhisattva was that individuality who incarnated a hundred years before Christ as Jeshu ben Pandira, as a herald of the Christ in the physical body.

He is now the Bodhisattva of humanity until he in his turn advances to the rank of Buddha after 3,000 years, reckoned from the present time. In other words, he will require exactly 5,000 years to rise from a Bodhisattva to a Buddha. He who has been incarnated nearly every century since that time, is now also already incarnated, and will be the real herald of the Christ in etheric raiment, just as he prophesied the physical appearance of the Christ.

And even many of us will ourselves experience the fact that, during the 1930's, there will be persons—and more and more, later in the century—who will behold the Christ in etheric raiment.

Spiritual Science exists to prepare for this and everyone who works at the task of Spiritual Science shares in making this preparation.

The manner in which humanity is taught by its Leaders, but especially by a Bodhisattva who is to become the Maitreya Buddha, changes greatly from epoch to epoch.

Spiritual Science could not have been taught in the Greco-Roman epoch as it is taught today; this would not have been understood by anyone at that time. In that period, the Christ Being had to make manifest in physically visible form the goal of evolution, and only thus could He then work. Spiritual research spreads this teaching ever increasingly among human beings, and they will come to understand more and more the Christ Impulse, until the Christ Himself enters into them.

Today it is possible by means of the physically uttered word, in concepts and ideas, by means of thinking, to make the goal understandable and to influence men's souls in a good way, in order to fire them with enthusiasm for aesthetic and moral ideals. But the speech of today will be superseded in later periods of time by forces capable of a mightier stimulation than is possible at present by means of speech alone. Then will speech, the word, release powers conveying feelings of the heart from soul to soul, from master to pupil, from the Bodhisattva to all those who do not turn away from him. It will then be possible for speech to be the bearer of aesthetic feelings. But the dawn of a new epoch is needed for this. In our time it would not be possible even for the Bodhisattva himself to exert such influences through the larynx as will then be possible.

And during the final period of time, before the great War of All against All, the situation will be such that, as speech is at present the bearer of thoughts and conceptions and as it will later be the bearer of emotions, so will it then carry the moral element, the moral impulses, transmitting these from soul to soul. At present the word cannot have a moral influence. Such words can by no means be produced by our larynx as it is today. But such a spiritual power will one day exist. Words will be spoken through which the human being will receive moral power. Three thousand years after our present time the Bodhisattva we have spoken of will become the Buddha, and his teaching will then cause will impulses to stream directly into humanity. He will be the one whom the ancients foresaw: the Buddha Maitreya, a Bringer of Good.

He has the mission of preparing humanity in advance so that it may understand the true Christ Impulse. His mission is to direct men's gaze more and more to what they can love, to bring it about that what they can spread abroad as a theory shall flow into a moral channel so that at length all that men can possess in the form of thoughts shall stream into the moral life. And, whereas it is still entirely possible today that a person may be very able intellectually but be immoral, we are approaching a time when it will be impossible for anyone to be at the same time intellectually shrewd and immoral. It will be impossible for mental shrewdness and immorality to go hand in hand.

This is to be understood in the following way. Those who have kept themselves apart, and have opposed the course of evolution, will be the ones who will then battle together, all against all. Even those who develop today the highest intelligence, if they do not develop further during the succeeding epochs in feeling and morality, will gain nothing from their cleverness. The highest intelligence is, indeed, developed in our epoch. It has reached its climax. But a man who has developed intelligence today and who neglects the possibilities of further evolution, will destroy himself by his own intelligence. This will then be like an inner fire consuming him, devouring him, making him so small and feeble that he will become stupid and be able to achieve nothing—a fire that will annihilate him in the epoch wherein the moral impulses will have reached their climax. Whereas a person can be very dangerous today by means of his immoral shrewdness, he will then be without power to harm. Instead of this power, the soul will then possess in ever increasing measure moral powers—indeed, moral powers such as a modern man cannot in the least conceive. The highest power and morality are needed to receive the Christ Impulse into ourselves so that it becomes power and life in us.

Thus we see that Spiritual Science has the task of planting in the present stage of the evolution of humanity the seeds for its future evolution. Of course, we must take into account in connection with Spiritual Science also what has to be considered in connection with the whole of creation—that is, that errors may occur. But even one who cannot as yet enter into the higher worlds can make adequate tests and see whether here and there the truth is proclaimed: the details must be compatible. Test what is proclaimed, all the individual data which are brought together regarding the evolution of the human being, the separate appearances of the Christ, and the like, and you will see that things mutually confirm one another. This is the evidence of truth which is available even to the person who does not yet see into the higher worlds. One can be quite assured: for those who are willing to test things, the doctrine of the Christ reappearing in the spirit will alone prove to be true.

• 36. Thales: 640 to circa 543 BC., first Greek philosopher.

In beginning this our last lecture I can assure you that much still remains to be discussed and that in this course of lectures we have touched only the fringe of this subject which covers a wide field. I can only hope that it will not be the last time that we shall speak together here on kindred subjects, and it must suffice if I have introduced this subject with only the briefest indications, since detailed discussion at this present moment would otherwise create further complications.

Like a golden thread running through the last few lectures was the idea that Teutonic mythology contains something which, in imaginative form, is connected in a remarkable way with the knowledge derived from the spiritual research of our time. Now this is also one of the reasons why we may hope that the Folk Spirit, the Archangel, who directs and guides this country (Norway) will imbue modern philosophy and modern spiritual research with the capacities he has developed over the centuries and that henceforth modern spiritual research will be fertilized by uniting with the life-forces of the entire people.

The further we penetrate into the details of Teutonic mythology, the more we shall realize—and this applies to no other mythology—how wonderfully the deepest occult truths are expressed in the symbols of this mythology. Perhaps some of you who have read my Occult Science—an Outline or have heard other lectures which I was able to give here will recall that once upon a time in the course of Earth-evolution an event occurred which we may describe as the descent of those human souls who, in primeval times before the old Lemurian epoch, for very special reasons rose to other planets, to Saturn, Jupiter, Mars, Venus and Mercury, and that these souls in the late Lemurian epoch and throughout the Atlantean epoch, after the hardening forces of the Moon had left the Earth endeavoured to incarnate in human bodies whose capacities had gradually been developed and perfected under Earth conditions. These Saturn-, Jupiter-, Mars-, Venus-, and Mercury-souls then descended upon Earth and this descent can still be verified today in the Akashic Records. During the Atlantean epoch the air of Atlantis was permeated with watery mists and through these mists those on Earth beheld with the old Atlantean clairvoyance the descent of these souls out of the Cosmos. Whenever new beings descended from spiritual heights into the still soft, plastic and pliant bodies of that time, this was understood to be the external manifestation of souls descending out of the Cosmos, out of the atmosphere, out of planetary spheres, in order to incarnate in earthly bodies.

These earthly bodies were fructified by that which poured down from spiritual heights. The memory of this event has survived in the imaginative conceptions of Teutonic mythology and has persisted so long that it was still extant amongst the Southern Germanic peoples at the time when Tacitus wrote his “Germania”. No one will understand the account Tacitus gives of the Goddess Nerthus unless he realizes that this event actually took place.¹ He relates that the chariot of the Goddess Nerthus was driven over the waters. Later on this survived as a solemn ritual; formerly it had been a matter of actual vision. This Goddess offered the human bodies that were suitable to the human souls descending from the planetary spheres. That is the mystery underlying the Nerthus myth and it has survived in all that has come down to us in the older sagas and legends which give intimations of the birth of physical man. Njordr who is intimately related to the Goddess Nerthus is her masculine counterpart. He is said to represent the primeval memory of the descent of the psycho-spiritual beings who in olden time had risen to planetary heights and who, during the Atlantean epoch, had come back and incarnated in human bodies.

In my pamphlet, The Occult Significance of Blood, you can read how miscegenation and contact between different peoples have played a significant role at certain periods. Now not only the mixture of peoples and their interrelationships which led to the introduction of foreign blood, but also the psychic and spiritual development of the Folk Spirits have played a decisive part. The vision of that descent has been preserved in the greatest purity in those sagas which arose in former times in these Northern regions. Hence in the Sagas of the Vanir you can still find one of the oldest recollections of this descent. Especially here in the North, the Finnish tradition still preserves a living memory of this union of the soul-and-spirit which descended from planetary spheres with that which springs out of the body of the Earth and which Northern tradition knows as Riesenheim (Home of the Giants). That which developed out of the body of the Earth belongs to Riesenheim. We realize, therefore, that Nordic man was always aware of spiritual impulses, that he felt within his gradually evolving soul the workings of this old vision of the Gods which was still natural to man here when, in those ancient times, the watery mists of Atlantis still covered the region. Nordic man felt within him some spark of a God who was directly descended from those divine-spiritual Beings, those Archangels who directed the union of soul-and-spirit with the terrestrial and physical. People believed and felt that the God Freyr and his sister Freyja who were once upon a time specially favoured Gods of the North, had originally been those angelic Beings who had poured into the human soul all that this soul required in order to develop further upon the physical plane those old forces which they (the people) had received through their clairvoyant capacities. Within the physical world, the world limited to the external senses, Freyr was the continuer of all that had hitherto been received in a clairvoyant form. He was the living continuation of forces clairvoyantly received. He had therefore to unite with the physical-corporeal instruments existing in the human body itself for the use of these soul-forces, which then transmit to the physical plane what had been perceived in primeval clairvoyance. This is reflected in the marriage of Freyr with Gerda, the Giant's daughter. She is born out of the physical forces of earthly evolution itself. The descent of the divinespiritual into the physical is still mirrored in these mythological symbols. The figure of Freyr portrays in a remarkable way how Freyr makes use of that which enables man to manifest on the physical plane that for which he has been prepared through his earlier clairvoyance. The name of his horse is Bluthuf, indicating that the blood is an essential factor in the development of the ‘I’. A remarkable magic ship is placed at his disposal. It could span the sky or be folded up to fit into a tiny box. What is this magic ship? If Freyr is the power which transmits clairvoyant forces to the physical plane, then this magic ship is something peculiarly his own: it symbolizes the alternation of the soul in day and night. just as the human soul during sleep and until the moment of waking spreads out over the Macrocosm, so too the magic ship spreads its sails and is then folded up again into the cerebral folds to be stowed away in that tiny box—the human skull. You will find all this portrayed in a wonderful way in the mythological figures of Teutonic mythology.

Those of you who probe more deeply into these matters will be gradually convinced that what has been implanted, ‘injected’ into the mind and soul of this Northern people by means of these symbols or pictures is no flight of fancy, but actually stems from the Mystery Schools. Thus in the guiding Archangel or Folk Spirit of the North, much of the old education through clairvoyant perception has survived, much of that which may unfold in a soul which, in the course of its development on the physical plane, is associated with clairvoyant development.

Although not apparent from the external point of view today, the Archangel of the Germanic North had within him this tendency, and thanks to this tendency he is particularly fitted to understand modern Spiritual Science and to transform it in the appropriate manner to satisfy the inherent potentialities of the people. You will therefore appreciate why I have said that the soul of the Germanic peoples in particular is best fitted to understand what I could only indicate briefly in the public lecture which I gave here on the Second Coming of Christ.

Spiritual research today shows us that after Kali Yuga has run its course (which lasted for 5,000 years, approximately from 3,100 BC to AD 1,899) new capacities will appear in the isolated few who are specially fitted to receive them. A time will come when individuals will be able, through the natural development of the new clairvoyance, to perceive something of what is announced only by Spiritual Science or spiritual research. We are told that in the course of the next centuries, increasing numbers of people will be found in whom the organs of the etheric body are so far developed that they will attain to clairvoyance, which today can only be acquired through training. How are we to account for this? What will be the nature of the, etheric body in those few who develop clairvoyance? There will be some who will receive clairvoyant impressions, and I should like to describe to you a typical example. A man performs some act and at the same time feels himself impelled to observe something. A sort of dream vision arises in him which at first he does not understand. But if he has heard of Karma, of how world-events conform to law, he will then realize, little by little, that what he has seen is the karmic counterpart of his present deeds made visible in the etheric world. Thus the first elements of future capacities are gradually developed.

Those who are open to the stimulus of Spiritual Science will, from the middle of the twentieth century on, gradually experience a renewal of that which St. Paul saw in etheric clairvoyance as a mystery to come, the ‘Mystery of the Living Christ’. There will be a new manifestation of Christ, a manifestation which must come when human capacities develop naturally to the point when the Christ can be seen in the world in which He has always been present since the Mystery of Golgotha and in which He can also be experienced by the Initiate. Mankind is gradually growing into that world in order to be able to perceive from the physical plane that which formerly could be perceived only in the Mystery Schools from the perspective of the higher planes.

Nevertheless, occult training is still a necessity. It always presents things in a different light to those who have not undergone occult training. But occult training will, by the transformation of the physical body, show the Mystery of the Living Christ in a new way—as it will be able to be seen etherically from the perspective of the physical plane by a few isolated individuals at first, and later by increasing numbers of people in the course of the next three thousand years. The Living Christ perceived by St. Paul, the Christ who is to be found in the etheric world since the Mystery of Golgotha, will be seen by an ever-increasing number of people.

The manifestations of the Christ will be experienced by man at ever-higher levels. That is the mystery of the evolution of Christ. At the time of the Mystery of Golgotha it was intended that man should comprehend everything from the perspective of the physical plane. It was therefore necessary that he should be able to see Christ on the physical plane, to receive tidings of Him and to bear witness to His dominion on that plane. But mankind is designed to progress and to develop higher powers. He who believes that the manifestation of Christ will be repeated in the form which was valid nineteen hundred years ago can have little understanding of the development of mankind. The manifestation of Christ took place on the physical plane because, at that time, the forces of man were adapted to the physical plane. But those forces will evolve, and in the course of the next three thousand years Christ will be increasingly understood by the more highly developed souls on Earth.

What I have just said is a truth which has long been communicated to a select few from within the esoteric schools and it is a truth that today must pervade the teachings of Spiritual Science in particular, because Spiritual Science is intended to be a preparation for that which is to come. Mankind is now ready for freedom and self-knowledge and it is highly probable that those who proclaim themselves to be the pioneers of the Christ-vision will be denounced as fools on account of their message to mankind. It is possible for mankind to sink still deeper into materialism and to spurn that which could become a most valuable revelation for mankind. Everything that may happen in the future is to a certain extent subject to man's volition; consequently he may miss what is intended for his salvation. It is extremely important to realize that Spiritual Science is a preparation for the new Christ-revelation.

Materialism holds a twofold danger. The one which probably stems from the traditions of the West, is that everything that the first pioneers of the new Christ-revelation will announce in the twentieth century from out of their own vision will be dismissed as a figment of the imagination, as the height of folly. Today materialism has invaded all spheres. It is not only ingrained in the West, but has also invaded the East. There, however, it assumes another form. One consequence of oriental materialism might well be that mankind will fail to recognize the higher aspects of the Christ-revelation. And then will follow what I have often spoken of here, and which I must repeat again and again, namely, that materialistic thinking will have a purely materialistic conception of the manifestation of Christ. It might well be that, under the influence of spiritual-scientific truths, people might venture to speak of a future manifestation of Christ and yet believe that He will appear in a physical body. The result would simply be another form of materialism, a continuation of what has already existed for centuries.

People have always exploited this false materialism. Indeed certain individuals declared themselves to be the new Messiah. The last well-known case occurred in the seventeenth century, when a man called Sabbatai Zevi of Smyrna announced that he was the new Messiah. He made a great stir. Not only those who lived in his immediate environment made pilgrimages to visit him, but also people from Hungary, Poland, Germany, France, Italy and North Africa. Everywhere Sabbatai Zevi was regarded as the physical incarnation of a Messiah. I do not propose to relate the human tragedy that befell the personality of Sabbatai. In the seventeenth century no great harm was done. At that time man was not really a free agent, although he could recognize intuitively—which was a kind of spiritual feeling—what was the truth. But in the twentieth century it would be a great misfortune if, under the pressure of materialism, the manifestation of Christ were to be taken in a materialistic sense, implying that one must look for His return in a physical body. This would only prove that mankind had not acquired any perception of, or insight into the real progress of human evolution towards a higher spirituality.

False Messiahs will inevitably appear and, thanks to the materialism of our time, they will find popular favour like Sabbatai in the seventeenth century. It will be a severe test for those who have been prepared by Spiritual Science to recognize where the truth lies, to know whether the spiritual theories are really permeated by a living, spiritual feeling or whether they are only a disguised form of materialism. It will be a test of the further development of Spiritual Science whether Spiritual Science will develop a sufficient number of people who are able to understand that they must perceive the spirit in the spirit, that they must seek the new manifestation of Christ in the etheric world, or whether they will refuse to look beyond the physical plane and expect to see a manifestation of Christ in the physical body. Spiritual Science has yet to undergo this test. There is no doubt that nowhere has the ground been better prepared to recognize the truth on this very subject than in Scandinavia where the Northern mythology flourished.

The twilight of the Gods embraces a significant vision of the future, and I now come to a theme which I have already touched upon. I have already told you that in a folk community which has so recently left its clairvoyant past behind it, a clairvoyant sense is also developed in its guiding Folk Spirit in order that the newfound clairvoyance can again be understood. Now if a people experiences the new epoch with new human capacities in the region where Teutonic mythology flourished, then this people must realize that the old clairvoyance must assume a different form after man has undergone development on the physical plane. The old clairvoyance was temporarily silenced; man lost for a while the vision of the world of Odin and Thor, of Baldur and Hodur, of Freyr and Freyja. But this world will return again in an epoch when other forces meanwhile have been at work upon the human soul. When man gazes out into the new world with the new etheric clairvoyance he will realize that the forces of the old Gods no longer avail. If the old forces were to persist, then the counter-forces would range themselves against that force whose function in olden times was to develop man's capacities to a certain level. Odin and Thor will be visible again, but now in a new form. All the forces opposed to Odin and Thor, everything which has developed as a counter-force will once again be visible in a mighty tableau. But the human soul would not progress; it would not be able to resist injurious influences if it were subject solely to the forces known to the old clairvoyance. Once upon a time Thor endowed man with an ego. This ego has been developed on the physical plane, has evolved out of the Midgard Snake which Loki, the Luciferic power, has left behind in the astral body. That which Thor was once able to give and which the human soul transcends, is in conflict with that which proceeds from the Midgard Snake. This is depicted in Nordic mythology as the conflict between Thor and the Midgard Snake. They are evenly matched, neither can prevail. In the same way Odin wrestles with the Fenris Wolf and does not prevail.² Freyr, who, for a time, moulded the human soul-forces, had to succumb to that which had been given from out of the Earth forces themselves to the ‘I’, which meanwhile had been developed on the physical plane. Freyr was overcome by the flaming sword of Earth-born Surtur.

All these details which are set down in the Twilight of the Gods will find their counterpart in a new etheric vision which’ in reality points to the future. But the Fenris Wolf, symbol of the relics of the old clairvoyance, will live on in the future. There is a very deep truth concealed in the fact that the struggle between the Fenris Wolf and Odin still persists. There will be no greater danger than the tendency to cling to the old clairvoyance which has not been permeated with the new forces, a danger which might tempt man to remain content with the manifestations of the old astral clairvoyance of primeval times, such as the soul pictures of the Fenris Wolf. It would again be a severe trial for the future prospects of Spiritual Science, if, perhaps in the domain of Spiritual Science itself, there should arise a tendency to all sorts of confused, chaotic clairvoyance, an inclination to value clairvoyance illuminated by reason and spiritual knowledge less highly than the old, chaotic clairvoyance which is denied this prerogative. These dark and confusing relics of the old clairvoyance would wreck a terrible vengeance. Such clairvoyance cannot be challenged by that which itself stemmed from the old clairvoyant gift, but only by that which, during the period of Kali Yuga, has matured in a healthy way in order to give birth to a new clairvoyance. The power given by the old Archangel Odin, the old clairvoyant powers, cannot save man; something very different must supplant them. These future powers however, are known to Teutonic mythology; it is fully aware of their existence. It knows that the etheric form exists in which shall be embodied what we are now to see again—Christ in etheric form. He alone will succeed in banishing the dark and impure clairvoyant powers which would confuse mankind if Odin should not succeed in overcoming the Fenris Wolf which symbolizes the atavistic clairvoyance. Vidar who has been silent until now will overcome the Fenris Wolf. We learn of this too in the Twilight of the Gods.

Whoever recognizes the significance of Vidar and feels him in his soul, will find that in the twentieth century the power to see the Christ can be given to man again. Vidar who is part of the heritage of Northern and Central Europe will again be visible to man. He was held secret in the Mysteries and occult schools—the God who should await his future mission. Only vague intimations of his image have been given. This may be seen from the fact that a picture has been found in the vicinity of Cologne and no one knows whom it represents. But it is clearly a likeness of Vidar.

Throughout the period of Kali Yuga were acquired the powers which shall enable the new men to see the new manifestations of Christ. Those who are called upon to interpret from the signs of the times what is to come are aware that the new spiritual investigation will re-establish the power of Vidar who will banish from the hearts and minds of men all the dark and confusing relics of the old clairvoyance and will awaken in the human soul the new clairvoyance that is gradually unfolding.

When the wondrous figure of Vidar shines forth to us out of the Twilight of the Gods we realize that Teutonic mythology gives promise of future hope. We feel ourselves to be inwardly related to the figure of Vidar, the deeper aspects of whose being we are now striving to understand. We hope that those forces which the Archangel of the Teutonic world can contribute to the evolution of modern times will be able to provide the core and living essence of Spiritual Science. One part only of the development of mankind and the spirit—one part of a greater whole—has been realized for the fifth post-Atlantean epoch; another part has yet to be accomplished. Those members of the Nordic peoples who feel within them the elemental and vital energies of a young people will best be able to contribute to this development. This will to some extent be implanted in the souls of men; but they themselves must be prepared to make a conscious effort. In the twentieth century one may fall by the wayside because man must to a certain extent have free choice in determining his goal which must not be pre-determined. It is therefore a question of having a proper understanding of the goal ahead. If, then, Spiritual Science reflects the knowledge of the Christ Being, and if we start from a true understanding of this Being whom we look for in the very core of the European peoples themselves, if we set our future hopes on this understanding, then we shall not be motivated by any kind of personal predilection or temperamental predisposition.

It has sometimes been said that the name we give to the greatest Being in the evolution of mankind is of no consequence. He who recognizes the Christ Being will not insist on retaining the name of Christ. If we understand the Christ Impulse in the right way we would never say: a Being plays a part in the evolution of mankind, in the life of the peoples of the West and the East and this Being must conform to man's predilections for a particular truth. Such an attitude is not compatible with the teachings of occultism. What is compatible with occult teachings is that the moment one recognizes that this Being should be given the name of Buddha, we should unhesitatingly abide by our decision irrespective of whether we agree with it or not. Fundamentally it is not a question of sympathy or antipathy, but of the factual truth.

The moment the facts are open to other interpretations we should be prepared to act differently. Facts and facts alone must decide. We have no wish to introduce Orientalism and Occidentalism into what we look upon as the life-blood of Spiritual Science; if we should discover in the realm of the Nordic and Germanic Archangels a source of potential nourishment for true Spiritual Science, then this will not be the prerogative of a particular people or tribe in the Germanic countries, but of the whole of humanity. What is given to all mankind must be given; it may, it is true, originate in a particular region, but it must be given to the whole of humanity. We do not differentiate between East and West. We accept with deep gratitude the surpassing grandeur of the primeval culture of the holy Rishis in its true form. We accept with gratitude the Persian culture, the Egypto-Chaldean and Graeco-Latin cultures, and with the same objectivity we also accept the cultural heritage of Europe. We are compelled by the needs of the situation to present the facts as they really are.

If we incorporate the total contributions which each religion has made to the civilizing process of mankind into what we recognize to be the common property of mankind, then the more we do this, the more we are acting in accordance with the Christ principle. Since this principle is capable of further development we must abandon the dogmatic interpretation of the early centuries and millennia when the initial stages of the Christ principle were only imperfectly understood. We do not look to the past for future guidance. We do not seek to perpetuate the Christ of the past; we are chiefly concerned with what can be investigated by means of spiritual perception. To us the essential element in the Christ-principle does not belong to the past—however much tradition may insist upon this—but to the future. We endeavour to ascertain what is to come. We do not rely so much on historical tradition which was fundamental to the Christ Impulse at the beginning of the Christian era; we do not attach much importance to the external and historical approach. After Christianity has passed through its growing pains, it will develop further. It has gone forth into foreign lands and sought to convert the people to the particular Christian dogmas of the age. But we profess a Christianity which proclaims that Christ was active in all ages and that we shall find Him where so ever we go, that the Christ-principle is the highest expression of Anthroposophy. And if Buddhism acknowledges as Buddhists only those who swear by Buddha, then Christianity will be the faith that swears by no prophet because it is not subject to a religious Founder attached to a particular people, but recognizes the God of all mankind.

Every Christian knows that the focal point of Christianity is a Mystery which became manifest on the physical plane at Golgotha. It is the perception of this Mystery which leads to the new vision I have described. We may also be aware that the spiritual life at the time of the Mystery of Golgotha was such that the Mystery could only be experienced in the form it was experienced at that time. We refuse to submit to dogmas, even those of a Christian past. If a dogma should be imposed upon us, irrespective of its source, we would reject it in the name of the true Christ-principle. However many may try to force the historical Christ into the Procrustean bed of a confessional creed, however many may declare that our vision of the future Christ is mistaken, we shall not allow ourselves to be led astray when they declare that He must be after this or that fashion, even when it comes from the lips of those who ought to know who Christ is. Equally, the idea of the Christ Being should not be limited or circumscribed by Eastern traditions, nor be coloured by the dogmas of Oriental dogmatism. What is taught out of the true sources of occultism concerning the evolution of the future must be free and independent of all tradition and authority.

It is a source of wonder to me how much agreement there is amongst the people assembled here. Those, not of Norse extraction, who have come here, have repeatedly said to me in the last few days how free they feel in their relations with the people of the Scandinavian North. It is proof, if proof were needed, that we are able, though some may not be conscious of it, to understand each other at the deepest levels of spiritual knowledge and that we shall understand each other, especially in those matters I emphasized at the last Theosophical Congress in Budapest and which I repeated during our own General Meeting in Berlin when we had the great pleasure of seeing friends from Norway amongst us. It would be disastrous for Spiritual Science if he who cannot yet see into the spiritual world were obliged to accept in blind faith what he is told. I beg of you now, as I begged of you in Berlin, never to accept on authority or on faith anything I have said or shall say. Even before one has reached the stage of clairvoyance it is possible to test the results of clairvoyant vision. I beg of you not to accept as an article of faith whatever I have said about Zarathustra and Jesus of Nazareth, about Hermes and Moses, Odin and Thor, and about Christ Jesus Himself, nor to accept my statements as authoritative. I beseech you to abjure the principle of authority, for that principle would be deleterious to our Movement.

I am sure, however, that when you begin to reflect objectively, when you say, “We have been told so and so; let us investigate the records accessible to us, the religious and mythological documents, let us check the statements of the natural scientists”, you will realize how right I am. Avail yourselves of every means at your disposal, the more the better. I have no qualms. All that is given out of Rosicrucian sources can be tested in every way. Armed with the most materialistic criticism of the Gospels, verify what I have said about Christ Jesus; verify it as thoroughly as possible by all the means at your command on the physical plane. I am convinced that the more thoroughly you test it, the more you will find that what has been given out of the sources Of the Rosicrucian Mystery will correspond to the truth.

I take it for granted that the communications given out from Rosicrucian sources will be tested rather than believed, tested not superficially by the superficial methods of modern science, but ever more conscientiously. Take the latest achievements of natural science with its Most recent techniques, take the results of historical and religious research, it is all one to me. The more you test them, the more you will find them confirmed from this source. You must accept nothing on authority. The best students of Spiritual Science are those who take what is said as a stimulus in the first place and test it by the facts of life itself. For in life too, at every stage of life, you can test what is given out from the sources of Rosicrucianism. It is far from my intention in these lectures to lay down dogmas and claim that the facts are such and such and must be believed. Verify them by an exchange of views with people of able and active mind and you will find confirmation of what has been said as a prophetic indication of the future manifestation of Christ. You need only open your eyes and verify it objectively; we make no appeal to belief in authority. This need to test everything received from Spiritual Science should become a kind of basic attitude permeating our whole approach.

I should like to impress upon you, therefore, that it is not anthroposophical to accept a statement as dogma on the authority of this or that person; but it is truly anthroposophical to allow oneself to be stimulated by Spiritual Science and to verify what is communicated by life itself. Then, whatever Might colour in any way a truly anthroposophical view will cease to exist. Neither Eastern nor Western predilections must be allowed to colour our view. He who speaks from the point of view of Rosicrucianism accepts neither Orientalism nor Occidentalism; both appeal to him equally. The inner nature of the facts alone determine their truth. He must bear this in mind, especially at such an important moment as this when we have indicated the Folk Spirit who rules over the Northern lands. Here dwells the Teutonic mythological Spirit; even though his presence is not felt, his influence is more widely diffused in Europe than one imagines. If a conflict were to arise between the peoples of the North it could not arise because one people disputed the contributions to the common weal. Each people must practice self-knowledge and ask itself: how can I best contribute to the common weal? Then, that which leads to the collective progress of all, to the common welfare of mankind, will be harvested. The sources of what we are able to contribute lie in our individual characteristics. The Teutonic Archangel will bring to the whole field of culture in the future what he is most fitted for in accordance with the capacities he has acquired which we have already outlined. By virtue of this inherent power he is able to ensure that what could not yet be presented in the first half of the fifth post-Atlantean epoch may play its part in the second half, namely, that spiritual element which we were able to recognize in a germinal, prophetic form in the Slav philosophy and in the national sentiment of the Slavonic peoples. This preparatory stage lasted for the first half of the fifth post-Atlantean age. At first, all that could be achieved by way of philosophy was a highly sublimated spiritual perception. This must then be grasped and permeated by the vital energies of the people so that it may become the common property of all mankind and may be realized in all aspects of our earthly life. Let us try to come to an understanding on this subject, for then this somewhat dangerous theme will have caused no great harm if all who are assembled here from the North, South, East, West and Centre of Europe feel that this theme is really important for the whole of humanity, that the larger nations no less than the smaller isolated groups have each their appointed mission and have to contribute their share to the whole. Often the smallest national fragments have most important contributions to make because it is given to them to preserve and nurture old and new motifs in the soul-life. Thus, even though we have made this dangerous topic the subject of our lectures, it will serve to foster the basic sentiment of a community of soul amongst all those who are united under the banner of Anthroposophical thought and feeling and of Anthroposophical ideals.

Only if we should still react out of sympathy and antipathy, if we have no clear understanding of the essence of our Anthroposophical Movement, could misunderstandings arise from what has been said. But if we have grasped the underlying spirit of these lectures, then the ideas presented may also help us to make the firm resolution to harbour the high ideal—each from his own standpoint and from his own background—to contribute to the common goal that which is inherent in our mission. We can best achieve this through our individual initiative and our natural predisposition. We can best serve mankind if we develop our particular talents so as to offer them to the whole of humanity as a sacrifice which we bring to the progressive development of culture. We must learn to understand this. We must learn to understand that it would not redound to the credit of Spiritual Science, if it did not contribute to the evolution of man, Angel and Archangel, but were to support the convictions of one people at the expense of another. It is no part of Spiritual Science to assist in imposing the confessional beliefs of one continent upon another continent. If the religious teachings of the East were to prevail in the West, or vice versa, that would be a complete denial of Anthroposophical teaching. What alone accords with Anthroposophical teaching is that we should unselfishly dedicate the best that is in us, our sympathy and compassion, to the well being of all mankind. And if we are self-contained, and live, not for ourselves but for all men, then that is true Anthroposophical tolerance. I had to add these words by way of explanation for this somewhat delicate subject might otherwise offend national susceptibilities.

Spiritual Science, as we shall realize more and more clearly, will bring an end to the divisions of mankind. Therefore now is the right moment to learn to know the Folk Souls, because the province of Spiritual Science is not to promote antagonism between them, but to call upon them to work in harmonious cooperation. The better we understand this, the better students of Spiritual Science we shall be. On this note we shall end for the time being the course of lectures given here. For the knowledge we gather must ultimately find an echo in our feelings and our thinking and in the Anthroposophical goal we set before us. The more we practice this in our lives, the better Anthroposophists we are.

I have found that many of those who have accompanied us to Oslo have received a most favourable impression which they hasten to express in the words, “how much at home we feel here in the North!” And if higher spiritual forces are to be awakened in mankind, which we shall certainly see realized in the future, then to use the words of Vidar, the Aesir who has been silent until now, he will become the active friend of cooperative work, of cooperative endeavour, for which purpose we have all assembled here. With this object in view let us take leave of one another after having been together for a few days, and let us always remain together in spirit with this intention. Irrespective of where we students of Spiritual Science come from, whether from near or far, may we always meet together in harmony, even when we discuss amongst ourselves the particular characteristics of the peoples inhabiting the various countries of the Earth. We know that these are only the several tongues of flame which will mount together into the mighty flame upon the altar—the united progress of mankind—through the Anthroposophical view of life which lies so close to our hearts and is so deeply rooted in our souls.

• 1. Chapter 40 of Germania. See also the lecture given by Rudolf Steiner in Basle, 12.xii.1916, entitled Christmas at a Time of Grievous Destiny. The Festivals and their Meaning. Vol. 1. Christmas. (Rudolf Steiner Press).
• 2. On the day of Ragnarok (the Twilight of the Gods) Odin is swallowed up by the Fenris Wolf. For the relation between Odin and the Fenris Wolf, see >Appendix.

It affords me great satisfaction to be able to speak somewhat at length for the third time to our friends here in Norway, and I should like briefly to reply, in answer to our dear friend Mr. Eriksen, that the words of hearty greeting which he has just spoken are responded to by me in an equally deep and heartfelt manner.

I hope that this course of lectures, which I am about to begin, may add somewhat to the knowledge of what we may call the entire picture of our view of the world. I should like to call your attention to the fact that this particular course of lectures must necessarily contain something that is as yet rather remote from modern human thinking, but which nevertheless belongs to the most profound truths of spiritual science. I therefore request those of our esteemed friends who have occupied themselves less with the more far-reaching questions of Anthroposophy, to take into consideration that we should not make progress in our work, if we did not from time to time take a mighty leap, make a vigorous move forward into regions of spiritual knowledge that are really somewhat remote from modern human thought, feeling and perception.

From this point of view it will sometimes be necessary to meet our explanations with a certain amount of good-will; for were I to bring forward all that might be adduced in the way of evidence and proof of what will be said here in the next few days, it would require a much longer time. We should not advance in our knowledge of this particular subject, if we were not to make some little appeal to your goodwill and sympathetic spiritual understanding. For indeed the province which we touch upon here, is one which up to our own times has been more or less avoided by occultists, mystics and theosophists, for the reason, that a higher degree of open-mindedness is necessary, in order to accept the things that are to be said, without a certain degree of opposition that might now and then be felt.

Perhaps you will better understand what we mean if you remember, that at a certain stage of mystic or occult development one is called a ‘homeless man.’ This designation is a technical one, and if we wish to characterize without further ado—as we are not now speaking about the path of knowledge—what is to be understood by the term ‘homeless man,’ we may briefly say, that a man is called ‘homeless’ when, in his knowledge and grasp of the great laws of humanity, he cannot be influenced by all that usually arises in a person through living in his native country. A ‘homeless man’, we might also say, is one who is able to identify himself with the great mission of humanity as a whole, without the various shades of the particular feelings belonging to this or the other home-land playing any part. This will show you that a certain degree of maturity in mystical or occult development is necessary, in order to have a liberal point of view regarding something which we otherwise rightly consider great, which, in contradistinction to individual human life, we describe as the Mission of the several Folk-spirits, as that which brings, out of the foundations of a people, out of the spirit of the various peoples, the separate concrete contributions to the collective mission of humanity.

We shall therefore describe what we may call the greatness of that from which the ‘homeless man’ must in a certain respect free himself. Now the ‘homeless’ men of all times, from primeval ages down to our own day, have always known, that if they were to characterize in all its fullness that which is described as the character of homelessness, they would meet with very, very little understanding. In the first place a certain prejudice would be brought against these homeless men, which would be voiced in the reproach: ‘You have lost all connection with the nation from which you have sprung; you have no understanding for that which is usually most dear to a man’. This, however, is not really the case.

Homelessness is in reality—or at least it may be so—a détour or roundabout way, so that, after this sanctuary of homelessness has been attained, the way may be found back to the folk, in order to be in harmony with what is permanent in the evolution of mankind. Although it is necessary to begin by drawing attention to this, on the other hand it is also not without reason, that just as the present time, that which we call the Mission of the several Folk-souls of humanity, should for once be spoken of quite impartially. Just as it was right that, to a certain extent, silence should be maintained regarding their mission until the present time, there are good reasons why one should now begin to speak of this mission. It is especially important, because the fate of humanity in the near future will bring men together much more than has hitherto been the case, to fulfill a common mission for humanity. But the individuals belonging to the several peoples will only be able to bring their free, concrete contributions to this joint mission, if they have, first of all, an understanding of the folk to which they belong, an understanding of what we might call ‘The Self-knowledge of the Folk.’ In ancient Greece, in the Apollonic Mysteries the sentence ‘Know thyself’ played a great rôle; in a not far-distant future this sentence will be addressed to the Folk-souls; ‘Know yourselves as Folk-souls’. This saying will have a certain significance for the future work of mankind.

Now in our age it will be peculiarly difficult to recognize beings, who to external sensible perception and knowledge do not exist, so to speak. It may perhaps not be so difficult for our present time to acknowledge that a man, as he stands before us in the world, possesses certain members, certain portions of his being, which are super-sensible, invisible. The modern materialistic mind of man may perhaps admit more easily the view, that beings, who at all events as regards their external side can be seen physically, such as human beings, may also have a super-sensible invisible part. But it must appear very unreasonable to our age, to be told about beings, who to the ordinary view, are not there at all. For what after all is it that is still referred to here and there as the soul or spirit of a nation? At most it is something that passes as an attribute, a common attribute pertaining to so and so many hundred people, or millions of people, who are crowded together in a certain country. That besides these millions of people who are crowded together in this land, something real lives there as well, which would coincide with the conception of the Folk-spirit,—and which underlies this conception,—is difficult to make clear to the man of our present day. If one were to ask,—let us now say, in order to take something neutral—what does modern man understand by the Swiss nation-spirit? He would describe in abstract expressions a few attributes possessed by the people who inhabit the Swiss portion of the Alps and Jura, and it would be quite clear to him, that this does not correspond to anything that might be recognized with eyes or other organs of perception. The first thing to be done, must be openly and honestly to form the thought, that there are beings who do not directly manifest themselves to the senses, and do not present themselves at all to the ordinary material capacities of perception; that there are, so to speak amongst the beings perceptible to the senses, other beings invisibly at work, who work into the visible beings, just as the human being works into the hands or fingers, and that we may therefore speak of a Swiss Folk-spirit as we do of the spirit of a man, and that we can just as clearly distinguish the spirit of a man from what we see before us in his ten fingers, as we can distinguish the Swiss Folk-spirit from the millions of people living in the mountains of Switzerland. It is something quite different, a being, in fact, just as man himself is a being; only man is distinguished from a Folk-spirit by the fact that he presents to us a sensibly perceptible outer side. A human being presents himself to the external organs of perception; a Folk-spirit does not present himself in an external form that can be perceived or felt by the outer senses, but is nevertheless an absolutely real being.

Today we shall endeavor to form a sort of conception of a real being such as this. How do we proceed in spiritual science if we wish to form an idea of a real being? A characteristic example of how we do this is to be obtained by glancing in the first place at the being of man. If we wish to describe man anthroposophically, we distinguish in him the physical body, the etheric or life-body, the astral or sentient body, and that which we look upon as the highest member of the human being, the ‘I’. We know therefore that in what we call physical body, etheric body, astral body and ‘I’, we have before us so to speak the man of the present day. But you know also that we look forward to an evolution of mankind in the future, and that the ‘I’ works upon the three lower members of the human being, so that it spiritualizes them, transforming them from the present lower into the future higher forms. The ‘I’ will remodel and transform the astral, so that it will become something different from what it is to-day. The astral body will then represent what you know by the name of Spirit-self or Manas. In the same way a still higher work of the ‘I’ will be accomplished upon the etheric or life-body, by transforming it and remodeling it into what we call Life-spirit or Budhi; and finally, the highest work of man which we can imagine at present, is that man will spiritualize that member of his being which offers the greatest resistance, the physical body; he will transform it and change it into the spiritual. That will be the highest member of the human being, when the ‘I’ has re-shaped what at present is the physical body; that which to-day seems grossest and most material, will, when transformed by the ‘I’, become the Spirit-man or Atma. Thus we see three members of the human nature which have developed in the past, one in which we now live, and three others, out of which, in the future, the ‘I’ will make something new.

We know too, that between the work done in the past and that which will be done in the future to form the three higher members, there lies something else. We know that we must think of the ‘I’ itself as inwardly organized. It works upon a sort of intermediate being. Therefore we say, that between the astral body, such as man has it from the past, and the Spirit-self or Manas, which will develop in man out of this astral body in the distant future, there are the three preparatory members: the Sentient-soul, the lowest member in which the ‘I’ has worked, the Intellectual-soul or Mind-soul, and the Spiritual-soul; so that we may say to-day: of that which we are developing as Spirit-self or Manas very little can be found in man to-day—at most only a beginning.

On the other hand man has prepared himself for this future work, by having in a certain way, to a certain extent, learnt to master his three lower members. He has prepared himself by having learnt to master the sentient body or astral body, by pressing into it with his ‘I’ and forming within it the sentient-soul.

Just as the sentient-soul stands in a certain relationship to the sentient body, so does the intellectual-soul or mind-soul to the etheric or life-body, so that the intellectual-soul or mind-soul is a feeble prototype of what the Life-spirit or Budhi will be—a feeble prototype it is true, but nevertheless a prototype; and that which is to be found in the spiritual-soul is in a certain way worked into the physical body by the ‘I’; therefore that is a feeble prototype of what will some day be Spirit-man or Atma. We may also say that we can recognize in man to-day—not taking into consideration the insignificant portion which he has already developed out of his astral body as the beginning of Spirit-self or Manas,—four different members. We can distinguish:

1. the Physical body,
2. the Etheric body,
3. the Astral body,
4. the ‘I’, which works within them,

and further, as a fore-shining of the higher members,

1. the Sentient-soul,
2. the Intellectual-soul,
3. the Spiritual-soul.

Here we have man as a being such as he presents himself to us today; here we comprehend man, so to speak, at the present moment of his evolution. We can see the ‘I’ working out the higher members, after the sentient-soul, the intellectual and spiritual souls have served as a preparation. We see the ‘I’ working with the forces of the sentient, the intellectual and spiritual souls, upon the astral body, upon the beginnings of the Spirit-self. At the present time we see man at this stage of his work.

Those of you—and that will be most of you—who have studied what we call the researches into the Akashic Records, the evolution of man in the primeval past and the outlook into the distant future, will know that man, such as I have just sketchily described him, has evolved; that we can look back into a distant past; that man has required long epochs of evolution in order to form the first foundations of his physical body, then those of his etheric body, and finally, to form those of his astral body and then to develop these three members further. For all this, man has required long periods of time. You may also know that man did not go through the earlier evolution of his being, for instance, the evolution of his astral body, in the same condition of the earth in which the earth is now, but that he developed his astral body in an earlier existence of the earth, in the Moon-existence. Just as we perceive our present life to be the result of earlier earth lives, of earlier incarnations, so do we look too, upon earlier incarnations of our earth. What we call the sentient-soul and the intellectual-soul, or mind-soul, were first formed in our present earth-existence. The astral body was implanted during the Moon-existence, and in a still earlier existence of our earth, in the old Sun-condition, the etheric body was implanted, and finally the physical body during the Saturn condition. So that we look back to three incarnations of our earth, and in each of these we see one of the members which man bears within him to-day, implanted first as a germ and then perfected further.

There is still something else to note, in speaking of the Saturn, Sun and Moon conditions. Just as we human beings on the earth are passing through the condition which we call the self-conscious human condition, so during the earlier conditions of our earth evolution, during the old Moon, Sun and Saturn conditions, other beings went through the stage we are now going through upon the earth. It is not of much importance whether we use the terminology of the East or that which is more customary in the West, to describe these beings. Those beings who, during the Moon-state of our earth, were at the stage which man is now passing through, and who are the next higher beings above ourselves, we call in the terminology of Christian esotericism, Angeloi or Angels. These are one stage higher than man, because they completed their human stage one epoch earlier, so that therefore these beings during the old Moon state were what we now are. But they were not human in the sense that they went about on the Moon as we do now upon earth. They were beings at the human stage, but they did not dwell in flesh as man does now. It was only that their stage of evolution corresponded to the human stage which man is going through to-day. In the same way we find beings of a still higher order, who went through their human evolution on the old Sun. They are the Archangels. These are beings who are two degrees higher than man, who went through their human stage two epochs earlier. If we go still further, back to the first incarnation of our earth-existence, back to the Saturn stage, we find that those beings went through their human stage there whom we designate as Spirits of Personality, Archai, or First Beginnings. So that, if we begin with these beings, who were men in the primeval past, during the old Saturn state, and if we then follow the incarnations of the earth down to our own period, we have the stages of evolution of various beings, down to ourselves. Therefore we can say: The First Beginnings, the Archai, were men on old Saturn; Archangels, or Arch-Angeloi, were men on the old Sun; Angels or Angeloi were men on the old Moon; men are men on our earth.

Now, as we know that we continue our evolution into the future, and that we further develop our lower members, which to-day are our astral body, our etheric or life-body and our physical body, we must surely inquire: Is it not just as natural that the beings who formerly passed through the human stage, should now be already at the stage at which they are transforming their astral body into Spirit-Self or Manas? Just as we during the next incarnation of the earth, during the Jupiter state, shall finish the transforming of our astral body into the Spirit-self or Manas, so have the Angels, those beings who were men in the Moon-period, finished the transforming of their astral bodies into Spirit-self or Manas, or they will finish it during our earth-stage,—a process we shall have to go through only during the next incarnation of the earth. If we look still further back, to the beings who were men during the old Sun-existence, we may say, that they have already, during the Moon-state, gone through what we shall have to do only in the next incarnation of the earth. They are doing the work which man will do with his ‘I’, [when] he transforms his etheric or life-body into Life-spirit or Budhi. Therefore in these Archangeloi, in these Archangels we have beings who are two stages above us, they are at the stage which we shall some day reach when we, from within our ‘I’, shall transform the life-body into Life-spirit or Budhi. When we look up to these beings we behold them in such a way that we say: we see in them beings who are two stages above us, beings, in whom we see in advance, as it were, what we ourselves will experience in the future, we look up to them as beings who are now working upon their etheric or life-body and are transforming it into Life-spirit or Budhi. In just the same way we look up to yet higher beings, to the Spirits of Personality. They are at a still higher stage than the Archangels, at a stage which man will reach in a still more distant future, when he will be able to transform his physical body into Atma or Spirit-man.

As truly as man is at the present stage of his existence, so truly are these corresponding beings at the stages of their existence which have just been described; so truly are they above us, so truly are they realities. Now this reality of theirs is not far away from our earth-existence, but rather works in it and plays apart in our human existence. We must now inquire how do these beings who are above man work into our human existence? If we wish to comprehend how they act upon us, we must bear in mind, that such beings when at work, present a different spiritual aspect, so to speak, from what those beings do whom to-day we call men. There is indeed a considerable difference between these beings who are above man and those beings who are now only at the human stage. However strange what we are about to say may sound, it will be made quite clear to you in the following lectures. True spiritual research shows that man, such as he is to-day, is to some extent at a middle stage of his existence. His ‘I’ will not always work upon his lower members in the way it now does, the whole human being is at the present time inwardly connected together, and forms one uninterrupted whole, as it were. In the future evolution of mankind this may become different, and it will become essentially different. When man shall have advanced so far as to be able with complete consciousness to work on his astral body, and by means of his ‘I’ transform that astral body into Spirit-self or Manas, he will be in a similar condition but with full consciousness, to the present unconscious or subconscious condition of man during sleep.

Just picture to yourselves the sleep condition of man. In sleep man emerges, as regards his astral body and ‘I’, out of his physical body and etheric body, he leaves the latter lying on the bed and floats as it were outside them. Now imagine a man in this condition in whom the consciousness awakes: ‘I am an “I”’—that it awakes in this spirit-body, just as it is awake in the everyday state of consciousness. What a remarkable picture would man then present to himself. In one place he would feel, ‘Here am I,’ and perhaps there down below, far removed from the first place, ‘There are my physical and etheric bodies, they are in that place and they belong to me, but I with my other members am hovering outside and above them.’ If at the present day a man becomes conscious in his astral body, outside his physical and etheric bodies, it is then certain, however highly evolved he may be on the earth, that he can do nothing beyond moving freely about here and there in his astral body and being active here and there in the world independently of his physical body, but he cannot as yet do this with his physical and etheric bodies. In a distant future, however, one will be able from outside to guide them, for instance, from a place in the north of Europe to another place and order them to go on further, and then be able from outside to direct their movements. That is not yet possible to-day. Man will, however, be able to do this when he has evolved himself beyond the stage of the earth-evolution on to that of Jupiter, the following stage of evolution of our earth planet, and the following stage of evolution of man. We shall then feel that we can, as it were, direct ourselves from without. That is the essential thing, and that leads to a division of what we have to-day called the human being. Material consciousness can certainly not make much of this. It cannot follow what in a certain respect is already actually working in the external world in a similar way to what in the future will be the case with the human being.

Such phenomena are already here. Man could perceive them if he were to pay attention. He would see that there are certain beings, for instance, who have developed themselves in this way too soon. Just as man, if he waits for the proper moment, will reach the Jupiter-state at the right time, so that he will then be able to direct his physical and etheric bodies, so there are beings, who have developed themselves in a certain respect prematurely, without waiting for the proper time. Such prematurely developed beings we possess in the birds, and especially in those which migrate every year. It is the so-called group-soul which is connected with the etheric body of each single bird. Just as the group-soul directs the regular migrations of the birds over the earth, so will man after he has developed Spirit-self or Manas command what we call the physical and etheric bodies; he will direct them and set them in motion. He will do this in a still higher sense from without, when he has evolved so far, that in addition he is also working at the transformation of his etheric or life-body.

There are beings who can already do this to-day. These are the Archangels or Archangeloi. They are beings who can already do what man will be able to do some day, beings who can accomplish what we call ‘directing one's etheric and physical bodies from outside’; but besides this they are also able to work upon their own etheric body.

Try to form an idea of beings, working around our earth, who, as to their ‘I’, are contained in the spiritual atmosphere of our earth, who from this ‘I’ of theirs have already transformed their astral body, so that they possess a completely developed Spirit-self or Manas, but who now work with this fully developed Spirit-self or Manas upon our earth and work in upon man, by transforming our etheric or life-body; beings at the stage at which they are transforming the etheric or life-body into Budhi or Life-spirit. If you think of such beings, who belong to the spiritual Hierarchy, whom we call Archangels, you then have an idea of what are called Nation-spirits, the directing Folk-spirits of the earth. The Folk-spirits belong to the rank of the Archangels or Archangeloi. We shall see how they on their part direct the etheric or life-body, and how they thereby work in upon man and draw him into their own activity. If we contemplate the various peoples on the earth and draw special attention to some of them, then, in the characteristics and qualities peculiar to these peoples, we see a reflection of what we may consider as the mission of these peoples.

When we recognize the mission of these beings, who are the inspirers of the various peoples, we can then say what a nation really is: it is a group of persons belonging together, guided by one of the Archangels. The individual members of a nation receive what they as members of that nation are to do and what they are to accomplish, by inspiration from such a source. Hence if we can imagine that these Folk-spirits are individually different, as are the human beings on our earth, we shall find it comprehensible that the several different groups of people are the individual missions of these Archangels. If we can make a clear mental picture of how in the history of the world peoples work side by side, and how nation succeeds nation, we can then, at all events in an abstract form (and this form will become more and more concrete in the following lectures) form an idea of how all this is inspired by these spiritual Beings.

It will also be observed that in addition to this activity of people after people something else takes place in human evolution. In the period of time which we reckon as beginning after the great Atlantean Catastrophe—which so completely altered the face of the earth that the continent which lay between present Africa, America and Europe was submerged—you can distinguish the periods influenced by the great peoples from whom the post-Atlantean civilizations came forth: the old Indian, the Persian, the Chaldæan-Egyptian, the Græco-Latin and our present-day civilization, which later on will pass over into the sixth age of civilization. We also notice that various inspirers of the peoples have been at work in those civilizations, working successively. We know that the Chaldæan-Egyptian civilization continued long after the Greek civilization had begun, and this in its turn continued when the Roman had already begun. Thus we can observe the peoples side by side as well as following one after another.

But in everything which evolves in and with the peoples there is something else that evolves also. Human evolution progresses. Whether we consider one civilization higher than another is of no consequence. For instance, a person may say, ‘I like the Indian culture best,’ that may be his personal opinion. But one who is not swayed by personal opinion will say, ‘Our valuation of things is a matter of indifference; the necessary course of events leads humanity forward, although this might later be considered as a decline. Necessity leads humanity forward. When we compare the various periods, five thousand years before Christ, three thousand years before Christ, and one thousand years after Christ, we find something more which extends beyond the Folk-spirits, something in which the several Folkspirits take a part. You may observe this in our present time. How is it that in this room so many persons are able to sit together, who come here from many different countries, and understand each other or try to understand each other as regards the most important thing which has brought them together here? The different persons come from the domains of many different Folk-spirits, and yet there is something in which they understand one another. In a similar way the various peoples have understood one another in various ages, because in every age there is something that extends beyond the Folk-soul, which can bring the various Folk-souls together, something which is understood everywhere to a greater or less extent. It is what is called the ‘Zeitgeist’ or ‘Time Spirit’ or ‘Spirit of the Age’—although this word is not very suitable. The Time-Spirit in the Greek age was not the same Spirit as in our own age. Those who grasp the Spirit in our time, are driven to Spiritual Science. This is what extends over the various Folk-souls out of the Spirit of the Age. At the time when Christ Jesus appeared upon earth, His forerunner, John the Baptist, indicated the Spirit we may describe as Zeitgeist in the words, ‘Change your attitude towards life, for the kingdom of heaven is at hand.’

Thus for every epoch we can find the ‘Spirit of the Age’, and that is something which intertwines itself into the activity of the Folk-spirits, into that which we have described as the activity of the Archangeloi. To the materialistic man of to-day, the Spirit of the Age is something quite abstract, without any reality; it would be still more difficult for him to see a real being in the Spirit of the Age. Nevertheless behind the word Zeitgeist, or ‘Spirit of the Age’, there is concealed a real being, and indeed none other than one three stages above the stage of humanity. The Beings concealed behind this word are those who went through their human stage on the old Saturn, at the earliest epoch of the earth's evolution, and who at the present day are working at the transformation of the earth from its spiritual atmosphere, and in so doing are going through the last stage of the transforming of their physical body into Spirit-man or Atma. We are here dealing with exalted Beings, the contemplation of whose attributes could well make man dizzy. They are the Beings who may be described as the actual inspirers—or we should here say, if we wish to use the technical expressions of occultism—the ‘intuitors’ of the Spirit or Spirits of the Age. They work in such a way that they relieve one another in turn and extend the hand to one another as it were. From epoch to epoch they pass on their task to the next one. The Spirit of the Age who worked during the Greek age, handed on his mission to the one who came after him. There are, as we have seen, a number of such Spirits of the Age, of such Spirits of Personality who work as Spirits of the Age. These Spirits of Personality, the Intuitors of the spirit of the age, are higher in rank than the Folk-spirits. In every epoch, one of these is especially at work and gives the general signature to that epoch, he gives his commissions to the Folk-spirits, so that the collective spirit of the age is specialized, individualized by the Folk-spirits. Then he is relieved in the following epoch by another Spirit of the Age, or Spirit of Personality, or Archai.

When a certain number of ages have passed away, then a Spirit of the Age has gone through a further evolution. We must think of it thus: when we, in our age, die, and have gone through our evolution here, our personality passes the result of this earthly life on to the next one. This is also the case with the Spirits of the Age. In each age we have one such Spirit of the Age; then at the end of the age he passes on his office to his successor, who again passes it on to the following one, and so on. The foregoing ones are in the meanwhile going through their own evolution, and then that one who has been longest absent, takes his turn again; so that, in a later age, while the others are then proceeding with their own evolution, the same one returns again as Spirit of the Age and gives to the progressed humanity, by means of intuition, that which he himself has in the meanwhile acquired for his higher mission. We look up to these Spirits of Personality, to these Beings who may be called by the otherwise meaningless name of Spirit of the Age, and may say: ‘We human beings go from incarnation to incarnation, but we very well know, that while we are ourselves passing on from epoch to epoch, that when we look into the future, we see ever different Spirits of the Age, regulating the occurrences of our earth.’

But our present Spirit of the Age will return too, we shall meet him again. On account of this attribute of these Spirits of Personality, of their describing cycles, as it were, and returning again to their starting-point, and of working in cycles, they are also called Spirits of Cyclic Periods. We shall give further reasons to justify this expression. These higher spiritual Beings who give their orders to the Folk-spirits, are also called Spirits of Cyclic Periods. We refer to those cyclic periods which man himself has to go through, when age after age he returns in a certain way to earlier conditions and repeats them in a higher form. Now you may be struck by this repetition of the characteristics of earlier forms. If you examine carefully into the stages of the evolution of man on the earth according to spiritual science, you will find these repetitions of occurrences in many different forms. Thus there is a repetition in the fact that there are, so to speak, seven consecutive epochs following after the Atlantean Catastrophe; these we call the post-Atlantean stages of civilization. The Græco-Latin stage or age of civilization forms the turning-point in our cycle and therefore it is not repeated. After this comes the repetition of the Egyptian-Chaldæan epoch, which is taking place in our own time. After this will follow another epoch, which will be a repetition of the Persian epoch, although in a somewhat different form; and then the seventh epoch will come, which will be a repetition of the primeval Indian civilization, the epoch of the Holy Rishis; so that in that age certain things of which the foundations were laid in ancient India will re-appear in a different form. The guidance of these occurrences devolves upon the Spirits of the Age.

Now in order that, divided among the different peoples on the earth, that which progresses from age to age should be actualized, in order that many different forms should be developed in this or the other land, growing out of this or that body of people speaking the same language, out of this or that language of form, in order that architecture, art and science may arise and assume their metamorphoses and receive all that the Spirit of the Age could pour into humanity,—for this we require the Folk-spirits, who, in the hierarchy of the higher beings, belong to the Archangels.

Now we require yet another medium between the higher missions of the Folk-spirits and those beings who here on the earth are to be inspired by them. It will not be difficult for you to perceive, at first in an abstract form, that the intermediary between the two different kinds of Spirits is the Hierarchy of the Angels. They are the connecting link between Folk-spirits and individual human beings. In order that man may receive into himself that which the Folk-spirit has to pour into the whole people, so that the individual man may be an instrument in the mission of his people, this inter-mediation between the individual human being and the Archangel of his people is indispensable.

Thus we have looked up to beings who became men three stages before the earth-man attained his human stage, and we have seen how they place themselves consciously in mankind, and influence our earth evolution. In the next lecture we shall have to show how far the work of the Archangels, working down from above, from their ‘I’ which has already formed Manas or Spirit-self and is now working on the etheric or life-body of man, is expressed in the productions, the attributes and the character of a people. Man is in the midst of this work of the higher beings, it directly surrounds him, for as a member of a people he is placed in it. It is true that man is in the first place a human individual, the expression of an ego, but he also belongs to a certain people, i.e., something over which as a human individual he has at first no control. How can a man, because he belongs to a certain people, help speaking the language of that people? That is not an individual acquirement, neither does it belong to what we call individual progress, it is the stream into which he is received. Individual human progress is a very different thing. While we see the Folk-souls living and working, we must remember of what human progress consists, and what a man requires in order to make his way through it. We shall see what belongs not only to his evolution, so to speak, but to the evolution of other quite different beings.

Thus we see how man is fitted into the ranks of the Hierarchies, how in his evolution, from age to age, from epoch to epoch, Beings whom we already know from another aspect work with him, and we have seen how care is taken that these Beings may express themselves in the most various individual ways, we have seen that what they have to supply can enter into man.

The Zeitgeister, Time Spirits or Spirits of the Ages lay down the great outlines for the several epochs. The extension of the Spirit of the Age over the whole earth is made possible through the various folk-individualities. Whilst the Spirits of the Age endow the Folk-spirits, care is taken that these may flow into the individual human beings; so that these individuals may fulfill their mission. The fact that individual persons become instruments in this mission of the Folk-spirits, is brought about by Beings who are between men and the Folk-spirits, namely, by the Angels or Angeloi.

These lectures will give us an opportunity to study in this wonderful web, the working of various folk-individualities of the past and of the present. In the next lecture we shall begin to throw light upon the way in which this web, which we have only sketchily indicated to-day, is actually spun, that spiritual web which is our everyday life in the world.