The Rudolf Steiner Archive

In a recent lecture held here I spoke of the possible relations of the incarnate to the discarnate human souls—the so-called dead;—relations not only possible but which really always exist. To-day I shall add a few remarks to what I have already said.

From various facts presented to our souls by Spiritual Science, we know that in course of the earth's evolution, the spirit of man passes through an evolution of its own. We know that man can only understand himself by a fruitful consideration of the question: What is man's attitude in any one incarnation, in his present incarnation, to the spiritual world, to the spiritual realms? To what stage of evolution has mankind in general attained in the time when we ourselves live in a definite incarnation.

We know that outer observation of this general evolution of mankind allows of the opinion that in earlier times, earlier epochs, a certain ‘atavistic clairvoyance’ was poured over mankind, the human soul was then, as it were, nearer to the spiritual worlds. But it was also further from its own freedom, its own freewill, to which in our age we are nearer while more shut off from the spiritual world. Anyone who knows the real nature of man at the present time must say: in the unconscious self, in the really spiritual part of man, there is, of course, the same relation to the whole spiritual world; but in his knowledge, in his consciousness, man in general cannot realise it in the same way as was possible to him in earlier epochs, though there are exceptions. If we enquire into the reason why man cannot bring to consciousness the relation of his soul to the spiritual world,—which is, of course, as strong as ever though of a different kind—we find that it is due to the fact that we have passed the middle of the earth's evolution and are now in the ascending stream of its existence, and our physical organisation (although, of course, this is not perceptible to external anatomy and physiology) has become more ‘physical’ than it was, so that in the time we spend between birth or conception and death, we are no longer organised to bring fully to consciousness our connection with the spiritual world. We must clearly understand that no matter how materialistic we are we actually experience in the subconscious region of the soul much more than the sum of our general conscious knowledge.

This goes even further, and here we come to a very important point in the evolution of present humanity. In general, man is not able to think, perceive and feel all that could really be thought, perceived and felt within him. At the present time he is gifted for far more intensive thoughts and perceptions than are possible through the coarse material components of his organism. This has a certain consequence, namely, that at the present epoch of human evolution we are not in a position to bring our capacities to complete development in our earthly life. Whether we die young or old has very little influence upon that. For both young and old it is the rule that, on account of the coarse substance of his organism, man cannot fully attain to what would be possible were his body more finely organised. Thus, whether we pass through the gate of death old or young, there is a residue of unexercised thoughts, perceptions and feelings which, for the above reason, we could not elaborate. We all die leaving certain thoughts, feelings and perceptions unexercised. These are there, and when we pass through the gate of death, whether young or old, these occasion an intense desire to return to earthly life for further thinking, feeling and perceiving.

Let us reflect upon the bearing of this. We only become free after death to form certain thoughts, feelings and perceptions. We could do much more for the earth if we had been able to bring them to fruition during our physical life, but we cannot do this. It is actually true that every man to-day could do much more for the earth with the capacities within him than he actually does. In earlier epochs of evolution this was not so, for when the organism was finer there was a certain conscious looking into the spiritual world, and man could work from the spirit. Then he could, as a rule, accomplish all for which his gifts fitted him. Although man is now so proud of his talents, the above is true.

Because of this, we can recognise how necessary it is that what is carried through the gate of death unused should not be lost to earth-life. That can only be brought about by cultivating the union with the dead under the guidance of Spiritual Science, in the sense often described, by rightly maintaining the connection with the dead with whom we are united by karmic ties, and endeavouring to make the union a conscious, a fully conscious one. Then these unfulfilled thoughts of the dead pass through our souls into the world, and, through this transmission, we can allow these stronger thoughts—which are possible to the dead because they are free from the body—to work in our souls. Our own thoughts we cannot bring to full development, but these thoughts could work within us.

We see from this that what has brought us materialism should also show us how absolutely necessary at the present time and for the near future is the quest of a true relation to the spirits of the dead. The only question is: How can we draw these thoughts, perceptions and feelings from the realm of the dead into our own souls?

I have already given certain hints as to this, and in the last lecture spoken of the important moments which should be well observed: the moment of falling asleep and that of waking. I shall now describe with more detail a few things connected with this.

The dead cannot directly enter this world of ordinary waking life, which we outwardly perceive, in which we act through our will and which rests upon our desires. It is out of their reach, when they have passed through the gate of death; yet we can have a world in common with them if, spurred on by Spiritual Science, we make the effort—which is difficult in our present materialistic age—to discipline the world of our thinking as well as our outer life, and not to allow our thoughts the customary free course. We can develop certain faculties which introduce us to a ground in common with the spirits who have passed through the gate of death. There are, of course, at the present time a great many hindrances to finding this common ground. The first hindrance is one to which I have but little referred, but what is to be said thereon follows from other considerations already discussed here. The first hindrance is that we are, as a rule, too prodigal with our thoughts, we might even say we are dissipated in our thought-life. What, exactly, is meant by this?

The man of to-day lives almost entirely under the influence of the saying: ‘Thoughts pay no toll.’ That is, one may allow almost anything to flash at will through the mind. Just consider that speech is a reflection of our thought life; and realise what thought-life is allowed free course by the speech of most people, as they chatter and wander from subject to subject, allowing thoughts to flash up at will. This means a dissipation of the force with which our thinking is endowed! We continually indulge in prodigality, we are wholly dissipated in our thought-life. We allow our thoughts to take their own course. We desire something which occurs to us, and we drop that as something else occurs; in short, we are disinclined in some respects to keep our thought under control. How annoying it is, sometimes, for instance, when someone begins to talk; we listen to him for a minute or two, then he turns to quite a different subject, while we feel it necessary to continue the subject he began. It may be important. We must then fix our attention and ask ourselves, ‘Of what did we begin to talk?’ Such things occur every day, when subjects of real earnestness are to be brought into discussion, we have continually to keep in mind the subject begun. This prodigality, this dissipation of thought-force, hinders thoughts which, coming from the depths of our soul-being, are not our own, but which we have in common with the universal ruling spirit. This impulse to fly at will from thought to thought does not allow us to wait in the waking condition for thoughts to come from the depths of our soul-life; it does not allow us to wait for ‘inspirations,’ if we may so express it. That, however should be so cultivated—especially in our time, for the reasons given—that we actually form in our souls the disposition to wait watchfully until thoughts arise, in a sense, from the subsoil, which distinctly proclaim themselves as ‘given,’ not formed by ourselves.

We must not suppose that the formation of such a mood is able to appear on swift wings—it cannot do so. It has to be cultivated; but when it is cultivated, when we really take the trouble to be awake and, having driven out the arbitrary thoughts, wait for what can be received in the mind, this mood gradually develops. Then it becomes possible to receive thoughts from the depths of the soul, from a world wider than our ego-hood. If we really develop this, we shall soon perceive that in the world there is not only what we see, hear and perceive with our outer senses, and combine with our intellect, but there is also an objective thought-texture. Only few possess this to-day as their own innate knowledge. This experience of a universal thought-tissue, in which the soul actually exists, is not some kind of special occult experience; it is something that any man can have if he develops the aforementioned mood. From this experience he can say: In my every-day life I stand in the world which I perceive with my senses and have put together with the intellect; I now find myself in a position in which I am as though standing on the shore, I plunge into the sea and swim in the surging water; so can I, standing on the brink of sense-existence, thus plunge into the surging sea of thought. I am really as though in a surging sea. We can have the feeling of a life—or, at least, we have an inkling of a life, stronger and more intense than the mere dream-life, yet having just such a boundary between it and outer sense-reality as that between dream-life and sense-reality. We can, if we desire, speak of such experience as ‘dreams,’ but they are no dreams! For the world into which we plunge, this world of surging thoughts which are not our own, but those in which we are submerged, is the world out of which our physical sense-world arises, out of which it arises in a condensed form, as it were. Our physical world of sense is like blocks of ice floating in water: the water is there, the ice congeals and floats in it. As the ice consists of the same substance as the water, only raised to a different physical condition, so our physical world of sense arises from this surging, undulating sea of thought. That is its actual origin. Physics speaks only of ‘ether,’ of whirling atoms, because it does not know this actual primordial substance. Shakespeare was nearer to it when he makes one of his characters say: ‘The world of reality is but the fabric of a dream.’ Men lend themselves too easily to all kinds of deception in respect to such things. They wish to find a great atomic world behind physical reality; but if we wish to speak of anything at all behind physical reality, we must speak of the objective thought-tissue, the objective thought-world. We only arrive at this when, by ceasing the prodigality and dissipation of thought, we develop that mood which comes when we can wait for what is popularly called ‘inspiration.’

For those who study Spiritual Science it is not so difficult to develop the mood here described, for the method of thought necessary for the study of anthroposophical Spiritual Science trains the soul for such development. When a man seriously studies Spiritual Science he comes to the need of developing this intimate thought-tissue within. This thought-tissue provides us with the common sphere in which are present we ourselves on the one hand, and on the other hand the so-called dead. This is the common ground on which we can ‘meet with’ them. They cannot come into the world which we perceive with our senses and combine with our intellect, but they can enter the world just described.

A second thing was given in the observation of finer, more intimate life-relationships. I spoke of this last year and gave an example which can be found in psychological literature. Schubert calls attention to it; it is an example taken from old literature, but such examples can still often be found in life. A man was accustomed to take a certain walk daily. One day, when he reached a certain spot, he had a feeling to go to the side and stand still, and the thought came to him whether it was right to waste time over this walk. At that moment a boulder which had split from the rock fell on the road and would certainly have struck him if he had not turned aside from the road on account of his thought.

This is one of the crude experiences we may encounter in life, but those of a more subtle kind daily press into our ordinary life, though as a rule we do not observe them; we only reckon with what actually does happen, not with what might have happened had it not been averted. We reckon with what happens when we are kept at home a quarter of an hour longer than we intended. Often and often, if we did but reflect, we should find that something worthy of remark happened, which would have been quite different if we had not been detained.

Try to observe systematically in your own life what might have happened had you not been delayed a few minutes by somebody coming in, though, perhaps, at the time, you were very angry at being detained. Things are constantly pressed into one's life which might have been very different according to their original intention. We seek a ‘causal connection,’ between events in life. We do not reflect upon life with that subtle refinement which would he in the consideration of the breaking of a probable chain of events, so that, I might say, an atmosphere of possibilities continually surrounds us.

If we give our attention to this, and have been delayed in doing something which we have been accustomed to do at mid-day, we shall have a feeling that what we do at that time is often—it may not always be so—not under the influence of foregoing occurrences only, but also under the influence of the countless things which have not happened, from which we have been held back. By thinking of what is possible in life—not only in the outer reality of sense—we are driven to the surmise that we are so placed in life that to look for the connection of what follows with what has gone before is a very one-sided way of looking at life. If we truly ask ourselves such questions, we rouse something which in our mind would otherwise lie dormant. We come, as it were, to ‘read between the lines’ of life; we come to know it in its many-sidedness. We come to see ourselves, so to speak, in our environment, and we see how it forms us and brings us forward little by little. This we usually observe far too little. At most, we only consider the inner driving forces that lead us from stage to stage. Let us take some simple ordinary instance from which we may gather how we only bring the outer into connection with our inner being, in a very fragmentary way.

Let us turn our attention to the way we usually realise our waking in the morning. At most, we acquire a very meagre idea of how we make ourselves get up; perhaps, even the concept of this is very nebulous. Let us, however, reflect for a while upon the thought which at times drives us out of bed; let us try to make this individual, quite clear and concrete. Thus: yesterday I got up because I heard the coffee being made ready in the next room; this aroused an impulse to get up; to-day something else occurred. That is, let us be quite clear, what was the outer impelling force. Man usually forgets to seek himself in the outer world, hence he finds himself so little there. Anyone who gives even a little attention to such a thought as this will easily develop that mood of which man has a holy—nay, an unholy—terror,—the realisation that there is an undercurrent of thought which does not enter the ordinary life. A man enters a room, for instance or goes to some place, but he seldom asks himself how the place changes when he enters it. Other people have an idea of this at times, but even this notion of it from outside is not very widespread to-day. I do not know how many people have any perception of the fact that when a company is in a room, often one man is twice as strongly there as another; the one is strongly present, the other is weak. That depends on the imponderabilities. We may easily have the following experience: A man is at a meeting, he comes softly in, and glides out again; and one has the feeling that an angel has flitted in and out. Another's presence is so powerful that he is not only present with his two physical feet but, as it were, with all sorts of invisible feet. Others do not, as a rule, notice it, although it is quite perceptible; and the man himself does not notice it at all. A man does not, as a rule, hear that ‘undertone’ which arises from the change called forth by his presence; he keeps to himself, he does not enquire of his surroundings what change his presence produces. He can, however, acquire an inkling, a perception of the echo of his presence in his surroundings. Just think how our outer lives would gain in intimacy if a man not only peopled the place with his presence but had the feeling of what was brought about by his being there, making his influence felt by the change he brings.

That is only one example. Many such can be brought forward for all situations in life. In other words, it is possible in quite a sound way—not by constantly treading on his own toes—for a man so to densify the medium of life that he feels the incision he himself makes in it. In this way he learns to acquire the beginning of a sensitivity to karma; but if he were fully to perceive what comes about through his deeds or presence, if he always saw in his surroundings the reflection of his own deeds and existence, he would have a distinct feeling of his karma; for karma is woven of this joint experience. I shall now only point to the enrichment of life by the addition of such intimacies, when we can thus read between the lines, when we learn to look thus into life and become alive to the fact that we are present, when we are present with our ‘consciousness.’ By such consciousness we also help to create a sphere common to us and to the dead. When we in our consciousness are able to look up to the two pillars just described: a high-principled course of life, and an economy, not prodigality of thought,—when we develop this inner frame of mind it will be accompanied by success, the success that is necessary for the present and the future when, in the way described, we approach the dead. Then, when we form thoughts, which we connect not merely with a union in thought with one of the dead, but with a common life in interest and feeling; when we further spin such thoughts of life-situations with the dead, thoughts of our life with him, so that a tone of feeling plays between us—when we thus unite ourselves, not to a casual meeting with him but to a moment when it interested us to know how he thought, lived, acted, and when what we roused in him interested him,—we can use such moments to continue, as it were, the conversation of the thoughts. If we can then allow these thoughts to lie quiet, so that we pass into a kind of meditation, and the thoughts are, as it were, brought to the altar of the inner spiritual life, a moment comes when we receive an answer from the dead, when he can again make himself understood by us. We only need to build the bridge of what we develop towards him, by which he on his side can come to us. For this coming it will be specially useful to develop in our deepest soul an image of his entity. That is something far from the present time because, as we said, people pass one another by, often coming together in most intimate spheres of life and parting again without knowing one another. This becoming acquainted does not depend on mutual analysis. Any one who feels himself being analysed by those living with him, if he is of a finely organised soul, feels as though he received a blow. It is of no moment to analyse one another. The best knowledge of another is gained by harmony of heart; there is no need to analyse at all.

I started with the statement that cultivation of relations with the so-called dead is specially needed to-day, because not from choice but simply through the evolution of humanity, we live in an epoch of materialism. Because we are not able to mould and fashion all our capacities of thought, feeling and perception before we die, because something of it remains over when we pass through the gate of death, it is necessary for the living to maintain the right intercourse with the dead, that the ordinary life of man may be enriched thereby. If we could but bring to the heart of men to-day the fact that life is impoverished if the dead are forgotten! A right thinking of the dead can only be developed by those in some way connected with them by karma.

When we strive for a similar intercourse with the dead as with the living (as I said before, these things are generally very difficult, because we are not conscious of them, but we are not conscious of all that is true, and not everything of which we are conscious is on that account unreal)—if we cultivate intercourse with the dead in this way, the dead are really present, and their thoughts, not completed in their own life will work into this life. What has been said makes indeed a great demand on our age. Nevertheless, it is said, because we are convinced by spiritual facts, that our social life, our ethical religious life, would experience an infinite enrichment if the living allowed themselves to be ‘advised’ by the dead. To-day man is disinclined to consult even those who have come to a mature age. To-day it is regarded as right for quite a young man to take part in councils of town and state, because while young he is mature enough for everything—in his own opinion. In ages when there was a better knowledge of the being of man, he had to reach a certain age before being in any council. Now people must wait until others are dead in order to receive advice from them! Nevertheless, our age, our epoch, ought to be willing to listen to the counsel of the dead, for welfare can only come about when man is willing to listen to their advice.

Spiritual Science demands energy of man. This must be clearly understood. Spiritual Science demands a certain direction; that man should really aspire to consistency and clearness. There is need to seek for clearness in our disastrous events: the search for it is of the utmost importance. Such things as we have been discussing are connected, more than is supposed, with the great demands of our time. I have tried this winter, and many years before this world-catastrophe, in my lectures on the European Folk-Souls, to point out much which is to be found to-day in the general relations of humanity. A certain understanding of what plays its part in present events can be derived from reading the course of lectures I gave in Christiania on ‘The Mission of the Several Folk Souls.’ It is not too late, and much will still take place in the coming years for which understanding can be gained from that series of lectures.

The mutual relations of man to-day are only really comprehensible to one who can perceive the spiritual impulses. The time is gradually approaching when it will be necessary for man to ask himself: How is the perception and thought of the East related to that of Europe—especially of Mid-Europe? Again, how is this related to that of the West, of America? These questions in all their possible variations ought to arise before the souls of men. Even now man should ask himself: How does the Oriental regard Europe to-day? The Oriental who scrutinises Europe carefully, has the feeling that European civilisation leads to a deadlock, and has led to an abyss. He feels that he dare not lose what he has brought over of spirituality from ancient times when he receives what Europe can give him. He does not disdain European machines, for instance, but he says—and these are the actual words of a renowned Oriental: ‘We will accept the European machines and instruments, but we will keep them in the shops, not in our temples and homes as he does.’ He says that the European has lost the faculty to perceive the spirit in nature, to see the beauty in nature. When the Oriental looks upon what he alone can see—that the European only holds to outer mechanism, to the outer material in his action and thought—he believes that he is called upon to reawaken the old spirituality, to rescue the old spirituality of earthly humanity. The Oriental who speaks in a concrete way of spiritual things says: (as Rabindranath Tagore a short while ago) Europeans have drawn into their civilisation those impulses which could only be drawn in by harnessing Satan to their car of civilisation; they utilise the forces of Satan for progress. The Oriental is called upon—so Rabindranath Tagore believes—to cast out Satan and bring back spirituality to Europe.

This is a phenomenon which, unfortunately, is too easily overlooked. We have experienced much, but in our evolution we have left out of account much that might have been brought in if we had, for instance, a spiritual substance like that of Goethe, livingly in our civilisation. Someone might say: The Oriental can look towards Europe to-day and know that Goethe lived in European life. He can know this. Does he see it? It might be said: The Germans have founded a Society, the ‘Goethe Society’. Let us suppose the Oriental wished to be well-informed about it and to look into the facts. (The question of East and West already plays a part, it ultimately depends on spiritual impulses.) He would say to himself: Goethe worked so powerfully that even in 1879 the opportunity presented itself to make Goethe fruitful to German civilisation in an unusual way, so to say, under favourable circumstances. A Princess, the Grand Duchess Sophia of Weimar, with all those around her, in 1879 took over Goethe's library of writings in order to cultivate it as had never been done for any other writer before. That is so. Let us, however, consider the Goethe Society as an outer instrument. It, too, exists. A few years ago the post of President fell vacant. In the whole realm of intellectual life only one, a former Minister of Finance, was found to be elected as President of the Society! That is what is to be seen outwardly. Such things are more important than is usually supposed. What is more necessary is that the Oriental, aflame with spirituality and wise in it, should come to know that there is in European civilisation a Spiritual Science directed by Anthroposophy; yet he cannot know of this. It cannot reach him, because it cannot get through what exists—because the President of the Goethe Society is a retired Minister of Finance. But, of course, that is only one phenomenon symptomatic of the times.

A third demand, we might say, is an incisive thinking bound up with reality, a thinking in which man does not remain in want of clearness, in vague life-compromises. On my last journey someone put into my hand something concerning a fact with which I was already acquainted. I will only give a short extract from a cutting from a periodical:—

‘To any one who has ever sat on a school bench, the hours when he enjoyed the conversations between Socrates and his friends in “Plato” will ever be memorable; memorable on account of the prodigious tediousness of these speeches. He remembers, perhaps, that he found them absolutely idiotic, but, of course, he did not dare to express this opinion, for the man in question was indeed Socrates, the Greek Philosopher. Alexander Moszkowski's book, “Socrates the Idiot,” (publisher, Eysler and Co., Berlin), duly does away with this wholly unjustifiable estimate of the great Athenian. The multi-historian, Moszkowski, undertakes in this small, entertaining book nothing less than almost entirely to divest Socrates of his dignity as a philosopher. The title “Socrates, the Idiot,” is meant literally. One will not go astray in the assumption that scientific discussions will be attached to this work.’

The first thing which strikes a man when he is made acquainted with such a matter makes him say: How does so extraordinary a thing come about, that a person like Alexander Moszkowski should wish to furnish proof that Socrates was an idiot? This is the first impression; but that is a feeling of compromise which does not arise from a clear, incisive thinking, a confronting of actual reality.

I should like to compare this with something else. There are books written on the life of Jesus from the standpoint of psychiatry. They examine all that Jesus did from the standpoint of modern psychiatry and compare it with various abnormal actions, and the modern psychiatrist proves from the Gospels that Jesus must have been an abnormal man, an epileptic, and that the Gospels can only be understood at all from the Pauline point of view. Full particulars are given on this subject.

It is very simple to lightly overlook these things; but the matter lies somewhat deeper. If we take the stand of modern psychiatry, if we accede to it as officially recognised, on thinking over the life of Jesus, we must come to the same conclusion as the authors of these books. We could not think differently or we should be untrue; in no sense a modern psychiatrist. Nor should we be true modern psychiatrists in the sense of Alexander Moszkowski, if we did not regard Socrates as an idiot. Moszkowski only differs from those who do not regard Socrates as an idiot, in that they are untrue;—he is true—he makes no compromise. It is not possible to be true and to take up the standpoint of Alexander Moszkowski without regarding Socrates as an idiot. If a man wishes to be at the same time an adherent of the philosophy of life held by modern science and yet to esteem Socrates without regarding him as an idiot, he is untrue. So, too, is a modern psychiatrist who holds to the life of Jesus. Modern man, however, does not wish to go so far as this clear standpoint, or he would have to put the question differently. He would have to say to himself: I do not regard Socrates as an idiot, I have learned to know him better; but that demands the rejection of Moszkowski's philosophy of life; in Jesus, too, I see the greatest bearer of ideas who has at any time come in touch with earthly life; but this demands the rejection of modern psychiatry; they cannot agree!

The point in question is: clear thinking in accordance with reality, a thinking that makes none of the ordinary idle compromises which can only be removed when one understands life. It is easy to think—or be filled with indignation, if one is asked to allow that according to Moszkowski, Socrates is an idiot; yet it is consistent with the modern philosophy of life to regard Socrates as an idiot. People of this age, however, do not wish to draw these logical conclusions, they do not wish to relinquish anything like the modern philosophy of life lest they come into a still more troublesome position. One would then have to make compromises, and perhaps admit that Socrates was no idiot; but suppose it then appears that—Moszkowski is an idiot? Well, he is not a great man; but if this were applied to much greater men, many and various untoward things might happen!

To penetrate into the spiritual world, a thinking in accordance with truth is necessary. This requires, on the other hand, a clear recognition of how things stand. Thoughts are real entities, and untrue thoughts are evil, obstructing, destructive entities. To spread a veil of mist over this avails nothing, because man himself is untrue if he wishes to give to Moszkowski's philosophy of life equal weight with that of Socrates. It is an untrue thought to place the two side by side in his soul, as the modern man does.

Man is only true when he brings before his soul the fact that he either stands with Moszkowski, at the standpoint of the pure mechanism of pure natural science, regarding Socrates as an idiot, in which he is then true; or, on the other hand, he knows that Socrates was no idiot, and then in order to think clearly, the other must necessarily be firmly rejected. The ideal, which the man of to-day should set before his soul, is to be true; for thoughts are realities, and true thoughts are beneficial realities. Untrue thoughts—however well they may be enwrapped with the cloak of leniency as regards their own nature,—untrue thoughts received into man's inner being, are realities which retard the world and humanity.

Yesterday I spoke of how we find within the human being a kind of source of destruction. I showed that as long as we remain within ordinary consciousness we retain memories only of the impressions of the world. We gain experience of the world, and we have our experiences through the senses, through the intellect, through the effects generally upon our life of soul. Later we are able to call up again our memory of the afterimage of what we have experienced. We carry as our inner life these afterimages of sense experiences.

It is indeed as though we had within us a mirror, but one that works differently from the ordinary spatial mirror. An ordinary mirror reflects what is in front of it, whereas the living mirror we carry within us reflects in quite another way. It reflects in the course of time the sense impressions we receive, causing one or another impression to be reflected back again into consciousness, and so we have a memory of a past experience.

If we break a spatial mirror, we see behind the mirror; we see into a realm we do not see when the mirror is intact. Correspondingly, if we carry out inner exercises of the soul, we come, as I have often suggested, to something like a breaking of the inner mirror. The memories can, as it were, cease for a brief time—for how long a time depends upon our free will—and we can see more deeply into our inner being. As we look more deeply into our inner being behind the memory-mirror, then what I characterized yesterday as a kind of source of destruction meets our gaze.

There must be such a source of destruction within us, for only in such a source can the I of man solidify itself. It is actually a source for the solidification and hardening of the I. As I said yesterday, if this hardening of the I, if this egoity, is carried out into social life, evil arises, evil in the life and actions of human beings.

You may see from this how truly complicated is the life into which man is placed. What within the human being has a good purpose, without which we could not cultivate our I, must never be allowed outside. The evil man carries it into the outer world; the good man keeps it inside him. If it miscarried outside, it becomes wrong, it becomes evil. If it is kept within, it is the very thing we need to give the human I its rightful strength.

There is really nothing in the world that would not, in its place, have a beneficial significance. We would be thoughtless and rash if we did not have this source within us, for this source manifests itself in such a way that we can experience in it something we would never be able to experience in the outer world. In the outer world we see things materially. Everything we see, we see materially, and following the custom of present-day science we speak of the conservation of matter, the indestructibility of actual matter. In this source of destruction about which I spoke yesterday matter is truly annihilated. Matter is thrown back into its nothingness, and then we can allow, within this nothingness, the good to arise. The good can arise if, instead of our instincts and impulses, which are bound to work toward the cultivation of egoity, we pour into this source of destruction, by means of a moral inclination of soul, all moral and ethical ideals.Then something new arises. Then in this very source of destruction the seeds of future worlds arise. Then we, as human beings, take part in the coming into being of worlds.

When we speak, as one can find in my Outline of Occult Science, of how our earth will one day face annihilation, and of how through all kinds of intermediate states of transformation the Jupiter existence will evolve, we must say the following. In the Jupiter existence there will be only the new creation that already is being formed today in the human being out of moral ideals, within this source of destruction. It is also formed out of his anti-moral impulses, out of what works as evil from his egoity. Hence the Jupiter existence will be a struggle between what man on earth is already bringing to birth by carrying his moral ideals into his inner chaos and what arises with the cultivation of egoity as the anti-moral. When we look into our deepest selves,therefore, we are gazing upon a region where matter is thrown back into its nothingness.

I went on to indicate how matters stand with the other side of human existence, with the side where sense phenomena are spread out around us. We behold these sense phenomena spread around us like a tapestry, and we apply our intellect to combine and relate them in order to discover within these sense phenomena laws that we then call the laws of nature. With ordinary consciousness, however, we never penetrate through this tapestry of the senses. With ordinary consciousness we penetrate the tapestry of sense impressions just as little as we penetrate with ordinary consciousness the memory-mirror within. With a developed consciousness, however, one does penetrate it, and the human beings of ancient Oriental wisdom penetrated it with a consciousness informed by instinctive vision. They beheld that world in which egoity cannot hold its own in consciousness.

We enter this world every time we go to sleep. There the egoity is dimmed, because beyond the tapestry of the senses lies the world where, to begin with, the I-power, as it develops for human existence, has no place at all. Hence the world conception of the ancient Oriental, who developed a peculiar longing to live behind the sense phenomena, used to speak of Nirvana, of the dispersing of the egoity.

Yesterday we drew attention to the great contrast between East and West. At one time the Oriental cultivated all that man longs to behold behind the sense phenomena, and he cultivated the vision into a spiritual world that is composed not of atoms and molecules but of spiritual beings. This world was present for the ancient Oriental world conception as visible reality. In our day the Oriental, particularly in Asia but also in other parts of the world, is living in the decadent stages of development of this inner yearning to reach the world behind the sense phenomena, while the human being of the West has cultivated his egoity, has cultivated all that we have characterized as the hardening and strengthening taking place within the source of destruction in man's inner being.

In saying this we are already on the way to suggesting what it is that must necessarily be absorbed into man's consciousness, now and in the near future. If the pure intellectualism that has been developing since the middle of the fifteenth century were to continue, humanity would fall entirely into decline, for with the help of intellectualism one will never penetrate beyond either the memory-mirror or the tapestry of the world of the senses spread out before us. Man must, however, acquire once more a consciousness of these worlds. He must acquire a consciousness of these worlds if Christianity is again to be able to become a truth for him, for Christianity actually is not a truth for him to-day. We can see this most clearly when we look at the modern development of the idea of Christ—if indeed modern times may be said to have any such development at all. The truth is that for modern man in the present stage of evolution it is impossible to arrive at an idea of Christ as long as he makes use only of the concepts and ideas that he has been cultivating as natural science since the fifteenth century. In the nineteenth and beginning of the twentieth centuries he has become incapable of forming a true idea of Christ.

These things must be regarded in the following way. The human being beholds the world all around and uses the combining faculty of his intellect, which he now has as his modern consciousness, to build up natural laws. Following a line of thought that is perfectly possible for the consciousness of the present day, he comes to the point at which it is possible for him to say, “This world is permeated with thought, for the laws of nature are apprehended in thoughts and are actually themselves the thoughts of the world.” If one follows the laws of nature to the stage at which one is bound to apply them to the coming into existence of man himself as physical being, one has to say, “Within that world which we survey with our ordinary consciousness, beginning with sense perception and going on as far as the memory-mirror, a spiritual element is living.” One must actually be ill, pathological, if, like the ordinary atheistic materialist, one is not willing to acknowledge this spiritual element. We live within this world that is given for ordinary consciousness; we emerge into it as physical man through physical conception and physical birth. What is observable within the physical world can only be contemplated inadequately if one fails to see as its foundation a universal spiritual element.

We are born as physical beings from physical stock. When we are born as little babies, we are actually, for outer, physical perception, quite similar to a creature of nature. Out of such a creature of nature, which is basically in a kind of sleeping condition, inner spiritual faculties gradually develop. These inner spiritual faculties will arise in the course of future evolution. If we learn to trace back these emerging spiritual faculties in the same way that we trace the gradual growth of the limbs, we find that we must look for their source beyond birth and conception. Then one comes to the point of thinking in a living and spiritual way about the world, whereas before, in one's consideration of outer nature, one built up only abstract laws. One comes, in other words, to an affirmation of what may be called the Father God.

It is very significant that scholasticism in the Middle Ages maintained that knowledge obtainable by ordinary observation of the world through ordinary human reason included knowledge of the Father God. One can even say, as I have often expressed it, that if anyone sets out to analyze this world as it is given for ordinary consciousness and does not arrive at gathering up all the natural laws in what is called the Father God, he must actually be ill, pathological in someway. To be an atheist means to be ill, as I have said here once before.

With this ordinary consciousness, however, one cannot go farther than this Father God. This far one can go with ordinary consciousness, but no further. It is characteristic of our times when such a significant theologian as Adolf von Harnack⁵ says that Christ the Son does not really belong in the Gospels, that the Gospels are the message of the Father, and that Christ Jesus actually has a place in the Gospels only insofar as He brought the message of the Father God. Here you may see quite clearly how with a certain inevitability this modern thinking leads people to recognize, even in theology, only the Father God and to understand the Gospels themselves as containing no more than the message of the Father God. In the sense of this theology, Christ has worth only insofar as He appeared in the world and brought to human beings the true teaching concerning the Father God.

Two things are implied in this. First, the belief that the message of the Father God cannot be found by an ordinary study of the world. The Scholastics still maintained that it could. They did not imagine that the Gospels were to speak of the Father God; they assumed that the Gospels were to speak of God the Son. That people can come forward with the opinion that the Gospels actually speak only of the Father God is proof that theology, too, has fallen into that way of thinking which has been cultivated as the peculiarly Western method.

In early Christian times until about the third or fourth century A.D., when there was still a good deal of Oriental wisdom in Christianity, human beings occupied themselves intently with the question of the distinction between the Father God and God the Son. One could say that these fine distinctions between the Father God and the Son God, which so engaged people's attention in the early Christian centuries, under the influence of Oriental wisdom, have long ceased to have meaning for modern man, who has been occupied in cultivating egoity under the influences I described yesterday.

A certain untruth has thus found its way into modern religious consciousness. What man experiences inwardly, through which he arrives at his analysis and synthesis of the world, is the Father God. From tradition, he has God the Son. The Gospels speak of Him, tradition speaks of Him. Man has the Christ; he wants to acknowledge Him but through inner experience no longer actually has the Christ. He therefore takes what he should apply actually only to the Father God and transfers it to the Christ God. Modern theology does not actually have the Christ at all; it has only the Father, but it calls the Father “Christ,” because at one time it received the tradition of the Christ being in history, and one wants to be Christian, of course. If one were honest, one would be unable to call oneself a Christian in modern times.

All this is altogether different when we go further East. Already in Eastern Europe it is different. Take the Russian philosopher of whom I have frequently spoken—Soloviev.⁶ You find in him an attitude of soul that has become a philosophy and speaks with full justification, with an inner justification, of a distinction between the Father and the Son. Soloviev is justified in speaking in this way, because for him both the Father and the Christ are experiences. The human being of the West makes no distinction between God the Father and Christ. If you are inwardly honest with yourselves, you will feel that the moment you wish to make a distinction between the Father God and Christ the two become confused. For Soloviev such a thing is impossible. Soloviev experiences each separately, and so he still has a sense for the battles, the spiritual battles, that were fought during the first Christian centuries in order to bring to human consciousness the distinction between the Father God and God the Son.

This, however, is the very thing to which modern man must come again. There must again be truth in calling ourselves Christians. One must not make a pretense of worshipping the Christ, attributing to Him only the qualities of the Father God. To avoid this, however, one must present truths such as I indicated yesterday. That is the only way we can come to the twofold experience, the experience of the Father and the experience of the Son.

It will be necessary to change the whole form of our consciousness. The abstract form of consciousness with which modern man is raised, and which actually does not permit the recognition of more than the Father God, will have to be replaced by a much more concrete life of consciousness. Needless to say, one cannot present such things before the world at large today in the way I have described them to you here, for people have not yet been prepared sufficiently by spiritual science and anthroposophy. There is always the possibility, however, of pointing out even to modern man how he carries in his inner being a source of destruction and how in the outer world there is something in which the I of man is, as it were, submerged, where it cannot hold itself fast—just as in earlier times people were told about the Fall of Man and similar things. One must only find the right form for these things, a form that would enable them to find their way into ordinary consciousness—even as the teaching of the Fall of Man used to give instruction concerning a spiritual foundation of the world, a form that would have a different authority from our teaching concerning the Father God.

Our modern science will have to become permeated with ways of looking such as those we have expounded here. Our science wishes to recognize in the inner being of man only the laws of nature. In this source of destruction, however, of which I have often spoken here, the laws of nature are united with the moral laws; there, natural law and moral law are one. Within our inner being matter, and with it all the laws of nature, is annihilated. Material life, together with all the laws of nature, is thrown back into chaos, and out of the chaos a new nature is able to arise, saturated with the moral impulses we ourselves lay into it. As we have said, this source of destruction is below our memory-mirror. If we let our gaze penetrate far below this memory-mirror, there at last we observe what actually is always within the human being. A human being is not changed by knowledge: he merely comes to know what he is like, what his normal condition is. Man must learn to reflect on what he is and how he lives.

When we are able to penetrate into this inner core of evil in the human being and are able also to become conscious of how into this inner evil, where matter is destroyed and thrown back into its chaos, moral impulses can find their way, then we have really found in ourselves the beginning of spiritual existence. Then we perceive the creating spirit within us, for when we behold moral laws working upon matter that has been thrown back into chaos, we are beholding a real activity of the spirit taking place within us in a natural way. We become conscious of the concrete, spiritual activity that is within us and that is the seed for future worlds.

What can we compare with what is announced in our inner being? We cannot compare it with what our senses at first convey to us of outer nature. We can compare it only with what another human being communicates when he speaks to us. Indeed, it is more than a metaphor when we say that what takes place in our inner being speaks to us when moral and anti-moral impulses unite themselves with the chaos inside us. There actually is within us something that speaks to us. There we have something that is not mere allegory or symbol but actual fact. What we can hear outwardly with our ears is a language toned down for the earthly world, but within our inner being a language is spoken that goes out beyond the earth, because it speaks out of what contains the seeds of future worlds. There we truly penetrate into what must be called “the inner word.” In the weakened words that we speak or hear in conversation with our fellow men, hearing and speaking are separate and distinct, whereas in our inner being, when we dive down below the memory-mirror into the inner chaos, we have a substantiality where speaking becomes at the same time hearing. Hearing and speaking are once more united. The inner word speaks in us, the inner word is heard in us.

We have at the same time entered a realm where it no longer makes sense to speak of subjective and objective. When you hear another human being, when he speaks words to you that you perceive with your sense of hearing, you know that this being of another person is outside you, but you must give yourself up, must surrender yourself, as it were, in order to perceive the being of another person in what you hear him saying. On the other hand, you know that the actual word, the audible word, is not merely something subjective but is something placed into the world. Hence we find that even with the toned-down words that we hear and speak in our conversation with other human beings, the distinction between subjective and objective loses meaning. We stand with our subjectivity within objectivity, and objectivity works in us and with us in that we perceive. It is the same when we dive down to the inner word. It is not merely an inner word; it is at the same time something objective. It is not our inner being that speaks: our inner being is merely the stage upon which speaks the world.

It is similar for one who has insight to see, behind the tapestry of the senses, a spiritual world, a world wherein spiritual beings of the higher hierarchies rule and weave. To begin with, he perceives these beings through an imagination; for his vision, however, they become permeated with inner life in that now he hears the Word, apparently sounding to him through himself but in reality from out of the world.

By means of love and devotion man therefore penetrates the tapestry of the senses and sees beyond; and the beings who reveal themselves to him when he thus offers up his own being in full devotion—these beings he comes to perceive with the help of what he recognizes in his inner being as inner word. We grow together with the outer world. The outer world begins to resound cosmically, as it were, when the inner word is awakened.

What I have been describing to you exists today in every human being, but he has no knowledge of it and therefore no awareness, no consciousness of it. He must first grow into such a knowledge, into such an awareness. When we learn to recognize the world with the ordinary consciousness that provides us with our intellectual concepts, we really come to recognize only the passing and the past. When we behold in the right way that with which our intellect provides us, we basically have a view back upon a world that is passing away. We can, however, find the Father God with the intellect, as I have said. What sort of consciousness,then, do we develop in relation to the Father God? The consciousness that the Father God lies at the foundation of a world revealing itself to our intellect in the course of passing away.

Yes, it is indeed so—since the middle of the fifteenth century man has developed through his intellect a special faculty for studying and observing what is perishing in the world. We analyze and test the world-corpse with our intellectual, scientific knowledge. And theologians such as Adolph Harnack, who hold to the Father God alone, are really expounders of that part of the world that is perishing and that will pass away with the earth and disappear. They are backward-pointing individuals.

How is it then, finally, for a person who has entered so much into the spirit of what from childhood has been crammed into him as the modern natural scientific way of thinking? He learns that out there in the world are outer phenomena that arise and pass away but that matter persists, matter is the indestructible thing, and that if the earth comes to an end matter will never be destroyed. Certainly, he is told, a time will come when the earth will be one vast cemetery, but this cemetery will be composed of the very same atoms and molecules, or at least the same atoms, as are already there today. One thus applies all one's attention to what is perishing, and even when studying what is unfolding, one really studies only how what is perishing plays into what is unfolding.

It would never be possible for an Oriental to participate in this; we can see this even in the European Orient, in Eastern Europe, in the subdued philosophical feeling of Soloviev. He does not bring it to expression clearly—at least as clearly as it will have to be expressed in general consciousness in the future—but it is evident that Soloviev has still enough of the Oriental in him to see everywhere, within what is perishing, crumbling, dissolving into chaos, what is unfolding anew, the birth of what shall be in the future.

If we wish to see the reality, the actuality, we must envision it in the following way. All that we see with our senses, all that we also see of other human beings with our senses, will no longer exist one day; whatever makes itself known to eye, ear, and so on, will at some time in the future cease to be. Heaven and earth will pass away, for what we see of the stars by means of our senses also belongs to the things that are transient. Heaven and earth will pass away, but the inner word that is formed in the inner chaos of the human being, in the source of destruction, will live on after heaven and earth are no longer there; it will live on just as the seed of this year's plant will live on in the plant of next year. In the inner being of man are the seeds of world-futures. And if into these seeds human beings receive the Christ, then heaven and earth may pass away, but the Logos, the Christ, cannot pass away. Man bears in his inner being what will one day exist when all he sees around him will have ceased to be.

He must be able to say to himself: I look up to the Father God. The Father God lies at the foundation of the world that I can see with my senses. The world of the senses is His revelation, but it is nonetheless a perishing world, and it will drag the human being down with it if he is completely absorbed in it, if he is able to develop a consciousness only of the Father God. Man would then return to the Father God; he would be unable to evolve any further. There is also a new world unfolding, however, and it takes its beginning from man himself. When man ennobles his ethical ideals through the Christ consciousness, through the Christ impulse, when he forms his ethical ideals as they should be formed through the fact that the Christ has come to earth, then something comes to life in the chaos within him, seed is sown for the future, which is now not a perishing but an unfolding world.

One must have a strong feeling for the perishing and the unfolding worlds. One must feel how there is in nature a perpetual dying. Nature is colored, so to speak, by this death. In contrast to this, however, there is also in nature a continual unfolding, a continual coming to birth. This does not color nature in a way visible to the senses; yet if we approach nature with open hearts it is perceptible there.

We look out into nature and see the colors, all the colors of the spectrum, from the red at one end to the violet at the other, with all the shades in between. If we were now to mix these colors in a certain way—make them “color” one another—they would receive life. They would together become the so-called flesh color [Inkarnat], the color that emanates from man. When we look at nature, we are looking in a certain sense at the outspread colors of the rainbow, the sign and symbol of the Father God. If we look at man, however, it is the flesh color that speaks out of the inner being of man, for in man all the colors interpenetrate, thus taking on life, becoming living in their interpenetration. When we turn to a corpse, however, this power to take on life is entirely absent. There, that which is man is thrown back again into the rainbow, into the creation of the Father God. For the source of what makes the rainbow into the flesh color, making it into a living unity, man must look into his inner being.

Yesterday and today I have tried to lead you, perhaps in a complicated way, to an understanding of this inner being of man in its true significance. I have shown you how outer matter is thrown back into nothingness, into chaos, so that the spirit may become newly creative. If one looks at this new creativity, one realizes that the Father God works in matter, bringing it to its completion (see drawing below, bright). Matter confronts us in the outer world in the greatest variety of ways, so that it is visible to us. Within our inner being, however, this matter is thrown back into its nothingness and then permeated with pure spiritual being, with our moral ideals or anti-moral ideas (red). There new life springs up.

The world must appear to us in its double aspect. We see first the Father God, creating what is outwardly visible; we see how what is outwardly visible comes to an end in man's inner being, where it is thrown back into chaos. We must feel intensely how this world, the world of the Father God, comes to its end; only then will we be able to reach an inner understanding of the Mystery of Golgotha. It will become clear to us through this how the very thing that comes to an end, the creation of the Father God, is endowed with life once more by God the Son; a new beginning is made.

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Everywhere in the Western world it can be seen how since the fifteenth century there has been a tendency to study and investigate only the perishing, the corpse-like part of nature, which is all that is accessible to the intellect. All so-called education or culture [Bildung] has been formed under the influence of a science that concerns itself only with what is dead. This kind of culture is directly opposed to real Christianity. Real Christianity must have a feeling for what is living but must also be able to separate this feeling of what is reviving from what is passing away. Hence the most important idea that must be connected with the Mystery of Golgotha, is the idea of the Risen Christ, the Christ Who has vanquished death. What matters is to comprehend that the most important idea is that of Christ Who passes through death and rises again. Christianity is not merely a religion of salvation; the Oriental religions were also that. Christianity is a religion of resurrection, a religion that awakens again to life what would otherwise be nothing but matter crumbling away into nothingness.

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Out in the cosmos we have the crumbling away of matter in the moon, and in the sun we have a perpetual coming into being, forever new and fresh. Seen spiritually, seen through spiritual vision—when we get beyond ordinary sense perception and reach the point where Imagination is active—we can see in the moon a continuous process: it is continuously splintering and scattering itself abroad. There, where the moon is situated, its matter splinters and disperses like dust into the world. The matter of the moon is perpetually being gathered from its environment and then splintered and scattered (see drawing, above). If one looks at the moon in the consciousness of Imagination, one sees a continuous convergence of matter in the place where the moon is; it gathers there, and then it splinters and is scattered like dust into the world. The moon is actually seen like-this (drawing, below): first a circle, then a smaller, narrower circle, becoming ever narrower until the circle becomes the moon itself. Then it dissolves, splinters; it is strewn out over the entire world. In the moon, matter cannot tolerate a center. Matter concentrates toward the center of the moon but cannot tolerate it;it stops short there and disperses like cosmic dust. It is only to ordinary, sensory vision that the moon appears peaceful.It is not peaceful. It is continuously gathering matter together and scattering it.

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When we come to the sun, we find it is all quite different. Already in Imagination we are able to see how matter does not splinter in this way at all; true, it does approach the center, but then it begins to receive life in the rays of the sun that stream out from the center. It does not splinter and disperse; it becomes living and spreads out life from the center in every direction. Together with this life it develops astrality. In the moon there is no astrality; there the astrality is destroyed. In the sun, astrality unites itself with all that streams forth. The sun is in truth something that is permeated with inner life, where the center is not only tolerated but has a fructifying influence. In the center of the sun lives the cosmic fructifying activity. In the contrast between sun and moon we thus see a cosmic manifestation of two opposite processes: in the moon matter is thrown back into chaos, while in the sun it is perpetually unfolding, springing and welling up with renewed life.

When we dive down into our inner being, we look into our inner chaos, into our own moon nature. That is the inner moon. Matter is destroyed there, as in the outer world it is destroyed only where the moon is. Then, however, the radiance of the sun penetrates our senses; the sun's radiance enters our inner moon nature. The matter inwardly dissolving there into dust is renewed by the sun's radiance. Here, in the inner being of man, matter is continuously falling under the moon influence, and just as continuously man absorbs through his senses the radiance of the sun (see drawing, left). Such is the relationship in which we stand to the cosmos, and so one must have the capacity to perceive these two opposite activities in the cosmos: the moon nature directed toward splintering and scattering, and the quickening, life-giving radiance of the sun.

Through both these experiences one comes to behold, in what is splintering and crumbling to dust, the world of the Father God, which had to be there until such time as the world changed into the world of God the Son, which basically has its physical source in what is sun-like in the world.What is of the moon nature and the sun nature relate to one another as Father God to Son God.

During the early Christian centuries these things were seen instinctively. Now they must be known again with full presence of mind if the human being wishes to be able to say of himself in all honesty: I am a Christian. This is what I wished to present to you today.

• 5 . Adolf von Harnack, church historian, 1851–1930.
• 6 . Vladimir Soloviev, Russian philosopher, 1853–1900.

We saw yesterday how the human being in his consciousness approaches the world from two sides, as it were: when he is active from within and when he is active from without. The ordinary consciousness, however, is not able to grasp what lives within the human being, because consciousness strikes up against it. We have seen, moreover, how karma also lives in man from two sides between birth and death. On the one hand there is the moment of awaking when man plunges into his etheric body, where, while he is submerged, he can have the reminiscence of dreams in ordinary consciousness. Then he passes, as it were, the space between the etheric body and the physical body—he is in the physical body only when he has full sense perception—and there he passes through the region of the living thoughts active within him. These are the same thoughts that actually have taken part in building up his organism and that he has brought with him through birth into existence; they represent, in other words, his completed karma. On falling asleep, however, man strikes up against that which cannot become deed. What enters into deeds as our impulses of will and feeling is lived out during our lifetime. Something is always left behind, however, and this is taken by the human being into his sleep. Yet it is also present at other times. Everything in the soul life that does not pass into deed, that stops short, as it were, before the deed, is future karma, which is forming itself and which we can carry further through death.

Yesterday I sought to indicate briefly how the forces of karma live in the human being. Today we will consider something of the human environment to show how the human being actually stands within the world, in order to be able to give all this a sort of conclusion tomorrow. We tried yesterday to examine objectively the human soul life itself, and we found that thinking develops itself in that region which is in fact the objective thought region between the physical body and the etheric body. We also found that feeling develops itself between the etheric and astral bodies, and willing develops itself between the astral body and the I or ego. The actual activity of the soul thus develops itself in the spaces between—I said yesterday that this expression is not exact, yet it is comprehensible—the spaces that we must suppose are between the four members of human nature, between the physical body, etheric body, astral body, and I. If we wish to view the spaces between objectively, they are the interactions among the members of the human being.

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Today we wish to look at something of the human environment. Let us bring to mind clearly how the human being is in a fully living dream life, how he has pictures sweeping through the dream life. I explained yesterday that the Imaginative consciousness can perceive how these pictures descend into the organization and how what works in these pictures brings about our feelings. Our feelings are therefore what actually would be grasped if one were to look more deeply into man's inner being as an approach to dream pictures. Feelings are the waves that mount up from the day's dream life into our consciousness. We dream continuously, as I said yesterday, beneath the surface of the conceptual life, and this dream life lives itself out in feelings.

If we now look into the environment of the human being and consider first the animal world, we find in the animal world a consciousness that does not rise to thinking, to a life of thought, but that is developed actually in a sort of living dream life. We can form a picture of what reveals itself in the soul life of the animal through a study of our own dream life. The soul life of the animal is entirely a dreaming. The animal's soul life thus is much more actively at work on the organism than the soul life of man, which is more free of the organism through the clarity of the conceptual life. The animal actually dreams. Just as our dream pictures, those dream pictures that we form during waking consciousness, stream upward as feelings, so is the soul life of the animal based mainly on feeling. The animal actually does not have a soul life penetrated by the clear light of thought. What therefore takes place in us between the etheric body and the astral body is essentially what is taking place in the animal. It forms the animal's soul life, and we can understand animal life if we can picture it as proceeding from the soul life.

It is important to form a certain image of these relationships, for then one will comprehend what actually takes place when, let us say, the animal is digesting. Just watch a herd lying in a field digesting. The whole mood of the creatures reveals the truth of what has come to light through spiritual research, namely, that the aroused activity taking place essentially between the etheric body and astral body of the animal presses upward in a living feeling and that the creature lives in this feeling. The animal experience consists essentially of an enhancement and a diminishing of this feeling, and, when the feeling is somewhat subdued, of a participation in its dream pictures, the picture taking the place of feeling. We can say, therefore, that the animal lives in a consciousness that is similar to our dream consciousness.

If we seek for the consciousness that we ourselves have as human beings here on earth, we cannot look for it within the animal; we must seek it in beings who do not come to immediate physical existence. These we call the animal species-souls, souls that as such have no physical, bodily nature but that live themselves out through the animals. We can say that all lions together have such a species-soul, which has a spiritual existence. It has a consciousness such as we human beings have, not like that of the single animal.

If we now descend to the plant world we find there not the same sort of consciousness as an animal's but a consciousness similar to the one we have between sleeping and awaking. The plant is a sleeping being. We also, however, develop this consciousness between the astral body and the I in willing. What is active in the plant world is of essentially the same nature as what lives in our willing. In our willing we actually sleep even when we are awake. The same activity that prevails in our willing actually prevails over the whole plant world. The consciousness that we develop as sleep consciousness is something that actually continues as an unconscious element inserted into our conscious element, forming gaps in our memory, as I described yesterday. Our consciousness is dull during sleep, however, indeed altogether extinguished for most people, just as is the case in plant consciousness.

If we then look in plant life for what corresponds to animal life, we cannot seek it in the individual plant but must seek it in the whole earth-soul. The whole earth-soul has a dreaming consciousness and sleeps itself into the plant consciousness. Only insofar as the earth takes part in cosmic becoming does it flicker up in such a way that it can develop a full consciousness such as we human beings have in the waking state between birth and death. This is chiefly the case, however, in the time of winter, when there is a kind of waking of the earth, whereas the dull dream consciousness exists during the warm time, in summer. I have often explained in earlier lectures that it is entirely wrong to conclude that the earth awakes in summer and sleeps in winter. The reverse is true. In the stirring vegetative activity that develops during the summer, during the warm time of the year, the earth exists in a sleeping, or rather in a dreaming, state, while the waking state exists in the cold time of the year.

If we now descend to the mineral realm we must admit that the consciousness there is still deeper than that of our sleep, a consciousness that indeed lies far from our ordinary human experience, going out even beyond our willing. Nevertheless, what lives in the mineral as a state of consciousness lies far from us only apparently, only for the ordinary consciousness. In reality it does not lie far from us at all. When, for instance, we pass from willing to real action, when we perform some action, then our willing cuts itself off from us. That within which we then swim, as it were, that within which we weave and live in carrying out the deed (which, in fact, we only picture [vorstellen]—our consciousness does not penetrate the action, we only picture it) but what penetrates the deed itself, the content of the deed, is ultimately the same as what penetrates the other side of the surface of the mineral in mineral nature and that constitutes the mineral consciousness. If we could sink still deeper into unconsciousness we would actually come to where the mineral consciousness is weaving. We would find ourselves, however, in the same condition as that in which our action itself is also accomplished. The mineral consciousness thus lies for us on the other side of what we as human beings are able to experience. Our own deed, however, also lies on the other side of what we human beings can experience. Insofar, therefore, as our deed does not depend on us, does not lie in the sphere of what is encompassed within our freedom, our deed is just as much an event of the world as what takes place in the mineral kingdom. We incorporate our deed into this event and thus actually carry man's relation to his environment to the point where man with his action even comes over to the other side of his sleeping consciousness.

In becoming aware of the mineral world around him and seeing the minerals from the outside, the human being hits upon what lies beyond his experience. We could say that if this (see drawing) represents the circumference of what we see within the human realm, the animal realm, and the plant realm, and then we come here to the mineral realm, the mineral realm shows us only its outer side in its working upon our senses. On the other side, however, where we can no longer enter, the mineral realm develops—turned away from us, as it were—its consciousness (red). It is the consciousness that is developed there that is received from the inner contents of our deeds, that can work further in the course of our karma.

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Now let us pass on to the beings who do not stand beneath the human being in the ranks of the realms of nature but who stand above the human being. How can we receive a certain mental image of these beings; how, for the consciousness that we must establish through spiritual research, through anthroposophy, can a mental image of such higher beings be formed? You know from the presentation in my book, Knowledge of the Higher Worlds and its Attainment, and from lectures I have given on the subject that we can ascend from the day consciousness, which we call the objective consciousness, to Imaginative consciousness. If we ascend to Imaginative consciousness in a healthy way, we first become free of our bodily nature. We weave in the ether life. Our mental images will thereby cease to have sharp contours, they will be Imaginations flowing into one another. Moreover, they will resemble the thought life that I characterized yesterday and that we find on awaking between the etheric body and the physical body. We become accustomed to such a thought life. In this thought life to which we become accustomed in Imagination, we do not link one thought to another in free will; rather, the thoughts link themselves to one another. It is a thought organism, a pictorial thought organism to which we grow accustomed. This pictorial thought organism possesses, however, the force of life. It presents itself to us as being of thought substance, but also as actually living. It has a life of its own: not the individual life possessed by physical, earthly things but a life that fundamentally lives and weaves through all things. We live into a world that lives in imagining, whose activity is imagining.

This is the world that is first experienced above the human being, this weaving world, this self-imagining world. What is woven in us between our etheric and physical bodies, which we can find on awaking and know to be identical with what enters through conception and birth into this physical world from the spiritual world, this we find only as a fragment, as something cut out of this weaving, self-imagining world. That world which is the self-imagining world finally dismisses us, and then it works still further after our birth in our physical body. There a weaving of thought takes place that is unrelated to our own subjective thought-weaving. This weaving of thought takes place in our growth. This weaving of thought is active as well in our nourishment. This weaving of thought is formed out of the universal thought-weaving of the cosmos.

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We cannot understand our etheric body without understanding that we have this universal thought-weaving of the world (see drawing, bright) and that our etheric body (red) is woven, as it were, out of this thought-weaving of the world through our birth. The thought-weaving of the world weaves into us, forms the forces that underlie our etheric body and that actually manifest themselves in the space between etheric body and physical body. They are drawn in, as it were, through the physical body, separated from the outer world, and then they work in us with the help of the etheric body, the actual body of formative forces.

We thus can picture what is behind our world. The cognition next to ours is the Imaginative, and the next state of being that is in our environment is the self-imagining one, expressing itself in living pictures. Such an expression in living pictures underlies our own organization. In our etheric body we are entirely formed and fashioned out of the cosmos. As we have to ascribe to the animal in the realm below us a consciousness like our dreaming consciousness, so in rising upward we find what we then have subjectively in Imagination. What we cultivate inwardly as a web of Imaginations exists for us outwardly; we behold it, as it were, from outside. We imagine from within. The beings just above man imagine themselves from without, revealing themselves through Imagination driven outward, and we ourselves are formed out of this world through such an Imagination driven outward. Thus in fact a weaving of thoughts, a weaving of picture-thoughts, underlies our world, and when we seek the spiritual world we find a weaving of picture-thoughts.

You know that in the development of our cognitional capacities the next stage is the stage of Inspiration. We can experience Imagination from within as a process of cognition. The next world beyond the world of self-imagining, however, is one that weaves and lives in the same element we hit upon with Inspiration, only for this world it is an “exspiration,” a spreading out of oneself, as it were. We inspire ourselves with knowing. What the next world does, however, is to “exspire” itself; it drives outward what we drive inward in Inspired cognition.

By beholding from the reverse side what we experience inwardly as Inspiration, we thus arrive at the objectivity of the next higher beings, and so it is also with Intuition, with Intuitive cognition. I must first say, however, that if as human beings we were merely spun out of the thought-weaving of the world, we would not bring with us into this life the element of our soul that has gone through the life between the last death and this birth. What is spun out of the universal thought-weaving of the world has been assigned to us by the cosmos. Now, however, the soul element must enter it. The entry of the soul element is through such an activity of “exspiration,” through an activity that is the reverse of Inspiration. We are thus “exspired” from the soul-spiritual world. Inasmuch as the cosmos weaves around us with its thought-weaving, the soul-spiritual world permeates us in “exspiring” with the soul element. First, however, it must receive this soul element, and here we come to something that can be comprehended correctly only through the human being.

You see, as human beings living in the world between birth and death we continuously receive impressions of the outer world through our sense perceptions. We form mental images about these and permeate our mental images with our feelings. We pass over to our will impulses and permeate all these. This forms in us at first, however, a kind of abstract life, a kind of picture life. If you look from within, as it were, at what the sense organs have formed inwardly as soul experience of the outer world, you find, in fact, the content of your soul. It is the soul content of the human being that in the higher waking consciousness presents what the outer world gives him between birth and death. His inner being receives it, as it were. If I sketch this inner being, in perception the world as it were enters (see next below, red), becomes inwardly penetrated by the forces of feeling and will, and presses itself into the human organism. We actually bear within us a view of the world, but we bear this view of the world through the effects, the impressions, of the world pressing into us. We are not able to understand fully in our ordinary consciousness the destiny of what actually goes on in us with these impressions of the world. What presses into us and—within certain limits—what is a picture of the cosmos is not only permeated by feelings and inner will impulses, which enter us in consciousness, but is pulsed through by all that otherwise,lives within the human being. In this way it acquires a certain tendency. For as long as we live, right up until death, it is held together by the body. In penetrating the portal of death, it takes with it from the body what one can call a wish to continue what it became in the body, a wish to accept the being of man. When we carry our inner soul life through death it acquires the wish to accept the being of man.

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That is what our soul life bears through death: the longing for the being of man. And this longing for the being of man is particularly strongly expressed in all that is dreaming and sleeping in the depths of our soul life, in our will. Our will, as it incorporates itself into the soul life, which arises out of the impressions of the outer world, bears within it as it goes through death into a spiritual world, into the weavings of a spiritual world, the deepest longing to become man.

Our thought world, on the other hand, that world which can be seen in our memories, for example, which is reflected from us ourselves into our consciousness, bears within it the opposite longing. It has indeed formed a relationship with our human nature. Our thoughts have a strong relationship to our human nature. They then bear in themselves, when they go through death, the most intense longing to spread out into the world—to become world (see 1st diagram this lecture).

We therefore can say that as human beings going through death our thoughts bear within them the longing to become world. The will, on the other hand, which we have developed in life, bears within it the longing to become man.

Thoughts: Longing to become world.
Will: Longing to be come man.

This is what goes with us through death. All that rules as will in the depths of our being bears in its deepest inner being the longings to become man. One can perceive this with Imaginative consciousness if one observes the sleeping human being, whose will is outside him, whose will with the I is outside him. In what is to be found outside the human body, the longing is already clearly expressed to return, to awake again, in order to take human shape within the extension of the human physical body itself. This longing, however, remains beyond death. Whatever is of a will nature desires to become man, whereas whatever is of a thought nature and must unite with the thoughts that are so near to the physical life, with the thoughts that actually form our human tissue and bear our human configuration between birth and death—that acquires the longing to be dispersed again, to disintegrate, to become world. This lasts until approximately the middle of the time that we spend between death and a new birth.

The thought element in its longing to become world then has come, as it were, to an end. It has incorporated itself into the entire cosmos. The longing to become world is achieved, and a reversal comes about. Midway between death and a new birth this longing of the thoughts to become world slowly changes into the longing to become man again, again to interweave itself so as to become the thought-web that we can perceive next to the body when we awake. We can say, therefore, that in the moment that lies midway between death and a new birth—which I called the Midnight Hour of Existence in my Mystery Dramas—we have a rhythmic reversal from the longing of our thoughts to become world, now that it has been fulfilled, into the longing to become man again, gradually to descend in order to become man again.

In the same moment that the thoughts receive the longing to become man again, the reverse appears in the will. The will at first develops the longing to become man in the spiritual element where we live between death and a new birth. It is this longing that predominantly fills the will. Out there between death and a new birth the will has experienced a spiritual image of the human being; now there arises in it the most vivid longing again to become world. The will spreads out, as it were; it becomes world, it becomes cosmos. By reason of this spreading out it extends even to the vicinity of the stream of nature that is formed through the line of heredity in the succession of generations. What works as will in the spiritual-physical cosmos and begins in the Midnight Hour of Existence to have the longing again to become world already lives in the flow of generations. When we then embody ourselves in the other stream that has the longing to become man, the will has preceded us in becoming world. It lives already in the propagation of the generations into which we then descend. In what we receive from our ancestors the will already lives, the will that wished to become world after the Midnight Hour of Existence. Through what in our thoughts has desired since the Midnight Hour of Existence to become man, we Meet with this will-desiring-to-become-world, which then incorporates itself into what we receive from our ancestors.

Thoughts: Longing to become world—longing to become man.

Will: Longing to become man—longing to become world.

You see, therefore, that when we thus follow with spiritual vision what lives on the one hand in the physical and what lives on the other hand in the spiritual, we really picture man's becoming. Since we incline downward to our physical existence through the thought-web that longs to become man, however, we are there related to all the beings who live in the sphere just above man, beings who imagine themselves. We pass through the sphere of the beings who, as it were, imagine themselves. At the very moment when this reversal takes place, our soul, permeated with the I, also finds the possibility of living on in the two streams. They diverge, it is true, but the soul lives with them, cosmically lives, until, when the longing to become man again has been fully realized, it incarnates and becomes indeed an individual human being. The life of the soul is very complex, and here in the Midnight Hour of Existence it passes over the abyss. It is inspired, breathed in, out of our own past, that past at first lying between our last death and the Midnight Hour of Existence. We pass this Midnight Hour of Existence through an activity that resembles, experienced inwardly, an inspiring, and that outwardly is an “exspiration,” proceeding from the former existence. When the soul has passed the Midnight Hour of Existence we come together with those beings who stand at the second stage above man and who live, as I have said, in “exspiration.”

The third stage in higher cognition is Intuitive cognition. If we experience it from within, we have experienced it from one side; if we experience it from without then we have an intuiting, a self-surrender, a true surrender of self. This self-surrender, this flowing forth into the outer world, is the nature of the hierarchy that stands at, the third stage above man, the “intuiting.” This intuiting is the activity through which the content of our former earthly life is surrendered to our present one, streams over, pours itself into our present life on earth. We exercise this activity continually, both on the way to the Midnight Hour of Existence and beyond it. This activity permeates all else, and through it, in going through repeated earthly lives, we participate in that world in which are the beings living in real Intuition, the self-surrendering beings. We, too, out of our former earthly life, surrender ourselves to the earthly existence that follows.

We can thus gain a picture of the course of our life between death and a new birth in the environment of these three worlds. Just as here between birth and death we live in the environment of the animal, plant, and mineral worlds, so between death and rebirth we live in that world where what we otherwise grasp in Imagination lives in pictures formed from without. Hence what we carry out of the spiritual cosmos into our bodily form we can also grasp through Imagination. Our soul element, which we carry through the Midnight Hour of Existence, which lives in us principally as the activity of feeling, though dulled into the dreamlike, we can grasp through Inspired cognition, and this is also, when it appears as our life of feeling, permeated by such beings.

In fact, we live fully as human beings only in our outer sense perception. As soon as we advance to thinking, something is objective for this thinking, which is given for Imagination in picture form. We raise into our consciousness only the abstract thoughts out of the picture-forming. Immediately behind our consciousness there lies the picture-weaving of thoughts. As human beings between birth and death, we come to freedom through the fact that we can raise the abstract thoughts out of this picture-weaving. The world of Imaginative necessity lies behind, and there we are no longer alone in the same way as we are here. There we are interwoven with beings revealing themselves through Imagination, as we are then in our feeling nature interwoven with beings revealing themselves through “exspiration,” through inspiring turned outward. In going from earthly life to earthly life we are interwoven with those beings who live by Intuition.

Our human life thus reaches downward into the three realms of nature and reaches upward into the three realms of the divine, soul-spiritual existence. This shows us that in our view of the human being here we have only man's outer side. The moment we look at his inner being he continues toward the higher worlds, he betrays to us, reveals to us his relationship to the higher worlds. We live into these worlds through Imagination, Inspiration, and Intuition.

With this we have gained some insight into the human environment. At the same time, however, we have discovered the world that stands as a world of spiritual necessities behind the world of physical necessities. We learn then to appreciate all the more what lies in the center: the world of our ordinary consciousness, through which we pass in the waking condition between birth and death. There we incorporate into our actual human nature what can live in freedom. Below us and above us there is no freedom. We bear freedom through the portal of death by taking with us the most essential content of the consciousness that we possess between birth and death. Indeed, the human being owes to earthly existence the mastery over what in him is the life of freedom. Then, at all events, it can no longer be taken from him, if he has mastered it by passing through life between birth and death. It can no longer be taken from him if he carries this life into the world of spiritual necessities. This earthly life receives its deep meaning precisely by our being able to insert it between what lies below us and above us. We thus rise to a grasp of what can be understood as the spiritual in the human being.

If we wish to know about the soul element, we must look into the spaces between physical body, etheric body, astral body, and I; we must look into what is weaving there between the members of our being. If we wish to acquaint ourselves with man as a spiritual being, we must ask what man experiences with the beings who imagine themselves, with the beings who reveal themselves outwardly through Inspiration, or actually through “exspiration,” with the beings who reveal themselves through Intuition. If we therefore wish to examine the life of the soul we must look for the interaction developed among our human members, and if we wish to study man as a spiritual being we must look for the intercourse with the beings of the hierarchies.

When we look down into nature and wish to view the human being in his entirety, then this human being unveils itself to spiritual vision the moment we can say from inner knowledge: the human being, as he is today, bears in himself physical body, etheric body, astral body, and I. One thus has learned to recognize what man is within nature. Now we become aware—at first in a subjective way through inner experience—of the weaving of the soul. We do not behold it, we stand within it. In rising to a view of the soul we must search between the members that we have discovered as the members of man's being in natural existence. What these members do with one another from within unveils itself for us as the objective view of the soul's life.

Then, however, we must go further and must now not only seek the members of man and the effect of these members upon one another, but we must take the whole human being and see him in interaction with what lives in the widest circumference of the perceptible world environment, below him and above him. Then we discover what lives beneath him, as though sleeping in relation to what is above him, and what proves itself to be the actual spirituality of the human being—spirituality as experience of our activity with the beings of the higher hierarchies. What is experienced above as the actual spirituality and what is experienced below in nature is experienced as an alternation, a rhythmic alternation between waking and sleeping. If we go from the human consciousness, which is the waking consciousness, down to the animal consciousness, which is the dreaming consciousness, down to the plant realm, the sleeping consciousness, and if we go still deeper, we find what is deeper than sleep; if we go upward we first find Imagination as reality fulfilled. Therefore there is a further awakening in relation to our ordinary consciousness, a still further awakening with the higher beings through Inspiration and a fully awakened condition in Intuition, a condition of such awakeness that it is a surrendering to the world.

Now I beg you to follow this diagram, which is of the greatest significance for understanding the world and man. Take this as the central point, as it were, of ordinary human consciousness. It first descends and finds the animal's dreaming consciousness; it descends further and finds the plant's sleeping consciousness; it descends further and finds the mineral's deeply sleeping consciousness.

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Now, however, the human being rises above himself and finds the beings who reveal themselves in Imaginations; he goes further upward and finds the beings who reveal themselves in Inspirations, actually through an “exspirating” being; he finally finds the beings who reveal themselves through Intuition, who pour themselves out.

Where do they pour themselves? The highest consciousness pours itself into the deeply sleeping consciousness of the mineral realm. The mineral realm spread around us reveals one side to us. If you approached this one side and were really able to penetrate it—though not by splintering it into atoms—on the other side you would find, raying in from the opposite direction, that which, in Intuitive consciousness, streams into the deeply sleeping consciousness of the mineral realm. This process that we can fmd there in space we, as human beings, go through in time in our evolution through different earthly lives.

We will speak further about these relationships tomorrow.

Considerations such as those we embarked on yesterday are, of course, not necessarily set out for the purpose of inviting anyone to start practising what is needed for attaining super-sensible knowledge. To a certain extent this intention is, of course, also present. But the main reason is to make known what kind of higher knowledge can be attained by such means. A declaration stating that one thing or another is possible in man's development is, at the same time, a declaration about the intrinsic nature of the human being. It can be stated that the human being seeking initiation is capable of extricating his soul and spirit element from his physical body, either by the means described yesterday with reference to the ancient Mysteries, or by means suitable for today, which I am about to discuss briefly. A statement such as this shows that the element of soul and spirit is an independent entity which has its own existence over and above that of the body. So a discussion about higher knowledge is, at the same time, a revelation about the being of man; this is, in the first instance, what is important for the dissemination of anthroposophical wisdom.

Yesterday I described how in the ancient Mysteries the bodily nature of man was treated so that it became able to free its soul nature in both directions. I said that the two main aspects of this in the ancient Mysteries were, on the one hand, the draught of forgetfulness, and, on the other hand, the occasioning of states of anxiety, fear, shock. The draught of forgetfulness, I said, wiped from memory everything pertaining to ordinary earthly life. But this negative effect was not the main point. The main point was that during the process of coming to Mystery knowledge the brain was actually made physically softer, as a result of which the spiritual element which is usually held off was no longer held off by the brain but allowed through, so that the pupil became aware of his soul and spirit element and knew that this had been in him even before birth, or rather, even before conception.

The other aspect was the shock which caused the organism to become rigid. When the organism grows rigid it no longer absorbs the soul and spirit element in the way it usually does with regard to its expression in the will. On the one hand the rigid bodily organism withdraws from the element of soul and spirit, and on the other hand the element of soul and spirit becomes perceptible to the pupil. Through the softening of the brain the thought aspect of the soul became perceptible to the pupil of the ancient Mysteries, and through the rigidifying of the rest of the organism the will aspect became perceptible. In this way, initiation gave the pupil a perception, a picture of the element of soul and spirit within him. But this picture was dreamlike in character. For what was it that was freed on the one hand towards the thought aspect, and on the other hand towards the will aspect? It was that part which descends from realms of spirit and soul to unite with the physical, bodily nature of man. Only by taking possession of the body can it become capable of making use of the senses and of the intellect. It needs the body for these things. Without the use of the body these things remain dreamlike, they remain dull, twilit. So by receiving his detached soul and spirit element as a result of the processes described, the pupil received something dreamlike, which, however, also contained a thought element.

As I said yesterday, if people were to follow these procedures today, the condition induced in consequence would be a pathological condition. For since the Mystery of Golgotha human beings have progressed in such a way that their intellect has become stronger by comparison with their earlier, more instinctive manner of knowing. This strengthening of intellectual life has come over mankind particularly since the fifteenth century. It is extremely significant that throughout the Middle Ages people still knew that in order to attain higher knowledge, or indeed to lead a higher kind of life, it was necessary to extricate the soul from the body.

If Schiller had managed to write a great drama he had planned, Die Malteser (The Knights of Malta), German literature would probably have been all the richer for a work on this medieval knowledge about the super-sensible world, a work on the relationship of the Middle Ages to super-sensible matters. It is a most interesting aspect of German culture that, precisely in the years when Napoleon destroyed the Order of the Knights of Malta,¹ Schiller was planning to write a drama about them, about the siege of Malta by the Turks and its defence by the grand master of the Order, de La Valette. Schiller was obviously prevented from writing this drama. He left it on one side and wrote Wallenstein (Wallenstein's Camp) instead. The Order of the Knights of Malta originated at the time of the Crusades. Schiller's drama would have shown clearly that the members of such an Order, which had the external task of working for the community and caring for the sick, considered that they could only do such work if they at the same time strove towards the attainment of a higher life.

At the time when the Order of the Knights Templar and the Order of the Knights Hospitaller of St John—which later became the Order of the Knights of Malta—were founded, and indeed throughout the Middle Ages, people had the certain feeling that human beings must first transform themselves before they can undertake such tasks in the right way. This is a feeling about the nature of the human being which has become entirely lost in more recent times. This can be put down to the fact that the human intellect has grown so much more intense and strong, with the result that modern man is totally intellectual because the intellectual aspect predominates entirely.

Now, in our own time, there is once more a great longing amongst mankind to overcome the intellectual aspect. Though literature and, above all, journalism, still express the opposite, nevertheless amongst the broad masses of mankind there is a longing to overcome the intellectual element. One thing that shows this especially is the fact that talks about spiritual matters are extremely well received in the widest circles. Another thing, even though it is not yet fully understood, is the way our eurythmy impresses the widest circles—not intellectually, but in what comes from the imaginative foundation of human beings. This became very obvious during my more recent lecture tours and especially the recent eurythmy tour. Eurythmy makes a very strong impression, even in circles where it cannot be understood in its deepest sense when it is seen for the first time. Nevertheless, it is felt to be something which has been called up out of the profoundest foundations of human nature, something that is more than what comes out of the intellect.

Now what is this intellectual element which is so much a part of the human being today? Let me draw you another diagram. As I said yesterday, with regard to the human brain (white), we can imagine how, as a result of the draught of forgetfulness, the element of spirit and soul, which usually came to a halt before penetrating too far inwards, now penetrated the brain (red). In the pupil of the ancient Mysteries the element of spirit and soul then rose up through the brain which had been thus prepared. Compared with ancient times, let us say prior to the Mystery of Golgotha, today's intellectual faculties are as they are because the element of soul and spirit is inwardly much stronger and more intense. The people of ancient times were far less intellectual. Their soul and spirit element was not etched with such sharp lines of thought as is the case today. Intellectuals think in straight lines, which is not how people thought in more ancient times. In those days thoughts were more like pictures, they were dreamlike and softer. Now, thoughts are endowed with sharp edges, clear contours. Yet, even though the element of soul and spirit is much stronger than it used to be, human beings today are still nevertheless incapable of grasping these thoughts with their soul and spirit element.

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Please do not misunderstand me, my dear friends. Human beings today are considerably stronger in their soul and spirit than were people of old. They dream less than did people of old, and their thoughts are firmer. But their thoughts would be just as dull today as they used to be, if the element of soul and spirit alone were at work in them. Even today, human beings cannot think out of their soul. It is their body which relieves them of the power of thought. Sense perceptions are received by the element of soul and spirit. But to think these sense perceptions we need the help of our body. Our body is the thinker. So nowadays the following takes place: The sense perception works on the human being; the element of soul and spirit (red, top) penetrates and mingles with the sense perception; but the body acts like a mirror and keeps on throwing back the rays of thought (arrows). By this means they become conscious. So it is the body which relieves human beings of the effort of thinking, but it does not relieve them of the effort of perceiving with their senses. So today, if human beings want to strive for initiation with regard to the thought aspect, they must turn their exercises towards strengthening their element of soul and spirit even more. We know these exercises from Knowledge of the Higher Worlds and from the second part of Occult Science. Thus will they gradually make their soul and spirit element so independent that it no longer needs the body.

So let us understand one another: When we think in ordinary life today, our element of soul and spirit does participate. Above all it takes in the sense perceptions. But it would be incapable by itself of developing the thoughts which are developed today. So the body comes along and relieves us of the effort of thinking. In ordinary life we think with our body, our body is our thinking apparatus. If we pursue the exercises described in the books mentioned, our soul will be strengthened to such an extent that it would no longer need the body for thinking but would itself be able to think. This is, basically, the first step on the path towards higher knowledge; it is the first step when the soul and spirit element begins to dismiss the body as the organ that does the thinking so far as higher knowledge is concerned. And it cannot be stressed often enough that a person who ascends to higher knowledge—that is, to Imagination—must remain at his own side with his ordinary good sense, keeping a watch on himself and being his own critic. In other words, he must remain the same person he always is in ordinary life. But out of the first person that second one develops, capable now of thinking without the help of the body, instead of with it.

The element of spirit and soul which revealed itself to the pupil of the ancient Mysteries came out of the body and penetrated through the brain, and as it oozed forth the pupil perceived it. Today what is perceived in initiation is a strengthened thinking which does not in any way make use of the brain. The pupil in ancient times drew what he saw in the way of spirit and soul out of his own bodily organization. Today the human being perceives the soul and spirit element, as far as thoughts are concerned, in such a way that they penetrate into him in the same way as sense perceptions penetrate into him. In taking this first upward step towards higher knowledge the human being must accustom himself to saying: I am beginning to perceive myself with regard to my eternal element of soul and spirit, for this comes in through my eyes, it comes in from outside in every way.

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In a public lecture² in the Bernoulli Hall in Basel I said: Anthroposophical spiritual science has to regard perception through the senses as its ideal. We have to take our start from perceiving with our senses. We must not return to dreamlike perception, but have to go forward to even clearer perception than that of perceiving with our senses. Our own being must come towards us, just as colours and sounds come towards our senses.

I showed two things in the last diagram. Both this (top) and this (bottom), the element of soul and spirit, are supposed to be one and the same thing. And they are one and the same, but seen from different sides. When a human being descends from the world of spirit and soul to physical incarnation, his element of soul and spirit, in a way, dies from the point of view of the soul and spirit world. When a human being is conceived and prepares to be born he dies as regards the spiritual world. And when he dies here in the physical world and goes through the portal of death he is born in the spiritual world. These concepts are relative. We die in respect of the spiritual world when we are born. And when we die in respect of the physical world we are born in the spirit. Death in the physical world signifies spiritual birth, birth in the physical world signifies spiritual death. Birth and death, then, are relative concepts. There is something which makes its appearance when the soul is on its way to birth, something that would not be capable of surviving in the spiritual world; it would disintegrate in the spiritual world, and so it streams towards a physical body in order to preserve itself.

In a diagram it can be depicted like this: The element of spirit and soul (red coming from the left) descends from the spirit and soul world. It arrives, you might say, in a cul-de-sac; it can go no further and is forced to equip itself with physical matter (blue). But the physical matter actually only works in the way I have described—from the brain, but not from the rest of the organism. As regards the rest of the organism the spirit and soul element does indeed travel onwards, having recovered through not being allowed to pass by the brain, through finding resistance and support in the brain. It is able, after all, to come to meet itself (red, right) throughout the rest of the organism, especially the system of limbs and metabolism. This blue part in the drawing is the head organism. Here (yellow) is the system

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of limbs and metabolism; under normal conditions it absorbs the element of soul and spirit, but only to a certain extent.

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As we grow up from childhood our spirit and soul element keeps making an appearance. At the moment of conception, and all through the embryonic stage in the mother's womb, the element of spirit and soul descending from the spiritual world is absorbed into matter. But because it finds a support it recovers again. Because of the shape of the embryo, at first that of the head, the element of spirit and soul finds a support (see drawing). Then the rest of the organism begins to grow, and once again the element of spirit and soul oozes through, as I have shown in the diagram.

As we grow up through childhood our element of spirit and soul gradually becomes ever more independent. I have often described this in detail and also shown how at major points of transition, such as the change of teeth and puberty, the element of spirit and soul becomes increasingly independent. As we grow up our physical body recedes more and more as we attain an independent spirit and soul element. This independent element is more intense today than it was in ancient times. But it would still be incapable of thinking. As I have said, it needs the help of the body if it wants to think. If this were not there, whatever grew towards us would remain forever dreamlike.

Initiates in ancient times strove to make their brain porous, so that what was then the element of spirit and soul could ooze through as it descended; in a certain way they could still see their life before birth through their softened brain. Today initiates are not concerned with that; they are concerned with what evolves during the course of life. This awakens a higher intensity with regard to the thought aspect. Initiates in ancient times would not have been capable of this. They would have been unable to take such a firm hold of the new spirit and soul element that begins to develop in the child—to begin with in an unclear way, and which later passes through the portal of death. In a way they slew the physical aspect, they paralysed it, so that the element of spirit and soul could emerge that had existed before conception.

Today we take a firmer hold of what we develop—at first in a weak way—through childhood and into adulthood, strengthening and reinforcing the new element of spirit and soul that has been developing since birth. We endeavour to achieve independence of our spirit and soul element over against our physical body, as far as our thought life is concerned. The pupil in ancient times made manifest the element of spirit and soul belonging to him before birth by toning down his physical body. We today endeavour to make manifest that element of spirit and soul which develops more and more from birth onwards. But we do not make it manifest to a degree which would be necessary in order to be able to see independently into the spiritual world. This is the difference.

As regards the will, the situation is as follows. The initiate in ancient times endeavoured to paralyse his will organization. This made it possible for him to perceive the element of spirit and soul he had from before his birth and which was normally absorbed by his will organization. If the body is rigid it does not absorb the element of spirit and soul, and so it is revealed independently. As modern initiates we do not do this; we do it differently. We strengthen our will by transforming the power of will in the manner described in the books already mentioned. It would be quite wrong to bring about a cataleptic condition by means of shocks or anxiety states as was the case in the ancient Mysteries. For modern man, with his highly-developed intellect, this would be something quite pathological. This must not be allowed to happen. Instead we use retrospective exercises—remembering backwards what has happened through the day—and also other will exercises to transform our will in a way which might be described as follows:

Consider the human eye. What must be its constitution if we are to be able to see? A cataract comes about when the physical matter of the eye makes itself independent so that it dresses itself up in physical matter which is not transparent. The eye must be selfless, it must be selflessly incorporated in our organism if we are to use it for seeing; it must be transparent. Our organism is most certainly not transparent for our will. As I have often said, we can think that we want to raise our hand. We form the thought: I want to raise my hand. But what then happens in our organism as this thought slips over into it and performs the action—this is as obscure for us as are the events which take place between going to sleep and waking up. The next thing we see is our raised hand, another perception. We perceive something at the beginning and we perceive something at the end, but what lies in between is a state of sleep. Our will unfolds in the unconscious just as much as the events of sleep unfold in the unconscious. So we can rightly say that for ordinary consciousness our organism is as untransparent as regards perceiving how the will functions as is an eye afflicted with cataract.

Of course I do not mean that the human organism is ill because of this. For ordinary, everyday life it has to be untransparent. This is its normal condition. But it cannot remain so for higher knowledge; it has to become transparent, it must become transparent for soul and spirit. This is achieved by means of the will exercises. Our organism then becomes transparent. We then no longer look down into something indeterminate when our will works, for our organism becomes as selfless as the eye, which is set selflessly into our organism so that we may perceive external objects properly. Just as the eye is in itself transparent, so our organism becomes transparent with regard to the element of spirit and soul; our whole organism becomes a sense organ. Thus, with regard to the will, we perceive the spiritual beings as objectively as we perceive external physical objects through our external eyes. Our will exercises are not aimed at making our body rigid in order to free our element of spirit and soul. They are aimed at developing the element of soul and spirit to such an extent that it becomes capable of seeing through the physical body. This is the main point. We see into the spiritual world only if we look through ourselves. We see external objects with our eyes only by looking through our eyes. And we do not see into the spiritual world directly, but only by looking through ourselves.

This is the other side: development with regard to the will. The whole of evolution in recent times depends, firstly, on our developing our thinking to an extent which makes it independent of the brain, and secondly, on our developing our will to an extent that the whole human being becomes transparent. It is impossible to see into the spiritual world through a vacuum, just as it is impossible to see the world of colours without looking through the eye. We have to look through ourselves, and this is brought about by means of the will exercises.

This, then, is for modern man what can be carried out by initiation. On the one hand, with regard to thinking, the element of soul and spirit can be made independent of the body, and on the other hand the material nature of the body can be overcome so that it becomes transparent for spirit and soul. Thus the element of spirit and soul has become independent through its own strength. This is the great difference between ancient and modern initiation. Ancient initiation transformed the physical body—the brain on the one hand, and the rest of the organism on the other—and, because the body was transformed in this way, the element of soul and spirit became faintly perceptible. Modern initiation transforms the element of spirit and soul, strengthening it with regard to the thought aspect on the one hand, and the will aspect on the other; thus it becomes independent of the brain, and at the same time so strong that it can see through the rest of the organism.

What the initiate saw in olden times appeared in ghostly form. Whatever beings of the spiritual world were able to reveal themselves when the procedure had been completed, appeared in a ghostly form. I could say that the spiritual world was seen in etheric shapes. The great anxiety of the teachers in the ancient Mysteries was that the pupils, despite the fact that what they saw of the spiritual world was ghostly, would learn to disregard this ghostly aspect. Ever and again they warned their pupils: What you are seeing appears to be material, but you must regard it as a picture; these ghostly things that you are seeing are only pictures of the spiritual world; you must not imagine that what you see around you in a ghostly form is actual reality. In a similar way, when I draw on the blackboard the chalk marks are not reality but only an image. Of course this expression was not used in olden times, but in modern terms it is a good way of putting it. It was the great concern of the teachers in the ancient Mysteries that their pupils should regard as pictures what they saw in a dreamlike, ghostly form.

In modern initiation there must be anxiety on a different score. Here, knowledge of the higher worlds can only be achieved at all by means of Imagination. Here we have to live in a world of pictures; the pictures have a picture character from the start. There is no danger of mistaking them in their picture character for anything else. But we have to learn to assess them correctly. In order to know how to relate these pictures to the spiritual reality they represent, we have to apply to them the exact thought processes we have acquired as modern human beings. We really have to think within this world of pictures in the very way we have learnt to think in the ordinary physical world. Every thoughtless glance is damaging to modern initiation. All the healthy ways of thinking we have developed as modern human beings must be brought to bear on higher knowledge. Just as we can find our way about the ordinary physical world if we can think properly, so can we only find our way about in the world of the spirit—which we enter through modern initiation—if we are able to penetrate with the thinking we have gained here in the physical world into all the knowledge we attain through Imagination, Inspiration, Intuition. In my book Theosophy,³ as well as in Occult Science and Knowledge of the Higher Worlds, I have always stated categorically that this is a characteristic of modern initiation.

That is why it is so important that anyone who desires to enter into the higher worlds in a modern way should learn to think with exactitude and practise thinking with exactitude. This is not as easy as people suppose. To help you understand what I mean let me say the following: Think of something really startling: Suppose our present respected company were to be surprised tomorrow here in the Goetheanum by a visit from, say, Lloyd George⁴ of course this is only hypothetical, but I want to give an extreme example. If Lloyd George were to turn up here tomorrow you would all have certain thoughts and certain feelings. These thoughts and feelings would not be the result of simply observing all that went on from the moment of his appearance until the moment of his departure. In order to simply follow all this, you would not need to know that it was Lloyd George. If you did not know who it was, you would simply note whatever can be noted with regard to somebody who is entirely unknown to you. Until you learn to disregard everything you already know and feel from elsewhere about something you are observing, as long as you cannot simply follow what is going on without any of this, you are not thinking with exactitude. You would only be thinking with exactitude if you were capable—should Lloyd George really appear here tomorrow—of entertaining thoughts and feelings which applied solely to what actually went on from the moment you first noticed him to the moment when he disappeared from view. You would have to exclude every scrap of prior knowledge. You would have to exclude everything that had irritated you and everything that had pleased you about him and take in only whatever there was to take in at that moment. Only in this way is it possible to learn to think in accordance with reality.

Just think how far human beings are from being able to think with exactitude as regards reality! Only let something stir in your soul and you will see what feelings, living hidden and unconscious in your soul, you allow to rise up. It is extremely difficult to confine oneself solely to what one has seen. Read a description of something and then ask: Is the writer merely describing what he saw or is he not also calling up hundreds and hundreds of prejudices, both in feeling and in thinking, which are bound up with it? Only if you are capable of restricting yourself solely to what you have seen will you be in a position gradually to attain to thinking with exactitude.

It is necessary to lay aside everything we have been taught or have learned from life with regard to what we see, and follow solely what life presents to us. If you consider this and meditate on it a little you will gradually come to understand what I mean by thinking with exactitude. In ordinary life we have little opportunity under today's conditions to practise thinking with exactitude except in geometry or, over and above that, in mathematics. Here we really do restrict ourselves to what we see.

We have not many prejudices about a geometric form, a triangle for instance. Here is a triangle. Let me draw a parallel line here. This angle equals that angle, and the other one is equal to this one, and the one in the middle equals itself. This is a straight angle, so all three

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angles of the triangle equal a straight angle. I am simply taking account of what I see before me, without applying the colossal prejudices I would bring to bear if Lloyd George were to arrive here tomorrow and I were to know about it in advance. In saying what I have just said, I was, of course, merely endeavouring to point out that thinking with absolute exactitude is a good preparation for seeing properly in the higher spiritual world. A kind of thinking in which you have firm control of the beginning of the thought, as well as a clear view of every step of thought along the way, is necessary in order to enter the higher worlds, that is, in order enter there with understanding. Above all a clearly-defined conscientiousness in thinking is necessary, a calling-oneself-to-account about one's thoughts. Ordinary life is very remiss in this, too. In most cases, people have no interest in thinking with exactitude; they prefer to think in a way in which they can enjoy the thought and feel comfortable with it.

For a Catholic priest, for instance, it is frightfully uncomfortable to entertain the thought that there might be something right about Anthroposophy. In such a case there can be no question of developing any exact thoughts. Instead, the matter is approached with all sorts of misconceptions and prejudices, and judgements are formed on the basis of these. Most things in life are decided on the basis of prejudices. Consider, for instance, what a strange impression is created sometimes when a simple attempt is made to describe something entirely objectively. Here we live in the Goetheanum. Nobody would consider me to be less of an admirer of Goethe than anyone else, and yet have I not said a good many things against Goethe? How often have I not attempted to describe Goethe from a narrow, overseeable point of view, whereas usually when Goethe is mentioned a whole host of prejudgements arises in response to his name alone. Merely to mention the name of Goethe sets up an excitement in the soul. It is impossible to approach any new phenomenon without prejudgement if one brings along a colossal collection of prejudices before even starting.

For the most part these things are not taken into account, and people therefore frequently say: Oh well, we can't get any further with our project of entering the spiritual worlds! Indeed, if elementary matters are not attended to first then, naturally enough, there is no way of entering those worlds. People just feel that unreasonable demands are being made of them if it is suggested that they take account of even the most elementary things.

Here is an example: In the nineties⁵ I happened to be in Jena when Bismarck gave a grand speech after his forced resignation. He appeared on the platform in the wake of Haeckel and Bardeleben and other Jena professors. Imagine the huge crowd in the market square in Jena. They were expected to follow Bismarck's speech as they would a speech made by someone they had previously never heard of! Such a thing is unthinkable under normal conditions. And yet for someone who really desires to undergo a kind of initiation it is certainly necessary to develop an impartiality which enables him to take everything he sees as something entirely new, however many prejudices his soul might previously have harboured in that respect. Everything must be treated as though it had arrived like a bolt from the blue. For it is a special characteristic of the spiritual world that we have to win it afresh at every moment if we desire to enter it. And to do this we have to prepare ourselves in a suitable way.

It can be said that the general drift of civilization indicates that mankind is indeed headed in this direction. But for the moment this still appears in a light that is not all that pleasing, namely, in opposition to any kind of authority, and to any kind of received judgement, and so on. These things will have to be ennobled. But meanwhile mankind is indeed moving in the direction of impartiality and freedom from prejudice. But, for the moment, the more negative, the uglier sides of this are more prevalent. We must, therefore, judge the evolution of civilization with regard to the future in the very manner I have just been describing.

• 1 . Order of the Knights of Malta: In 1798 Napoleon seized and occupied Malta on his way to Egypt.
• 2 . See the lecture of 2 November 1921 in Rudolf Steiner, Anthroposophie und Wissenschaft, Dornach GA 75 (not yet published).
• 3 . Rudolf Steiner Theosophy, Anthroposophic Press, New York 1986.
• 4 . David Lloyd George, 1863-1945. British Prime Minister from 1916 to 1922.
• 5 . On 16 February 1894 Ernst Haeckel celebrated his sixtieth birthday. Rudolf Steiner was one of the invited guests. Bismarck, much admired by Haeckel, was also present. He had been forced to resign his office in 1890.

My dear Friends,

The things I shall have to explain to-day may be apparently a little far removed from our more concrete studies of Anthroposophy. They are however a necessary foundation for many other perceptions which we need—a foundation on which we shall afterwards have to build in our more intimate considerations.

There is a certain inherent difficulty for our human power of knowledge and understanding when we speak of the physical bodily nature of man on the one hand, and the soul-and-spirit on the other. Man can gain ideas about the physical and bodily with comparative ease, for it is given to him through the senses. It comes out to meet him, as it were, from his environment on all sides, without his having to do very much for it himself—at any rate so far as his consciousness is concerned. But it is very different when we come to speak of the soul-and-spirit. True, if he is open-minded enough, man is distinctly aware of the fact that such a thing exists. Men have always received into their language designations, words and phrases referring to the soul-and-spirit. The very existence of such words and phrases shews after all, for an open-minded consciousness, that something does exist to draw man's attention to the reality of soul-and-spirit.

But the difficulties begin at once when man endeavours to relate the world of things physical and bodily with the world of soul and spirit. Indeed for those who try to grapple with such questions philosophically, shall we say, the search for this relationship gives rise to the greatest imaginable difficulties. They know that the physical and bodily is extended in space. They can even represent it spatially. Man forms his ideas of it comparatively easily. He can use all that space with its three dimensions gives to him, in forming his ideas about things physical and bodily. But the spiritual as such is nowhere to be found in space.

Some people, who imagine they are not materialistically minded—though in reality they are all the more so—try to conceive the things of the soul and spirit in the world of space. Thus they are led to the well-known spiritualistic aberrations. These aberrations are in reality materialistic, for they are an effort to bring the soul and spirit perforce into space.

But quite apart from all that, the fact is that man is conscious of his own soul-and-spirit. He is well aware of how it works, for he is aware that when he resolves to move about in space his thought is translated into movement through his will. The movement is in space, but of the thought no open-minded, unbiased thinking person can assert that it is in space. In this way the greatest difficulties have arisen, especially for philosophic thinking.

People ask: How can the soul-and-spirit in man—to which the Ego itself belongs—work upon the physical and bodily which is in space? How can something essentially unspatial work upon something spatial?

Diverse theories have arisen on this point, but they all of them labour more or less under the difficulty of bringing the soul-and-spirit, which is unspatial, into relation with the physical and bodily, which is spatial. Some people say: In the will, the soul-and-spirit works upon the bodily nature. But in the first place, with ordinary consciousness, no one can say how the thought flows into the will, or how it can be that the will, which is itself a kind of spiritual essence, manifests itself in outer forms of movement, in outer activities.

On the other hand the processes which are called forth by the physical world in our senses—i.e., in the bodily nature—are also processes extended in space. Yet inasmuch as they become an experience in soul and spirit, they are transformed into something non-spatial. Man cannot say out of his ordinary consciousness, how the physical and spatial process which takes place in sense-perception can influence the non-spatial, the soul-and-spirit.

In recent times, it is true, men have sought refuge in the conception, to which I have often referred, of ‘psychophysical parallelism.’ It really amounts to a confession that we can say nothing of the relation of the physical and bodily to the soul-and-spirit. It says, for example: The human being walks, he moves his legs, he changes his position in external space. This is a spatial, a physical-bodily process. Simultaneously, while this is taking place in his body, a process of soul-and-spirit is enacted—a process of thought, feeling and will. All that we know is that when the physical and bodily process takes place in space and time, the process of soul and spirit also takes place. But we have no concrete idea of how the one works upon the other. We have psycho-physical parallelism: a psychical process takes its course simultaneously with the bodily process. But we still do not get behind the secret—whose existence is thus expressed—that the two processes run parallel to one another. We gain no notion of how they work on one another. And so it is invariably, when men try to form a conception of the existence of the soul-and-spirit.

In the 19th Century, when the ideas of men were so thoroughly saturated with materialism, even this question could arise:—Where do the souls sojourn in universal space when they have left the body? There were even men who tried to refute spiritualism by proving that when so and so many men are dying and so and so many are already dead, there can be no room in the whole world of space for all these souls to find a place of abode! This absurd line of thought actually arose more than once during the 19th Century. People said, Man cannot be immortal, for all the spaces of the world would already have been filled with their immortal souls.

All these things indicate what difficulties arise when we seek the relation between the bodily and physical, clearly spread out as it is in space, and the soul and spirit which we cannot in the first place assign to the spatial universe.

Things have gradually come to this pass; our purely intellectualistic thinking has placed the bodily-physical and the soul-and-spirit sharply and crudely side by side. For the modern consciousness they stand side by side, without any intermediary. Nor is there any possibility of finding a relation on the lines along which people think of them to-day. The man of to-day conceives the spatial and physical in such a way that the soul has no conceivable place in it. Again, he is driven to conceive the soul-qualities so sharply separated from the physical and bodily, that the absolutely unspatial soul-and-spirit, as he conceives it, cannot possibly impinge at any point upon the physical. ...

This sharp contrast and division was however only developed in the course of time. We must now begin again from an altogether different angle of approach, which is only made possible once more by taking our start from what anthroposophical spiritual science has to say.

In the first place, anthroposophical science must consider the nature of the will. To begin with, straightforward observation shews undoubtedly that the will of man follows his movements everywhere. Moreover, the movements man accomplishes externally in space when he moves about, and those too which take place within him in the fulfilment of his everyday functions of life, in a word, all the activities of man in the physical world-are in the three dimensions of space. Hence the will must also go everywhere, wherever the three dimensions extend. Of this there can be no doubt.

Thus if we are speaking of the will as of an element of soul-and-spirit, there can be no question but that the will—albeit a thing of soul and spirit—is three-dimensional. It has a three-dimensional configuration.

We cannot but think of it in this way:—When we carry out a movement through our will, the will adapts itself and enters into all the spatial positions which are traced, for example, by the arm and hand. The will goes with it everywhere, wherever the movement of a limb takes place. Thus after all we must speak of the will as of a quality of soul which can assume a three-dimensional configuration.

Now the question is, do all the soul-qualities assume this three-dimensional configuration? Let us pass from the Will to the world of Feeling. To begin with, we can make the same kind of observation. Considering the matter with the ordinary everyday consciousness, man will say to himself, for example: ‘If I am pricked by a needle on the right-hand side of my head, I feel it; if I am pricked on the left-hand side I feel it also.’ In the everyday consciousness he can, therefore, be of opinion that his Feeling is spread out over his whole body. He will then speak of Feeling as having a three-dimensional configuration in the same sense as the Will. But in so doing he gives himself up to an illusion. It is not really so. The fact is, at this point there are certain experiences which every man can have in his own nature, and from these we must take our start today. Our considerations will have to be somewhat subtle, but spiritual science cannot really be understood without subtlety of thought.

Consider for a moment what it is like when you touch your own left hand with your right. You have a perception of yourself thereby. Just as in other cases you perceive an outer object, so do you perceive yourself when you touch your right hand with your left hand-say with the several fingers one by one.

The fact to which I am referring appears still more distinctly when you consider that you have two eyes. To focus an object with both eyes you have to exert your will to some extent. We often do not think of this exertion of the will. It comes out more strongly when you try to focus a very near object. You then endeavour to turn your left eye towards the right and your right eye towards the left. You focus an object by bringing the lines of vision into contact, just as you bring your right and left hands into contact when you touch yourself. From these examples you can see that it is of some importance for man, with respect to his orientation in the world, to bring his left and right into a certain mutual relation. By the contact of the hands or the crossing of the lines of vision we can thus become aware of an underlying fact which is of deep significance. Though the everyday consciousness does not generally go farther than this, it is possible to continue very much farther along this line of study.

Suppose we are pricked by a needle on the right-hand side of our body. We feel the prick. But we cannot really say so simply ‘where’ we feel the prick-meaning by ‘where’ some portion of the surface of our body. For unless the several members of our organism stood in a living mutual relationship to one-another,—unless they were working one upon the other—our human nature, body and soul together, would not be what it is. Even when our body is pricked, let us say, on the right-hand side, there is always a connection established from the right-hand side to the central plane of symmetry. For any feeling or sensation to be brought about, the left half of the body must always enter into relation with the right.

It is comparatively easy to realise—if this be the plane of symmetry, seen from in front—that when the right hand touches the left the mutual feeling of the two hands is brought about in the plane of symmetry. It is comparatively easy to speak of the crossing of the lines of vision from the two eyes. But there is always a connecting line in every case—whenever we are pricked, for example, on the right-hand side;—the left half of the body crosses with the connecting line from the right. Without this process, the sensation would never come about. In all the surging waves of feeling and sensation, the fact that we have a right and a left half of the body—the fact that we are built symmetrically—plays an immense part. We always relate to the left-hand side what happens to us on the right. In a vague groping way something reaches over in us from the left, to cross with what is flowing from the right.

Only so does Feeling come about. Feeling never comes about in space, but only in the plane. Thus the world of Feeling is in reality spread out, not three-dimensionally, but two-dimensionally. Man experiences it only in the plane which as a plane of section would divide him into two symmetrical halves.

The life of Feeling is really like a painting on a canvas—but we are painting it not only from the one side but from both. Imagine that I here erect a canvas, which I paint from right to left and from left to right, and observe the interweaving of what I have painted from the one side and the other. The picture is only in two dimensions. Everything three-dimensional is projected, so to speak, into the two dimensions.

You can arrive at the same idea in a somewhat different way. Suppose you were able to project on to a flat surface shadow-pictures of objects on the right-hand side and on the left. On the flat expanded wall you then have shadows of left- and right-hand objects. So it is with our world of Feeling. It is two-dimensional, not three-dimensional. Man is a painter working from two sides. He does not simply feel his way into space. Through his three-dimensional will he projects on to a plane in shadow-forms, in pictures, the influences of feeling which meet him in the world of space. In his life of feeling, man lives in a picture drawn two-dimensionally through his body-only it is for ever being painted from both sides. Thus if we would seek the transition from Will to Feeling in ourselves—as human beings in the life of soul—we must pass from the three-dimensional into the two-dimensional.

But this will already give you a different spatial relationship of the soul-quality which is expressed in feeling, than if you merely say of the soul-life that it is unspatial. The plane has two dimensions, but it has no ‘space.’ Take any plane in the outer world—the blackboard for example. In reality it is a solid body, it has a certain thickness. But an actual plane, though it is in space, is not in itself spatial. ‘Space’ must always be of three dimensions; and only our Will enters into this three-dimensional space. Feeling does not enter into the three dimensions of space. Feeling is two-dimensional. Nevertheless it has its own relations to space, just as a shadow-picture has. In saying this, I am drawing your attention at the same time to a fact of very great importance, which is not at all easy to penetrate with clear perception, because with his everyday consciousness man has little inclination as a rule to perceive the peculiar nature of his world of Feeling.

The fact is that the world of Feeling is always permeated by the Will. Think only for a moment of this: If you really receive on the right-hand side of your body the prick or sting of which we spoke just now, you do not immediately sever the Feeling from the Will. You will certainly not patiently receive the sting. Quite apart from the fact that you will probably reach out in a very tangible way, striking out pretty intensely with your Will into the three dimensions of space ; inwardly too there will be a defensive movement which does not appear externally but shews itself in all manner of delicate disturbances of the blood and the breathing. The defensive movement which we make, when, stung by a gnat, we reach out with our hand, is only the crudest and most external aspect. Of the finer aspect—the inner defensive movement which we perform in the motion of the blood and breathing and many another inward process—we are generally unaware. Hence we do not distinguish what the Will contributes from the content of Feeling as such.

The real content of Feeling is in fact far too shy, far too elusive. We can only get at it by very careful meditation. If however you can exclude, from the Feeling as such, all that belongs to the Will, then as it were you shrink together from the right and left and you become the plane in the middle. And when you are the central plane, and like a conscious painter you record your inner experiences on this plane, then you begin to understand why the real world of Feeling is so very different from our ordinary, everyday experience.

We can indeed experience this plane-quality, this surface-quality of Feeling. But it needs to be experienced meditatively. We must feel all the shadow-likeness of our feelings as against the robust outer experiences in three-dimensional space. We must first prepare ourselves for this experience, but if we do so we can really have it, and then we gradually come near the truth that Feeling takes its course in two dimensions.

How shall we characterise Thinking? To begin with we must admit with open and unbiased mind how impossible it is to speak of a thought as if it were in space. A thought is really nowhere there in space. Nevertheless the thought must have some relation to space, for undoubtedly the brain—if not the instrument—is at least the foundation of our Thinking. Without the brain we cannot think. Thus our Thinking takes its course in connection with the activity of the brain. If Thinking had nothing to do with space, we should get the following curious result: If you were able to think well as a child of 12, your head having now grown beyond the position in which it was when you were 12 years old, you would have grown out of your Thinking. But that is not the case. As we grow up, we do not leave our Thinking behind. The very fact of growth will serve to indicate that even with our Thinking we are somehow in the world of Space.

The fact is this. Just as we can separate out the world of Feeling—the world of inner experience of our Feelings—by learning gradually to perceive our plane of symmetry, so too we can learn to experience our Thinking meditatively, as something that only has extension upward and downward. Thinking is one-dimensional. It takes its course in man in the line.

In a word, we must say: The Will takes on a three-dimensional configuration, the Feeling a two-dimensional and the Thinking a one-dimensional configuration.

When we make these inner differentiations of space, we do not arrive at the same hard-and-fast transition as the mere intellect. We are led to perceive a gradual transition. The mere intellect says : The physical is three-dimensional, spatially extended. The soul-and-Spirit has no extension at all. From this point of view no relationship can be discovered between them. For it goes without saying, there is no relationship between that which has extension and that which has none. But when once we perceive that the Will has a three-dimensional configuration, then indeed we find that the Will pours itself out everywhere into the three-dimensional world. And again, when once we know that Feeling has a two-dimensional configuration, then we must pass from the three dimensions to the two, and as we do so we are led to something which still has a relationship to space, though it is no longer spatial in itself. For the mere plane—the two-dimensional—is not spatial, but the two dimensions are there in space; they are not entirely apart from space. Lastly, when we pass from Feeling to Thinking we pass from the two dimensions to the one. Thus we still do not go right out of space. We pass over gradually from the spatial to the unspatial.

As I have often said, it is the tragedy of materialism that it fails to understand the material-the material even in its three-dimensional extension. Materialism imagines that it understands the material, substantial world, but that is precisely what it does not understand. Many things of real historic importance emerged in the 19th century, which still present an unsolved riddle to the ordinary consciousness. Think only of the great impression which Schopenhauer's philosophic system, The World as Will and Idea, made on so many thinking people. There is something unreal in the Idea, says Schopenhauer. The Will alone has reality. Why did Schopenhauer arrive at the idea that the world only consists of Will? Because even he was infected with materialism. Into the world in which matter is extended three-dimensionally, only the Will pours itself out. To place the Feelings too into this world, we must look for the relationship which obtains between the three-dimensional object and the two-dimensional image on the screen. Whatever we experience in our Feelings is a shadow-picture of something in which our Will too is living in its three-dimensional configuration. And what we experience in our Thinking consists of one-dimensional configurations. Only when we go right out of the dimensions—that is to say, when we pass to the dimensionless point,—only then do we arrive at our I or Ego. Our Ego has no extension at all. It is purely point-like, ‘punctual.’

So we may say, we pass from the three-dimensional to the two-dimensional, to the one-dimensional and to the ‘punctual.’ So long as we remain within the three-dimensional, there is our Will in the three dimensions. Our Feeling and our Thinking are also there within them, only they are not extended three-dimensionally. If we leave out the third dimension and come down to the two dimensions, we only have the shadow of outward existence, but in the shadow is extended that element of soul-and-spirit which lives in our Feeling. We are already getting more away from space. Then, when we go on to Thinking, we come away from space still more. And lastly when we pass on to the Ego, we go right out of space.

Thus we are led out of space, as it were piece by piece. Now we see that it is meaningless merely to speak of the contrast between the soul-and-spirit, and the physical and bodily. It is meaningless, for if we wish to discover the relation between the soul-and-spirit and the physical and bodily, we must ask: How are things which are extended in three-dimensional space (our own body, for example) related to the soul as a being of Will? How is the bodily and physical in man related to the soul as a being of Feeling? The bodily and physical is related to the soul as a being of Will in such a way that one would say, it is saturated by the Will on all sides, in all dimensions, just like the sponge is saturated by water. Again, the bodily and physical is related to the Feeling, like objects whose shadows are thrown upon the screen. And when we pass from Feeling to the quality of Thought, then we must indeed become strange painters—for we must paint on to a line what is otherwise existing in the two dimensions of the picture.

Ask yourselves the following question. (It will indeed make some demands on your imagination.) Suppose that you are standing face to face with the ‘Last Supper’ by Leonardo da Vinci. You have it before you in the surface. The whole thing is two-dimensional—for we need not take into account the thickness of the colours. The picture which you have before you is essentially two-dimensional.

But now imagine to yourselves a line, drawn through the middle from top to bottom of the picture. This line shall represent a one-dimensional being. Imagine that this one-dimensional being has the peculiar quality that Judas, let us say, is not indifferent to him. He feels Judas in a certain way. He feels him more where Judas inclines his head in that direction, and where Judas turns away he feels him less. Likewise this one-dimensional being feels all the other figures. He senses them differently according as the one figure is in blue and the other in a yellow colour. He feels all that is there, to the left and to the right of him. All that is present in the picture is livingly felt by this one-dimensional being.

Such in reality is our Thinking within us. Our Thinking is a one-dimensional being of this kind, and only partakes in the life of the remainder of our human being inasmuch as it is related to the picture which divides us into the left- and right-hand man. Via this two-dimensional picture, our Thinking stands in relation to the world of Will with its threefold configuration.

If we wish to gain an idea of our being of soul-and-spirit (to begin with without the Ego; only in so far as it is willing, feeling and thinking) we must conceive it not as a mere nebulous cloud. We must regard the soul and spirit, as it were diagramatically. There it appears, to begin with, as a cloud, but that is only the being of Will. It has the constant tendency to become pressed together; thereby it becomes a being of Feeling. First we see a cloud of light. Then we see the cloud of light creating itself in the centre as a plane, whereby it feels itself. And the plane in turn strives to become a line. We must conceive this constant process—cloud, plane and line as an inwardly living form. It constantly tends to be a cloud, and then to squeeze together from the cloud into the plane, and then to elongate into the line. Imagine the plane that becomes a line and then a plane again and then again a cloud in three dimensions. Cloud, plane line; line, plane, cloud, and so on. Only so can you imagine graphically what your soul is in its inner being, its inner nature and essence. An idea that remains at rest will not suffice. No idea that remains at rest within itself can reproduce the essence of the soul. You need an idea with an inner activity of its own. The soul itself, as it conceives itself, plays with the dimension of space. Letting the third dimension vanish, it loses the Will. Letting the second dimension vanish, it loses the Feeling. And the Thinking is only lost when we let the first dimension vanish. Then we arrive at the point, and then only do we pass over to the Ego.

Hence all the difficulty in gaining a knowledge of the soul. People are accustomed only to form spatial ideas. Hence they would like to have spatial ideas—however diluted—of the soul's nature. But in this form they only have the element of Will.

Unless we make our thinking inwardly alive and mobile we can reach no conception of the soul-and-spirit. If we wish to conceive a quality of soul-and-spirit, and our conception is the same in two successive instants, we shall at most have conceived a quality of Will. We must not conceive the soul-and-spirit in the same form in two successive moments. We must become alive and mobile-not by moving from one point in space to another, but rather by passing from one dimension to another. This is difficult for the modern consciousness. Hence even the most well-meaning people—well-meaning for the conception of spiritual things—have tried to escape from Space by transcending the three dimensions. They come to a fourth dimension. They pass from the three-dimensional to the four-dimensional. So long as we remain within the mathematical domain, the thoughts which we arrive at in this way are quite in order. It is all perfectly correct. But it is no longer correct when we relate it to the reality. For the peculiar thing is, that when we think the fourth dimension in its reality, it eliminates the third. Through the fourth dimension the third dimension vanishes. Moreover, through the fifth dimension the second vanishes, and through the sixth the first vanishes, and we arrive at length at the point.

When we pass in reality from the third to the fourth dimension, we come into the Spiritual. We eliminate the dimensions one by one, we do not add them, and in this way we enter more and more into the Spiritual.

Through such ideas we gain a deeper insight too into the human form and figure. For a more artistic way of feeling is it not rather crude how we generally observe a human being, as he places himself with his three dimensions into the world? That after all is not the only thing. Even in ordinary life we have a feeling for the essential symmetry between the left and right halves of the body. And when we thus comprise the human being in his central plane, we are already led beyond the three dimensions. We pass into the plane itself. And only thereafter do we gain a clear conception of the one dimension in which he grows. Artistically we do already make use of this transition, from three to two and on to one dimension. If we cultivated more intensely this artistic perception of the human form, we should find more easily the transition to the soul's life. For you would never be able to feel a being, unsymmetrically formed, as a being of united and harmonious Feeling.

Look at the star-fish. It has not this symmetrical form. It has five rays. Of course you can pass it by without any inner feeling. But if you perceive it feelingly, you could never say that the star-fish has a united feeling-life. The star-fish cannot possibly relate a right-hand to a left-hand side, or grasp a right-hand with a left-hand member. The star-fish must continually relate the one ray to one or two or three, or even to all four remaining rays. What we know as Feeling cannot live in the star-fish at all.

I beg you to follow me along this intimate line of thought. What we know as Feeling comes from the right and from the left, and finds itself at rest in the middle. We go through the world by placing ourselves with our Feeling restfully into the world. The star-fish cannot do so. Whatever the star-fish has, as influence of the world upon itself, it cannot relate it symmetrically to another side. It can only relate it to one, or two, or to the third or fourth ray. But the first influence will always be more powerful. Thus the star-fish has no Feeling-life at rest within itself. When, as it were, it turns its attention to the one side, then by the whole arrangement of its form it will experience: ‘You are raying out in that direction, thither you are sending forth a ray.’ The star-fish has no restfulness in feeling. It has the feeling of shooting forth out of itself. It feels itself as raying forth in the world.

If you develop your feelings in a more intimate way, you will be able to experience this even as you contemplate the star-fish. Observing the end-point of any one ray and relating it to the creature as a whole, in your imagination the star-fish will begin to move in the direction of this ray, as it were a streaming, wandering light. And so it is with all the other animals which are not symmetrically built, which have no real access of symmetry.

If man would only enter into this more intimate way of Feeling—instead of giving himself up entirely to the intellectual, merely because in the course of time he had to become an intellectual being,—then indeed he would find his way far more intimately into the world.

It is so also in a certain sense for the plant world, and for all things that surround us. True self-knowledge takes us ever farther and farther into the inwardness of things.

During our reflections on education, we have had to emphasize that our work as teachers depends on the manner in which we ourselves develop and find our way to the world. And we have had to single out the frequently characterized age of thirteen, fourteen, fifteen years—for which our own correct preparation for our lessons is especially important.

But we also have to organize all our educational activities in such a way that we prepare the children for this age. Everything depends on their developing a definite relation to the world. This relation to the world announces itself especially at the age we are now discussing, when both girls and boys begin to incline toward ideals, toward something in life that is to be added to the physical, sense-perceptible world. Even in their obnoxious teenage behavior we can see this inclination toward a supersensible, ideal life—toward, as it were, a higher idea of purpose: Life must have a meaning! This is a deeply seated conviction for the human being. And we have to reckon with this “Life must have a meaning, a purpose!”

It is especially important at this age that we do not channel this basic inner maxim—life must have a purpose—into the wrong direction. Boys at this age are often seen as being filled with all sorts of ideas and hope for life, so that they easily get the notion that this or that has to be so or so. Girls get into the habit of making certain judgments about life. They are, especially at this age, sharply critical of life, convinced that they know what is right and wrong, fair and unfair. They make definite judgments and are convinced that life has to offer something that, coming from ideas deep down in human nature, must then be realized in the world. This inclination toward ideals and ideas is indeed strongly present at this age.

It is up to us whether, during the whole of the elementary school years beginning in first grade, we manage to allow the children to grow into this life of ideals, this imaginative life. A necessary condition is that we ourselves be able to permeate our whole being with such principles that allow us a correct understanding of the way children develop. Through anthroposophy we get a theoretical knowledge of the three most important aspects. Up to the seventh year, when the change of teeth occurs, children are essentially imitators. They develop, we may say, by doing what they see done in their environment. All their activities are basically imitations. Then during the time of the change of teeth, children begin to feel the need for an authority, the need to be told what to do. Thus, while before the change of teeth children accept the things that are done in the environment as a matter of course, copying the good and the bad, the true and the false, now they no longer feel the need to imitate but know that they can carry out what they are told to do and not to do. Then again, at puberty the children begin to feel that they can now make judgments themselves, but they still want to be supported by authorities of their own choosing: “This person may be listened to; I can accept his or her opinions and judgments.”

It is important that we allow the children to grow into this natural relation to authority in the right way. To do this we must understand the meaning and significance of the imitative instinct. What does it actually tell us? The imitative instinct cannot be understood if we do not see children as coming from the spiritual world. An age that limits itself to seeing children as the result of hereditary traits cannot really understand the nature of imitation. It cannot arrive at the simplest living concepts, concepts capable of life.

The science of this age sees the chemical, the physical world, how the elements, enumerated in chemistry, analyze and synthesize; it discovers, in progressing to the sphere of life—but working with it in a synthetic and analytic way—processes that correspond identically with those in the human corpse. Such a science, applying the same process that can be observed during the natural decomposing of the corpse, finds the same elements in the living organism: carbon, oxygen, nitrogen, and the rest. And it discovers these elements living in the form we know as albumen. The scientists now try to discover how the carbon, nitrogen, hydrogen, and oxygen in the albumen can be synthesized in a living way. And they hope to discover one day how these elements—\(C\), \(N\), \(H\), and \(O\)—develop a definite structure by virtue of being together in albumen.

But this procedure will never lead to an understanding of albumen as the basis of life. In characterizing albumen in the cell in this way we follow a wrong direction. The reality is quite different. The natural, instinctive forces that hold the substances together, that bring about specific forms in, for example, a mountain crystal, a cube of pyrite, or other minerals, change to a chaotic condition during the creation of albumen. We should, in our study of albumen, instead of paying attention to more complicated laws, observe how these forces in their reciprocal relation paralyze themselves, cease to be active in the albumen, are no longer in it. Instead of structure, we should look for chaos, dissolution. We should tell ourselves: The substances in their reciprocal activities change to a chaotic condition when they pass to the stage in which they appear as albumen; then they enter an undefined, vague stage, cease to influence one another, enter a stage in which they become open to another influence.

In the general life processes, this chaotic condition is still kept somewhat in check through the mineral processes in the organism. The cells in our brain, lungs, and liver, as far as they are albumen, are still affected by the forces we receive from our food. There the chaotic condition is not present. But in the cells that later become our reproductive cells, the cell substance is protected from the influence of food, protected from the forces we receive from food. In our reproductive cells there is almost complete chaos; all mineral substances are completely destroyed, ruined. Reproductive cells are produced in human beings, in animals, and in plants by virtue of the fact that the terrestrial effects, the mineral activities, are through a laborious process destroyed, ruined. This process allows the organism to become receptive to the work of the cosmos. Cosmic forces can now work into the organism from every direction. These cosmic forces are initially influenced by the reproductive cells of the other sex, adding the astral to the etheric. We may say that as the mineral elements demineralize themselves, the possibility arises for the cosmic laws to enter on this detour through the chaotic condition of the albumen, whereas ordinarily in the mineral world we find the terrestrial influencing the terrestrial.

Natural science will never comprehend the nature of albumen as long as it endeavors to find in the organic molecule a structure that is simply more complicated than that which occurs in the inorganic molecule. Today’s chemistry and physiology are mainly concerned with discovering the structure of atoms in different bodies, atoms which assume ever more complex forms, culminating in that of the albumen. The molecule of albumen does not tend toward greater complexity, however, but toward the dissolution of mineral structure, so that extraterrestrial—and not terrestrial—forces can influence it.

Our thinking is here confused by modern science. We are led to a thinking that is—in its most important aspects—in no way connected to reality. Our modern knowledge of the properties of albumen prevents us from raising our thoughts to the reality that something enters the human being that does not come from heredity but via the detour from the cosmos. Today’s idea of albumen leaves no room for the concept of the pre-existence of the human being.

We have to understand the tremendous importance of learning, as teachers, to distance ourselves from the basic tenets of modern science. With the basic tenets of modern science one can bamboozle people, but one cannot teach with them. Our universities do not teach at all. What do they do? There is a faculty that enforces its position through the power of unions or associations. The students have to congregate there, in order to prepare themselves for life. Nobody would do this. Neither the old nor the young would do this, if it were left to them to develop their innate forces and potential. In order to make them study, compulsion is necessary. They are forced into this situation, incarcerated for a while, if they wish to prepare themselves for a profession. And because of this, these institutions do not think of relaxing their power. It is a childish notion to believe such institutions, the last outposts at which compulsory membership clings—the compulsory membership of all the other unions no longer existing—it is hard to believe such institutions are in the forefront of progress. They are the last place of recourse for finding answers. Everywhere else the enforced measures and rules of the Middle Ages have been done away with. In the way today’s universities are conducted, they are in no way different from the guilds of the Middle Ages. Our universities are the last remnants of the guilds. And since those concerned with these things have no longer any knowledge, any feeling about this development, they enlist the help of show business, especially during such highlights as graduation ceremonies—caps, gowns, and so forth. It is important to see behind these things.

One who today wishes to educate and teach must find other ways in which to become a true human being; one must acquire new ideas of the basic principles. Then one will arrive at the correct understanding of the nature of imitation during early childhood.

During the time in the spiritual world, before conception, the child’s soul accepts everything from its spiritual surroundings as a matter of course. After birth the child continues this activity that the soul became used to in the spiritual world. In the child’s imitating we can see that this habit from before birth has not been lost; it has only taken a different turn. Before conception the child was concerned with development from within; now the world outside is confronted. We may use the following picture to help us understand this difference. Before conception the child was as though within a ball; now the child looks at this ball from outside. The world one sees with one’s physical eyes is the outside of what one saw previously from within. Imitation is an instinctive urge for the child in all activities, a continuation of the child’s experience in the spiritual world; it is through imitation that the child develops an initial relation to the spiritual world in the physical world.

Just think what this means! Keep in mind that the very young child wants to face the outer world according to the principles that are valid in the spiritual world. During these early years, the child develops a sense for the true and, connecting to the world in this way, arrives at the conviction: “Everything around me is as true as the things I so clearly perceived in the spiritual world.” The child develops the sense for the true before beginning school. We still observe the last phases of this conviction when the child enters school, and we must receive the child’s sense for the true in the right way. Otherwise we blunt it instead of developing it further.

Consider now the situation of children entering first grade and forced to adapt to the conventional way people read and write today—an activity that is external to human nature. Our modern way of reading and writing is abstract, external to human nature. Not so long ago, the forms of the letters were quite different. They were pictures—that is, they did not remind one of the reality, but they depicted the reality. But by teaching the Roman alphabet, we take the children into a quite foreign element, which they can no longer imitate.

If we show the children pictures, teach them how to draw artistic, picture-like forms, encourage them to make themselves into pictures of the world through a musical element that is adapted to child nature, we then continue what they had been doing by themselves before starting school. If, on the other hand, we teach by instructing them to copy an abstract “I” or “O,” the children will have no cause to be interested, no cause for inwardly connecting with our teaching. The children must in a certain way be connected with what they are doing. And the sense of imitation must now be replaced by the sense of beauty. We must begin to work from all directions toward the healthy separation from imitation, to allow the children’s imitation to give way to a correct, more outer relation to the world. The children must grow into beings who copy the outer world beautifully. And we must now begin to consider two as yet rather undifferentiated aspects—namely, the teaching of physical skills and the teaching of such things that are more concerned with knowledge, with the development of concepts.

What are children actually doing when they sing or make eurythmic movements? They disengage themselves from imitating, yet the imitating activity continues in a certain way. The children move. Singing and listening to music are essentially inner movements—the same process as in imitation. And when we let children do eurythmy, what are we actually doing then? Instead of giving them sticks of crayon with which to write an “A” or an “E”—an activity with which they have a purely cognitive connection—we let the children write into the world, through their own human form, what constitutes the content of language. The human being is not directed to abstract symbols but allowed to write into the world what can be inscribed through his or her organism. We thus allow the human being to continue the activity of prenatal life. And if we then do not take recourse to abstract symbols when we teach reading and writing, but do this through pictures, we do not distance ourselves from the real being when we must activate it, we do not let the human being get fully away from it. Through effort and practice we employ the whole of the human being.

I want you to be aware of what we are doing with the children in regard to their activities. On the one hand, we have the purely physiological physical education lessons. There the children are trained and tamed—we merely use different methods—as animals are. But spirit and soul are excluded from our considerations. On the other hand, we have lessons that are unconnected with the human body. We have progressed to the point at which, in writing and reading, the more delicate movements of the fingers, arms, and eyes are made so active that the rest of the organism is not participating in them. We literally cut the human being in half.

But when we teach eurythmy, when the movements contain the things the children are to learn in writing, we bring these two parts—body and soul/spirit—closer together. And in the children’s artistic activities, when the letters emerge from pictures, we have one and the same activity—now, however, tinged by soul and spirit—as in eurythmic movements or in listening to singing, a process in which the children’s own consciousness is employed. We join body, soul, and spirit, allowing the child to be a totality.

By proceeding in this way, we shall, of course, find ourselves reproached by parents in parent/teacher meetings. We only have to learn to deal with them appropriately when they ask us, for example, to transfer their sons to a class with a male teacher. They would, so they say, have a greater respect for a male teacher. “My son is already eight years old and cannot spell correctly.” They blame the female teacher for that, believing that a male teacher would be more likely to drill the child in this subject.

Such erroneous opinions, which keep being voiced in our school community, must be checked; we have to correct them and enlighten the parents. But we must not shock them. We cannot speak to them in the way we speak among ourselves. We cannot say to them: “You ought to be grateful for the fact that your son cannot read and write fluently at the age of nine. He will as a result read and write far better later on. If he could read and write to perfection already at age nine, he would later turn into an automaton, because he would have been inoculated with a foreign element. He would turn into an automaton, a robot.”

Children whose writing and reading activities are balanced by something else will grow into full human beings. We have to be gentle with today’s grown-ups, who have been influenced by modern culture. We must not shock them; that would not help our cause at all. But we must, tactfully and gently, find a way to convince them that if their child cannot yet read and write fluently at the age of nine, this does not constitute a sin against the child’s holy spirit.

If in this way, we guide the child correctly into life—if we don’t “cut the child in half” but leave the child’s whole being intact, we shall observe an extraordinarily important point in the child’s life at the age of nine. The child will relate quite differently to the world outside. It is as though the child were waking up, were beginning to have a new connection to the ego. We should pay attention to this change, at the very beginning. In our time, it is possible for this change to happen earlier. We should observe the new relation to the environment—the child showing surprise, astonishment. Normally this change occurs between the ninth and the tenth years.

If, thoughtfully and inwardly, we ask ourselves what it is that has led to this condition, we shall receive an answer that cannot be accurately expressed in words but can be conveyed by the following analogy. Previously, had we given the child a mirror and had the child seen his or her reflection in it, the child would not have seen it very differently from any other object, would not have been especially affected by it. Imagine a monkey to whom you give a mirror. Have you observed this? The monkey takes hold of the mirror and runs to a place where it can look at it undisturbed, quite calmly. The monkey becomes fascinated by its reflection. Should you try to take the mirror away, that would not be to your advantage. The monkey is absolutely bent on coming to grips with what it sees in the mirror. But you will not notice the slightest change in the monkey afterward. It will not have become vain as a result; the experience does not influence the monkey in this way. The immediate sense impression of the reflected picture fascinates the monkey, but the experience does not metamorphose into anything. As soon as the mirror is taken away, the monkey forgets the whole thing; the experience certainly does not produce vanity.

But a child at the characterized age looking at his or her reflection would be tempted to transform his or her previous way of feeling, to become vain and coquettish. This is the difference between the monkey, satisfied with just seeing itself in the mirror, and the child. Regarding the monkey, the experience does not permanently affect its feeling and will. But for the nine-and-one-half-year-old child, the experience of seeing himself or herself in the mirror produces lasting impressions, influences his or her character in a certain way.

An actual experiment would confirm this result. And a time that wishes to make education into an experimental science—because it cannot think of any other way of dealing with it, because it has lost all inner connection to it—could well feel inclined to make experiments in order to discover the nature of the transition from the ninth to the tenth year. Children would be given mirrors, their reactions would be recorded, learned books would be written, and so forth. But such a procedure is no different for the soul and spirit than the assumption that our ordinary methods cannot solve the mystery of the human being. In order to get answers, we must decide on killing somebody every year, in order to discover the secrets of life at the moment of death. Such scientific experiments are not yet permitted in the physical, sense-perceptible world. But in the realm of soul and spirit, we have progressed to the point that experiments are allowed which paralyze the unhappy victims, paralyze them for life—experiments that ought to be avoided.

Take any of the available books on education and you will find thoughts the very opposite of ours. You will, for example, read things about memory and the nature of sensation, the application of which you ought to avoid in your lessons. Experimental pedagogy occupies itself precisely with such experiments that should be abolished. Everything that should be avoided is experimented with. This is the destructive practice of our current civilization—the wish to discover the processes in the corpse rather than those in life. It is the death processes that experimental pedagogy wishes to study, instead of making the effort to observe life: the way children, in a delicate, subtle way arrive at being astonished at what they see around them, because they are beginning to see themselves placed into the world. It is only at this stage that one arrives at self consciousness, the awareness of one’s ego. When one sees it reflected, rayed back from everywhere in the environment, from plants and animals, when one begins to experience them in one’s feeling, one relates consciously to them, develops a knowledge through one’s own efforts.

This awareness begins to awaken in children at the age of nine and ten. It does not awaken if we avoid the formative activities, if we avoid the meaningful movements in, for example, eurythmy. This is not done today. Children are not educated to do meaningful, sensible things. Like little lambs in a pasture, they are taken to the gymnasium, ordered to move their arms in a certain way, told how to use the various apparati. There is nothing of a spiritual element in such activities—or have you noticed any? Certainly, many beautiful things are said about such activities, but they are not permeated by spirit.

What is the result? At an age that affords the best opportunities for infusing the sense of beauty in children, they do not receive it. The children wish so very much to stand in awe, to be astonished, but the forces for this response are squashed. Take a book on current curricula and their tendencies. The six- and seven-year-old children, on entering school, are treated in a way that makes them impervious to the experiences they ought to have in their tenth year. They don’t experience anything. Consequently, the experiences they ought to have pass into the body, instead of into the consciousness. They rumble deep down in the unconscious regions and transform into feelings and instincts of which individuals have no knowledge. People move about in life without being able to connect with it, without discovering anything in it. This is the characteristic of our time. People do not observe anything meaningful in life, because they did not learn as children to see the beautiful in it. All they are to discover are things that in the driest possible sense somehow increase their knowledge. But they cannot find the hidden, mysterious beauty that is present everywhere, and the real connection to life dies away.

This is the course culture is taking. The connection of human beings to nature dies away. If one is permeated by this, if one observes this, then one knows how everything depends on finding the right words, words that will allow children at the age of nine to be astonished. The children expect this from us. If we do not deliver, we really destroy a great deal.

We must learn to observe children, must grow into them with our feelings, be inside them and not rest content with outer experimentation. The situation is really such that we have to say that the development of the human being includes a definite course of life that begins at the moment when in a lower region, as it were, from language, there emerge the words: “I am an ‘I.’” One learns to say “I” to oneself at a relatively early age in childhood, but the experience is dreamlike and continues in this dreamy way. The child then enters school. And it is now our task to change this experience. The child wishes, after all, to take a different direction. We must direct the child to artistic activities. When we have done this for a while, the child retraces his or her life and arrives again at the moment of learning to say “I” to himself or herself. The child then continues the process and later, through the event of puberty, again passes through this moment.

We prepare the children for this process by getting them at the age of nine and ten to the point that they can look at the world in wonder, astonishment, and admiration. If we make their sense of beauty more conscious, we prepare the children for the time at and after puberty in such a way that they learn to love correctly, that they develop love in the right way. Love is not limited to sex; sex is merely a special aspect of love. Love is something that extends to everything, is the innermost impetus for action. We ought to do what we love to do. Duty is to merge with love; we should like what we are duty-bound to do. And this love develops in the right way only if we go along with the child’s inner development. We must, therefore, pay attention to the correct cultivation of the sense of beauty throughout the elementary school years. The sense of truth the children have brought with them; the sense of beauty we have to develop in the way I have described.

That the children have brought the sense of truth with them can be seen in the fact that they have learned to speak before entering school. Language, as it were, incorporates truth and knowledge. We need language if we wish to learn about the world. This fact has led people like Mauthner to assume that everything is already contained in language. People like Mauthner—who wrote the book Critique of Language—actually believe that we harm human beings by taking them beyond the point at which they learn to speak. Mauthner wrote his Critique of Language because he did not believe in the world, because of his conviction that human beings should be left at a childlike stage, at the time when they learn to speak. Were this idea to become generally accepted, we would be left with a spiritual life that corresponds to that of children at the time when they have learned to speak. This manner of thinking tends toward producing such human beings who remain at the stage of children who have just learned to speak. Everything else is nowadays rejected as ignorance.

What now matters is that we can enter the concept of imitation with our feeling and then to understand the concept of authority as the basis, between us and the children, for the development of the sense for the beautiful. If we manage to do this up to the time of puberty, then as the children are growing into their inclinations toward ideals, the sense for the good is correctly developed. Before puberty it is through us that the children are motivated to do the good; through the reciprocal relationship we must affect the children in this way. It is necessary for the eleven-, twelve-, and thirteen-year-old girls and boys to have the teacher’s authority behind them, to feel their teacher’s pleasure and satisfaction when they are doing something that is good. And they should avoid bad actions because they feel their teacher would be disappointed. They should be aware of the teacher’s presence and in this way unite with him or her. Only at puberty should they emancipate themselves from the teacher.

If we consider the children to be already mature in first grade, if we encourage them to voice their opinions and judgments as soon as they have learned to speak—that is, if we base everything on direct perception [Anschauung]—we leave them at the stage of development at which they have just learned to speak, and we deny them any further development. If, in other words, we do not address ourselves to the very real changes at puberty—that the children then leave behind what they were used to doing through our authority—they will not be able later in life to do without it. Children must first experience authority. Then at puberty they must be able to grow beyond it and begin to make and depend on their own judgments.

At this time we really must establish such a connection to the students that each one of them may choose a “hero whose path to Mt. Olympus can be emulated.” This change is, of course, connected with some unhappiness and even pain. It is no longer up to the teacher to represent the ideal for the children. The teacher must recognize the change and act accordingly. Before puberty the teacher was able to tell the children what to do. Now the students become rather sensitive to their teachers in their judgments, perceive their weaknesses and shortcomings. We must consciously expose ourselves to this change, must be aware of the students’ criticism of their teachers’ unwarranted behavior. They become especially sensitive at this age to their teachers’ attitudes. If, however, our interest in the students is honest and not egotistical, we shall educate and teach with exactly these possibilities of their feelings in mind. And this will result in a free relationship between us and them.

The effect will be the students’ healthy growth into the true that was given to them by the spiritual world as a kind of inheritance, so that they can merge with, grow together with, the beautiful in the right way, so that they can learn the good in the world of the senses, the good they are to develop and bring to expression during their lives. It is really a sin to talk about the true, the beautiful, and the good in abstractions, without showing concretely their relation to the various ages.

Such a short reflection, my dear friends, can of course give us no more than a small segment of what the future holds for us. We can only gradually grow into the tasks we are given. But it really is true that we shall in a certain way grow into them as a matter of course, provided we let ourselves be guided in our work by the forces we can acquire if we see the physical, sense-perceptible world from the standpoint of soul and spirit and if, in observing the world, we do not forget the human being. These things we must do, especially as teachers to whom the young are entrusted.

We really must feel ourselves as a part of the whole universe, wherein the evolution of humankind is playing a major role. For this reason, I would always—at the beginning of the school year—like to see our feelings permeated, as it were, with a healthy sensing of our great task, so that we may in all humility feel ourselves as missionaries in human evolution. In this sense, I always wish such talks to contain also something of a prayer-like element by which we may raise ourselves to the spirit, so that we evoke it not merely intellectually but as a living reality. May we be conscious of the spirit spreading among us like a living cloud that is permeated by soul and spirit; may we feel that the living spirits themselves are called upon through the words we speak among ourselves at the beginning of a new school year, that these living spirits themselves are called forth when we beseech them: “Help us. Bring living spirituality among us. Insert it into our souls, our hearts, so that we may work in the right way.”

If you have the sensitivity to appreciate that our words at the beginning of the school year should also be a feeling experience, you will be open to the intention that is connected with our talks. So let me add for you this short meditative formula, to be spoken as follows:

We resolve to do our work by letting flow into it what from the spiritual world wishes to become human being in us, by way of the soul and spirit as well as of the corporealphysical organization.

[Wir wollen arbeiten, indem wir einfliessen lassen in unsere Arbeit dasjenige, was aus der geistigen Welt heraus auf seelisch-geistige Weise und auch auf leiblich-physische Weise in uns Mensch werden will.]

It is impossible to educate or teach without a spiritual grasp of the whole human being, for this whole human being comes into consideration even far more prominently during the time of a child's development than later on. As we know, this whole human being comprises within itself the ego, the astral body, the etheric body, and the physical body. These four members of the nature of man are by no means going through a symmetrical development, but rather they develop in very different ways; and we must distinguish accurately between the development of the physical and of the etheric body, and that of the astral body and of the ego. The outer manifestations of this differentiated development express themselves—as you know from the various elucidations—in the change of teeth and in that change which in the male appears as the change of voice at puberty, but which also proclaims itself clearly in the female, though in a different way. The essence of the phenomenon is the same as with the male in the change of his voice, only in the female organism it appears in a more diffused form, so that it is not merely observable in one organ as in the case of the male organism, but it extends more over the entire organism.

You know that between the change of teeth and the change of voice, or puberty, lies that period of teaching with which we have principally to do in the grade-schools; but the careful educator, in teaching and educating, must pay close attention as well to the years following the change of voice, or its analogy in the female organism.

Let us call to mind what the change of teeth signifies. Before the change of teeth—that is, between birth and the change of teeth—the physical body and the etheric body in the child's organism are strongly influenced by the nervous-sensory system, that is, from above downward. Up to about the seventh year the physical body and the etheric body are most active from the head. In the head are concentrated, as it were, the forces that are particularly active in these years—that is, in the years when imitation plays so important a role. And what takes place in the formative process in the remaining organism of trunk and limbs is achieved through the emanation of rays from the head to this remaining organism, to the trunk and the limb organism, from the physical body and the etheric body. That which here radiates from the head into the physical and etheric bodies of the whole child, right into the tips of his fingers and toes—this that radiates from the head into the whole child is soul-activity, even though it has its inception in the physical body: the same soul-activity that is later active in the soul as mind and memory. Later on this soul-activity appears in such a form that after the change of teeth the child begins to think, and that his memories become more conscious. The whole change that takes place in the soul-life of the child shows that certain psychic powers previously active in the organism become active as soul-forces after the seventh year. The whole period up to the change of teeth, while the child is growing, is a result of the same forces which after the seventh year appear as mental forces, intellectual forces.

There you have a case of actual co-operation between soul and body, when you realize how the soul emancipates itself in the seventh year and begins to function—no longer in the body but independently. Now those forces which in the body itself come newly into being as soul-forces begin to be active with the seventh year; and from then on, they operate through into the next incarnation. Now that which is radiated forth from the body is repulsed, whereas the forces that shoot downward from the head are checked. Thus, at this time of the change of teeth the hardest battle is fought between the forces tending downward from above and those shooting upward from below. The physical change of teeth is the physical expression of this conflict between those two kinds of forces: the forces that later appear in the child as the reasoning and intellectual powers, and those that must be employed particularly in drawing, painting, and writing. All these forces that shoot up, arising out of the conflict, we employ when we develop writing out of drawing; for these forces really tend to pass over into plastic creation, drawing, and so forth. Those are the forces that come to an end with the change of teeth, that previously had modelled the body of the child: the sculpture-forces. We work with them later, when the change of teeth is completed, to lead the child to drawing, to painting, and so on. These are in the main the forces in which the child's soul lived in the spiritual world before conception; at first their activity lies in forming the body, and then from the seventh year on they function as soul- forces. Thus, in the educational period following the seventh year, during which we must work with the forces of authority, we simply see that manifesting itself in the child which formerly he practiced unconsciously as imitation, when these forces still influenced the body unconsciously. If later the child becomes a sculptor, a draftsman, or an architect—but a real architect who works out of the forms—this is because such a person has the capacity for retaining in his organism, in his head, a little more of those forces that radiate downward into the organism, so that later on as well these forces of childhood can radiate downward. But if they are entirely used up, if with the change of teeth everything passes over into the psychic, children result who have no talent for architecture, who could never become sculptors.

These forces are related to the experiences between death and a new birth; and the reverence that is needed in educational activity, and that takes on a religious character, arises if one is conscious that when, around the seventh year, one calls forth from the child's soul these forces that are applied in learning to draw and to write, it is actually the spiritual world that sends down these forces. And the child is the mediator, and you are in reality working with forces sent down from the spiritual world. When this reverence permeates the instruction it truly works miracles. And if you have this reverence, if you have the feeling that by means of this telephone which transcends time you are in contact with the forces developed in the spiritual world during the time before birth—if you have this feeling that engenders a deep reverence, then you will see that through the reality of such a feeling you can accomplish more than through any amount of intellectual theorizing about what should be done. The teacher's feelings are the most important means of education there is, for this reverence can have an immeasurable formative influence upon the child.

Thus, we find in the change of teeth, when the child is entrusted to us, a process that directly represents a transfer through the child of spiritual forces out of the spiritual world into the physical world.

Another process takes place in the years of puberty, but it is prepared gradually through the whole cycle from the seventh to the fourteenth or fifteenth year. During this period something comes to light in those regions of the soul-life not yet illuminated by consciousness—for consciousness is still being formed, and something of the outer world which remains unconscious is constantly radiating into those regions not yet illuminated by consciousness—that only gradually becomes conscious, but that from birth has permeated the child from the outer world, that has co-operated in building the child's body, and that has entered into the plastic forces.

Those, again, are different forces. While the plastic forces enter the head from within, these forces now come from without. They are dammed up by the plastic forces and then descend into the organism. They co-operate in what takes place, beginning with the seventh year, in connection with the building of the child's body. I can characterize these forces in no other way than as those active in speech and in music. These forces are derived from the world.

The musical forces derive more from the outer world, the extra-human world, from the observation of processes in nature, particularly their regularities and irregularities. For all that takes place in nature is permeated by a mysterious music: I In- earthly projection of the “music of the spheres.” In every plant, in every animal, there is really incorporated a tone of the music of the spheres. That is also the case with reference to the human body, but it no longer lives in what is human speech—that is, in expressions of the soul—but it does live in the body, in its forms and so forth. All this the child absorbs unconsciously, and that is why children are musical to such a high degree. They take all that into their organism. While that which the child experiences as forms of movement, lines and plastic elements in his surroundings is absorbed by him and then acts from within, from the head, all that is absorbed by the child as tone-texture, as speech-content, comes from without. And this again, that which comes from without, is opposed by the gradually developing spiritual element of music and speech—only somewhat later: around the fourteenth year. This also is dammed up again now, in the woman in the whole organism, in the man more in the region of the larynx, where it causes the change of voice. The whole process, then, is brought about by the fact that here an element of the nature of will expresses itself from within in conflict with a similar element coming from without; and in this conflict is manifested that which at puberty appears as the change of voice. That is a conflict between inner music-speech forces and outer music-speech forces. Up to the seventh year, man is essentially permeated more by plastic and less by musical forces—that is, less by the music and speech forces that glow through the organism. But beginning with the seventh year what proceeds from music-speech becomes particularly active in the etheric body. Then this condition is opposed by the ego and the astral body: an element of the nature of will struggles from with-out against the similar one from within, and this appears at puberty. It is manifest even externally by the pitch of the voice that a difference exists between the male and the female. Only partially do the pitches of the voices of men and of women over lap: the woman's voice reaches higher, the man's goes lower—down to the bass. That corresponds with absolute accuracy to the structure of the remaining organism that forms itself out of the conflict of these forces.

These things show that in our soul-life we are concerned with something which at certain definite times co-operates also in the up-building of the organism. All the abstract discussions you find in modern scientific books on psychology, all the talk about psycho-physical parallelism, are merely testimony to the inability to grasp the connection between the psychic and the physical. For the psychic is not connected with the physical in the manner set forth in the senseless theories thought out by the psycho-physical parallelists; but rather we have to do with the recognition of this wholly concrete action of the psychic in the body, and then in turn with the reaction. Up to the seventh year what is plastic-architectonic works together with what is active in music-speech; only this changes in the seventh year, so that from then on the relation between music-speech on the one hand and the plastic-architectonic on the other is merely a different one. But through the whole period up to puberty this co-operation takes place between the plastic-architectonic, which emanates from the head and has its seat there, and speech-music, which comes from without, uses the head as a passage, and spreads itself into the organism.

From this we see that human language as well, but particularly music, co-operates in the formation of man. First it forms him, then it is dammed up as it halts at the larynx; now it does not enter the gate as it did before. For before, you see, it is speech that changes our organs, even down into the bony system; and anyone who observes a human skeleton from a psycho-physical thoughts of our present-day philosophers--and considers the differentiation between the male and the female skeleton sees in the skeleton an embodied musical achievement performed in the reciprocal action between the human organism and the outer world. Were we to take a sonata, and could we preserve its structure through some spiritual process of crystallization, we would have, as it were, the principal forms, the scheme of arrangement, of the human skeleton. And that will incidentally attest the difference between man and the animals. Whatever the animal absorbs of the music-speech element—very little of the speech, but very much of the musical—passes through the animal, because in a sense the animal lacks man's isolation that later leads to mutation. In the shape of an animal skeleton we find a musical image too, but only in the sense that a composite picture of the different animal skeletons, such as one can gain, for instance, in a museum, is needed to yield a musical coherence. An animal invariably manifests a one-sidedness in its structure.

Such things we should consider carefully in forming our picture of man: they will show us what feelings we should develop. As our reverence grows through feeling our connection, through fostering our feeling of contact, with pre-natal conditions, we acquire greater enthusiasm for teaching, by occupying ourselves intensely with the other forces of man. A Dionysian element, as it were, irradiates the music-speech instruction, while we have more of an Apollonian element in teaching the plastic arts, painting and drawing. The instruction that has to do with music and speech we impart with enthusiasm, the other with reverence.

The plastic forces offer the stronger opposition, hence they are held up as early as the seventh year; the others act less vigorously, so they are held up only in the fourteenth year. You must not interpret that to mean physical strength and weakness: it refers rather to the counter-pressure that is exerted. Since the plastic forces, being stronger, would overrun the human organism, the counter-pressure is stronger. Therefore, they must be held up earlier, whereas the music-forces are permitted by cosmic guidance to remain longer in the organism. The human being is permeated longer by the music forces than by the plastic ones.

If you let this thought ripen within you and bring the requisite enthusiasm to bear, conscious that by developing an appreciation for speech and music precisely during the grade-school period, when that battle is still raging and when you are still influencing the corporeality—not just the soul—then you are preparing that which man carries with him even beyond death. To this we contribute essentially with everything we teach the child of music and speech during the grade-school period. And that gives us a certain enthusiasm, because we know that thereby we are working for the future. On the other hand, by working with the plastic forces we make contact with what lived in man before birth or conception, and that gives us reverence. In that which reaches into the future we infuse our own forces, and we know that we are fructifying the germ of music-speech with something that will operate into the future after the physical has been stripped off. Music itself is a reflection of what is spheric in the air—only thus does it become physical. The air is in a sense the medium that renders tones physical, just as it is the air in the larynx that renders speech physical. That which has its being as non-physical in the speech-air, and as non-physical in the music-air unfolds its true activity only after death. That gives us the right enthusiasm for our teaching, because we know that when working with music and speech we are working for the future. And I believe that in the pedagogy of the future, teachers will no longer be addressed as they usually are today, but rather in ideas and concepts that can transform themselves into feelings, into the future. For nothing is more important than that we be able, as teachers, to develop the necessary reverence, the necessary enthusiasm. Reverence and enthusiasm—those are two fundamental forces by which the teacher-soul must be permeated.

To make you understand the matter still better I should like to mention that music has its being principally in the human astral body. After death man still carries his astral body fur a time; and as long as he does so, until he lays it aside completely—you are familiar with this from my book Theosophy — there still exists in man after death a sort of memory—it is only a sort of memory—of earthly music. Thus, it comes about that whatever in life we receive of music continues to act like a memory of music after death—until about the time the astral body is laid aside. Then the earthly music is transformed in the life after death into the “music of the spheres,” and it remains as such until some time previous to the new birth. The matter will be more comprehensible for you if you know that what man here on earth receives in the way of music plays a very important role in the shaping of his soul-organism after death. That organism is molded there during this period. This is, of course, the kamaloka time; and that is also the comforting feature of the kamaloka time: we can render easier this existence, which the Roman Catholics call purgatory, for human beings if we know that. Not, to be sure, by relieving them of their perception: that they must have; for they would remain imperfect if they could not observe the imperfect things they have done. But we furnish the possibility that the human being will be better formed in his next life if during that time after death, when he still has his astral body, he can have many memories of things musical. This can be studied on a comparatively low plane of spiritual knowledge. You need only, after having heard a concert, wake up in the night, and you will become aware that you have experienced the whole concert again before waking. You even experience it much better by thus awaking in the night after a concert. You experience it very accurately. The point is that music imprints itself upon the astral body, it remains there, it still vibrates; it remains for about thirty years after death. What comes from music continues to vibrate much longer than what comes from speech: we lose the latter as such comparatively quickly after death, and there remains only its spiritual extract. What is musical is as long as the astral body. What comes from speech can be a great boon to us after death, especially if we have often absorbed it in the form which I now frequently describe as the art of recitation. When I describe the latter in this way I naturally have every reason to point out that these things cannot be rightly interpreted without keeping in view the peculiar course the astral body takes after death: then the matters must be described somewhat as I have described them in my lectures on eurythmy. Here, you see, we must talk to people in the most primitive language, so to speak; and it is really true that, seen from the point of view beyond the Threshold, people are actually all primitive: only beyond the Threshold are they real human beings. And we can only work ourselves out of this primitive-man state by working ourselves into spiritual reality. This is also the reason for the constantly increasing fury against the endeavors of Anthroposophy to show the path to a spiritual reality.

Now I would call your attention to something that is very much in the foreground in the art of pedagogy and that can be pedagogically employed—namely, that in the first conflict which I described in connection with the adolescent child, the outer expression of which is the change of teeth, and in that later struggle whose equivalent is the change of voice, there is to be considered something peculiar that gives to each its special character: everything that up to the seventh year descends from the head appears as an attack in relation to that which meets it from within and which builds up. And everything is a warding off that acts from within toward the head, that rises upward and opposes the current emanating from the head and descending.

In the case of music in turn the conditions are similar; but here that which comes from within appears as an attack, and that which descends from above through the head-organism appears as the warding off. If we had not music, frightful forces really would rise up in man. I am completely convinced that up to the sixteenth or seventeenth century traditions deriving from the old Mysteries were active, and that even then people still wrote and spoke under the influence of this after-effect of the Mysteries. They no longer knew, to be sure, the whole meaning of this effect, but in much that still appears in comparatively recent times we simply have reminiscences of the old Mystery-wisdom. Hence, I have always been deeply impressed by the passage in Shakespeare :*

“The man that hath no music in himself,
Is fit for treason, murder and deceit!
Let no such man be trusted.”

Merchant of Venice, V, 1.

“The man that hath no music in himself,
Nor is not moved with concord of sweet sounds,
Is fit for treasons, stratagems and spoils;
The motions of his spirit are dull as night,
And his affections dark as Erebus:
Let no such man be trusted.”

Translator's Note: The third line of the German translation of this passage reads: “Is fit for treason, murder and deceit”, and thus it is quoted by Dr. Steiner. Thus, must be kept in mind to understand what follows.

In the old Mystery-schools the pupils were told: that which acts in man as an attack from within and which must be continually warded off, which is dammed back for the nature of man, is “treason, murder and deceit,” and the music that is active in man is that which opposes the former. Music is the means of defense against the Luciferic forces rising up out of the inner man: treason, murder and deceit. We all have treason, murder and deceit within us, and it is not for nothing that the world contains what comes to us from music-speech quite aside from the pleasure it affords. Its purpose is to make people into human beings. One must, of course, keep in mind that the old Mystery- teachers expressed themselves somewhat differently: they expressed things more concretely. They would not have said “treason, murder and deceit” (it is already toned down in Shakespeare) but would have said something like “serpent, wolf and fox.” The serpent, the wolf and the fox are warded off from the inner nature of the human being through music. The old Mystery-teachers would always have used animal forms to depict that which rises out of the human being, but which must then be transformed into what is human. Thus, we can achieve the right enthusiasm when we see the treacherous serpent rising out of the child and combat it with music-speech instruction, and in like manner contend with the murderous wolf and the tricky fox or the cat. That is what can then permeate us with the intelligent, the true sort of enthusiasm—not the burning, Luciferic sort that alone is acknowledged today. We must recognize, then: attack and warding off.

Man has within him two levels where the warding off occurs. First, within himself, where the warding off appears in the change of teeth in the seventh year; and then again, in what he has received from music and speech, through which is warded off that which tends to rise up within him. But both battlefields are within man himself, what comes from music-speech more toward the periphery, toward the outer world, the architectonic- plastic more toward the inner world. But there is still a third battlefield, and that lies at the border between the etheric body and the outer world. The etheric body is always larger than the physical body; it extends beyond it in all directions; and here also there is such a battlefield. Here the battle is fought more under the influence of consciousness, whereas the other two proceed more in the subconscious. And the third conflict manifests itself when everything has worked itself to the surface that is a transformation of what takes place on the one hand between the human being and what is plastic-architectonic, and on the other between him and what is music-speech, when this amalgamates with the etheric body, thereby taking hold of the astral body, and is thus moved more toward the periphery, toward the outer border.

Through this originates everything that shoots through the fingers in drawing, painting, and so on. This makes of painting an art functioning more in the environs of man. The draftsman, the sculptor, must work more out of his inner faculties, the musician more out of his devotion to the world. That which lias ils being in painting and drawing, to which we lead the child when we have it make forms and lines, that is a battle that lakes place wholly on the surface, a battle that is fought principally between two forces, one of which acts inward from without, the other on I ward from within. The force that acts outward from within really tends constantly to disperse the human being, tends to continue the forming of man—not violently but in a delicate way. This force—it is not so powerful as that, but I must express il more radically so that you will see what I mean—this force, acting outward from within, tends to make our eyes swell up, to raise a goiter for us, to make the nose grow big and to make the ears bigger: everything tends to swell outward. Another force is the one we absorb from the outer world, through which this swelling up is warded off. And even if we only make a stroke—draw something—this is an effort to divert, through the force acting from the outer world inward, that inner force which tends to deform us. It is a complicated reflex action, then, that we as men execute in painting, in drawing, in graphic activity. In drawing or in having the canvas before us, the feeling actually glimmers in our consciousness that we are excluding something that is out there, that in the forms and strokes we are setting up thick walls, barbed wire. In drawing we really have such barbed wire by means of which we quickly catch something that tends to destroy us from within and prevent its action from becoming too strong. Therefore, instruction in drawing works best if we begin its study from the human being. If you study what motions the hand tends to make—if, say, in eurythmy instruction you have the child hold these motions, these forms that he wants to execute—then you have arrested the motion, the line, that tends to destroy, and then it does not act destructively. So when you begin to have the eurythmic forms drawn, and then see that drawing and also writing are formed out of the will that lives there, you have something which the nature of man really wants, something linked with the development and essence of human nature.

And in connection with eurythmy we should know this, that in our etheric body we constantly have the tendency to practice eurythmy: that is something the etheric body simply does of its own accord; for eurythmy is nothing but motions gleaned from what the etheric body tends to do of itself. It is really the etheric body that makes these motions, and it is only prevented from doing so when we cause the physical body to execute them. When we cause them to be executed by the physical body these movements are held back in the etheric body, react upon us, and have a health-giving effect on man.

That is what affects the human being in a certain hygienic- therapeutic as well as didactic-pedagogic way, and which outwardly gives the impression of beauty. Such things will be understood only when we know that something which is trying to manifest itself in the etheric organization of man must be stopped at the periphery by the movements of the physical body. In one case, that of eurythmy, an element more connected with the will is stopped; in the other, in drawing and painting, an element more closely allied with the intellect. But fundamentally both processes are but the two poles of one and the same thing.

If we now follow this process too with our feeling and incorporate it in our sensitive teaching ability, we have the third feeling that we need. That is the feeling which should really always penetrate us especially in grade-school instruction: that, when a human being is placed in the world, he is really exposed to things from which we must protect him through our teaching. Otherwise he would become one with the world too much. Man really always has the tendency to become psychically rickety, to make his limbs rickety, to become a gnome. And in teaching and educating him we work at forming him. We best obtain a feeling for this forming if we observe the child making a drawing, then smooth this out a bit so that the result is not what the child wants, but not what we want either, but a result of both. If I succeed, while smoothing out what the child wants to scribble, in merging my feelings with those of the child, the best results obtain. And if I transform all that into feeling and let it permeate me, the feeling arises that I must protect the child from an over-strong coalescence with the outer world. We must see that the child grows slowly into the outer world and not let him do so too rapidly. That is the third feeling that we as educators must cherish within us: we constantly hold a protecting hand over the child.

Reverence, enthusiasm, and the feeling of protection, these three are actually the panacea, as it were, the magic formula in the soul of the educator and teacher. And if one wished to represent, externally, artistically, something like an embodiment of art and pedagogy in a group, one would have to represent this:

Reverence for what precedes the child's existence (before birth);

Enthusiastic looking forward to what follows it (after death);

Protecting gesture for what the child experiences (during life).

Rudolf Steiner accompanied each of these three sentences with a gesture.

This work of art would also best represent the external manifestation of the teacher-character.

When one says something thus derived out of the intimacies of the world-mysteries one always feels it as unsatisfactory when uttered in conventional speech. But if one must say such things by means of external speech one always has the feeling that a supplement is necessary. What is spoken rather abstractly always feels the urge to pass over into the artistic. That is why I wanted to give you that hint in closing.

The fact is, we must learn to bear something of mankind's future frame of mind within us, consisting of the knowledge that the possession of mere science makes the human being into something which will cause him to regard himself as a psycho-spiritual monster. He who is a scientist pure and simple will not have the impulse—not even in the forming of his thoughts—to transform the scientific into the artistic. But only through the artistic can one comprehend the world. Goethe's saying always remains true:

“He to whom Nature begins to reveal her manifest secret feels an irresistible longing for her most worthy exponent — Art.”

As educators we should have the feeling: as far as you are a scientist only, you are in soul and spirit a monster. Not until you have transformed your psycho-spiritual-physical organism, when your knowledge takes on artistic form, will you become a human being. Future development will in the main lead from science to artistic grasp, from the monster to the complete human being. And in this it is the pedagogue's duty to co-operate.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

My dear friends,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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