The Rudolf Steiner Archive

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A teacher asks about a girl in the first grade.

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

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

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

We now have a report about the new administrative organization.

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

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

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

The parents have asked for a lecture.

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

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

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

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

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

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

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

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

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

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

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

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

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

A teacher: We language teachers have already begun.

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

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

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

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

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

A teacher: How should I do that?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In connection with the question raised by Dr. Husemann yesterday, we have decided to read out two cases from the book that Dr. Wegman will soon be publishing. We can then build on the presentation of these cases to address the issues that arise from your question as a need for further knowledge.

Of course, I will ask that these cases be treated with the utmost discretion at first, because they will be an integral part of the forthcoming book.

These cases are intended to show how to arrive at a therapy, especially by means of diagnosis. This is to be made clear, and it is to be done on the basis of anthroposophy. In this book we will not be embarrassed to speak entirely in anthroposophical terms.

Dr. Wegman reads the “Fourth Case” described in the book “Fundamentals of an Expansion of Medicine Based on Spiritual Science” on pages 97ff. [pp. 107ff. in GA 27, 1984]: “A child who was brought to the clinic twice, first at four years old, then at five and a half years old. In addition, the mother and the sister of the mother were present.

It is important that the mother and sister were present, and you will see why in a moment.

"The diagnosis led from the child's illness to that of the mother and sister. We were able to determine the following for the child: it is a twin child, born six weeks prematurely. The other child died in the last embryonic stage. At six weeks the child became ill, screamed an extraordinary amount and was taken to hospital. There the diagnosis was pylorospasm. The child was partially breastfed and partially bottle-fed. At eight months it was discharged from hospital. On arriving home, it had a seizure on the first day, which repeated daily for the first two months. During the attack, the child became stiff and rolled his eyes. Before the attack, the child was anxious and cried. The child also squinted with his right eye and vomited before the attack occurred. At two and a half years of age, another attack occurred that lasted five hours. The child became stiff again and lay there as if dead. At four years of age, an attack occurred that lasted half an hour. For the first time, we were informed that this seizure was accompanied by fever. After the convulsions that occurred after the child was brought back from the hospital, the parents noticed paralysis in the right arm and right leg. At two and a half years old, the child made his first attempt at walking, which turned out that only the left leg could step and the right one was dragged. The right arm also remained without will. The same condition was still present when the child was brought to us. The task was to determine the state of the child's organizational limbs. This was attempted independently of the symptom complex. It turned out that there was a strong atrophy of the etheric body, which in certain parts took up only a very slight influence of the astral body.

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That is essentially the finding. We are dealing with an etheric body that is atrophied in the most diverse places and does not absorb the effect of the astral body in the atrophied places. There are such gaps in the etheric body (see drawing). The astral body does not penetrate into the areas where the etheric body is atrophied. This was the case in various parts of the organism.

“The area of the right side of the chest was paralyzed in the etheric body. In contrast, there was something like a hypertrophy of the astral body in the stomach area.”

One must use unusual expressions here, just as the term “hypertrophy” is used for places that are too active, too lively.

"Now the task was to harmonize the symptom complex with these findings. There is undoubtedly a heavy demand on the stomach during digestion due to the astral body, but this is blocked due to the paralysis of the ether body at the transition from the intestines to the lymph vessels. As a result, the blood is malnourished. We must therefore take the nausea symptoms as particularly important symptoms. Cramps always occur when the etheric body becomes atrophic and the astral body gains direct influence on the physical body without the mediation of the etheric body.

This is something important in principle. The occurrence of spasms is based on the fact that the regular connection between the astral body, the etheric body and the physical body is not there. One has to imagine this in such a way that the astral body only acts on the physical body with the help of the etheric body. If there are such atrophic areas, then the astral body takes hold of the physical body to the exclusion of the ether body. Spasm occurs everywhere where this is the case. We know that where spasm occurs, the ether body does not mediate properly between the astral body and the physical body.

"This was present to a high degree in the child. If this condition becomes permanent during the growth period, as was the case here, then those processes that make the motor system suitable for the normal absorption of the will are lost. This was evident in the child in the unusability of the right side. We now had to relate the child's condition to that of the mother. She is 37 years old when she comes to us. She states that she was already as tall as she is now at the age of 13. She had bad teeth early on.

I ask you to note this in particular. She has not grown any more from the age of thirteen until now, so that all her growth up to sexual maturity was complete.

"She had bad teeth early on, suffered from articular rheumatism as a child, claims to have had rickets. Menstruation started relatively early. The patient reports having had a kidney disease at the age of sixteen and also speaks of convulsive conditions she has had. At twenty-five years of age, obstipation due to spasm of the anal sphincter, which had to be stretched. Now she also has spasms during defecation. The findings, established without any conclusion from the complex of symptoms in direct observation, show an extraordinary similarity to those of the child. Only everything appears in a much milder form. It must be borne in mind that the etheric body of a person undergoes a special development between the change of teeth and sexual maturity. In the case of our patient, this is expressed in the fact that the available forces of the etheric body, which are not very strong, only allow for growth up to sexual maturity. With this, the special development of the astral body begins, which, with its hypertrophy, now overgrows the etheric body and intervenes too strongly in the physical organization.

This was the case with both mother and child: the astral body intruded too strongly into the physical body.

"This becomes evident in the arrested growth at the age of thirteen. The patient is by no means dwarfish, but very tall, which is due to the fact that the growth forces of the etheric body, although weak, caused a strong expansion of the physical body when uninhibited by the astral body. These forces were not yet able to intervene regularly in the functions of the physical body. This manifested itself in the occurrence of articular rheumatism and later in convulsive states.

Joint rheumatism is also connected with the fact that the astral body directly engages with the joints of the physical body. This engagement can also cause inflammation where it can occur. So either we are dealing with spasms or with inflammation.

"Due to the weakness of the etheric body, the effect of the astral body on the physical body is particularly strong. This effect is destructive. In the normal course of life, this is balanced out by the anabolic forces at work during sleep when the astral body is separated from the physical and etheric bodies. If the etheric body is too weak, as in the case of our patient, there is an excess of catabolism, which in her case was indicated by the fact that her teeth needed their first filling at the age of 12.

Due to the excessive intervention of the astral body, too much breakdown occurs. The physical body and etheric body build up; the astral body and ego organization break down. If there is now an excess of degrading activity, this is indicated by the fact that she has to wear fillings at the age of twelve. Each time she has become pregnant, her teeth have become worse.

"If the etheric body is particularly stressed, as in pregnancy, the teeth deteriorate each time. The weakness of the etheric body in relation to its connection with the astral body is still particularly evident in the frequency of dreams and in the healthy sleep that the patient has, despite all the irregularity.

If there is complete regularity in the connection between the astral body, etheric body and physical body, there is no excess of dreams. The moment the astral body can predominate because the etheric body is weakened, frequent and vivid dreams occur. And because the astral body is strong, it can easily come out and the sleep still remains healthy.

"The weakness of the etheric body is also evident from the fact that foreign processes take place in the physical body that are not mastered by the etheric body, and these show up in the urine as protein, isolated hyaline cylinders and salts.

These are the decomposition products that form due to the hypertrophy of the astral body. They must always be sought when one is dealing with a hypertrophy of the astral body.

"The relationship of these disease processes to those of the mother's sister is remarkable. The findings regarding the composition of the parts of the human being are almost exactly the same. Weak etheric body, hence predominance of the astral body. Only the astral body itself is weaker than in the sister. Therefore, just as in the sister, the menses begin early, but instead of inflammations, she experiences mere pains that arise from irritation of the organs, for example, the joints.

This is really very interesting. The mother and child have almost the same disease constitution. The sister, who is walking at the same time, only has weaker symptoms, everything to a lesser extent, everything, I would say, en miniature, in hints.

"The etheric body must be particularly active in the joints if vitality is to be normal. If the activity of the aetheric body is weak, the activity of the physical body becomes predominant, which is evident here in swelling and chronic arthritis. The weakness of the astral body, which has too little effect on subjective feeling, is indicated by a preference for sweet foods, which increase the astral body's sensitivity.

This is very interesting. In order to arrive at a diagnosis, one must actually ask what the person concerned likes to eat: sweet or bitter things, a preference for these or those sensory impressions. Some have a peculiar weakness with regard to olfactory impressions. All this shows that the astral body is to be engaged somehow. This preference of the astral body shows that it is not engaged; it is engaged immediately when it has sweets.

"If the weak astral body is still worn out by daytime life, then, if the weakness persists, the pains become more significant. The patient complains of increased pain in the evenings. The connection between the conditions of the three patients points in the ascension to the generation preceding the two sisters, in particular to the grandmother of the child. The cause must be sought in the latter. The disturbed equilibrium between the astral and etheric bodies in all three patients can only be explained by an equivalent disturbance in the grandmother of the child. This irregularity must be due to the defective formation of the embryonic organs of nourishment, especially of the allantois, in the grandmother's astral and etheric bodies.

This case is particularly interesting because it can be seen that the cause really lies in the inadequate development of the allantois of the grandmother. The whole condition of this astral body, which of course manifests itself more strongly in one person, the mother, and to a lesser extent in the other, can be traced back to the grandmother. It is not bound to one part, but constitutionally goes through the whole astral body and can only go back to that peculiar formation, the allantois, the embryonic period.

We have here an occult finding that must be taken up. But once we have come across it, the individual phenomena are quite suitable for verification. We must definitely get into the habit of verifying the causes from the causes. The composition of the symptoms actually only gives an unclear picture.

“This defective formation of the allantois must be sought in all three patients. We first established it in a purely spiritual scientific way. The physical allantois metamorphoses, passing over into the spiritual, into the efficiency of the forces of the astral body.”

What is more, we could only hint at this as a principle, in the physical allantois, which can only be embryonic as well; the entire organs that are present in the embryo are present in the born human being as the higher limbs. What is a physical accessory organ is, spiritually, in the adult state, so that we only have to see the physical correlate of the embryonic period in the allantois.

"A degenerated allantois produces a diminished efficiency of the astral body, which manifests itself particularly in all motor organs. All this is the case with the three patients. One can really recognize the nature of the allantois from that of the astral body.

It is important to know that the amnion is the physical correlate of the etheric body, the allantois is the physical correlate of the astral body, and the chorion is the physical correlate of the I organization of the adult.

"It will be seen from this that our reference to the ascendants does not come from a daring fantasy conclusion, but from a real spiritual scientific observation.

To those who may be disturbed by this truth, we would say that our statements are not motivated by a desire for paradox, but by a desire to share this knowledge with everyone. The mystical concepts of inheritance will always remain obscure if we are afraid to recognize the metamorphosis from the physical to the spiritual and vice versa in the succession of generations.

In therapeutic terms, such an insight can only lead to a view of the point at which the healing process is to be applied.

Now it moves into the therapeutic.

"If one had not been referred to the hereditary in such a way, but had simply noticed the irregularities in the connection between the etheric and astral bodies, one would have applied remedies that would have worked on these two parts of the person. But these would have remained ineffective in our case because the damage, which goes back generations, lies too deep to be balanced out in these links of the human organization itself.

It is particularly important that we consider this case. What is presented here ties in with yesterday's question. If one simply had the finding that the astral body and the etheric body are not in intimate harmony, one would have to take this or that remedy — then one would hardly achieve any particular effect. If one goes strictly further to the cause, then the therapy also becomes clearer. By being led away from direct observation into the succession of generations, the way was pointed to strict exactness.

"In such a case one must work upon the ego-organization and bring to bear in it everything that has to do with the harmonizing and strengthening of the etheric and astral bodies. This can be achieved by acting on the ego organization with, so to speak, intensified sensory stimuli (sensory stimuli act on the ego organization). In the case of the child, this was attempted in the following way: a bandage of the right hand was applied with a five percent pyrite ointment and at the same time the left half of the head was rubbed with emperor's sponge ointment.

And now we have the therapy: we work directly on the hand with pyrite, iron sulphide. This enables us to influence the astral body and the etheric body at the same time, thereby bringing about harmonization. We must work to bring the etheric body and the astral body closer together. This is the basis for healing. And for that we must apply means that go beyond the immediate, because it has been going on for generations.

"Pyrite, a compound of iron and sulfur, when applied externally, stimulates the I-organization to make the astral body more lively and to increase its affinity to the ether body. The substance of the Emperor's mushroom, with its special content of organized nitrogen, works in such a way that an effect emanates from the head, which, through the ego organization, makes the ether body more lively and increases its affinity to the astral body. The healing process was supported by eurythmy therapy, which sets the ego organization itself in lively activity. Thus, what is applied externally is guided into the depths of the organization. The healing process thus initiated was then further strengthened by means of measures that were intended to make the astral and etheric bodies particularly sensitive to the effect of the ego organization. In a rhythmic daily sequence, the following treatments were applied: baths with a decoction of Solidago, back rubs with a decoction of Stellaria media, and internally, tea made from willow bark (which particularly affects the receptivity of the astral body) and Stannum 0.001 (which particularly makes the etheric body receptive). We also gave poppy juice in a weak dosage to make the damaged self-organization recede in the face of the healing effects.

The mother received more the last therapy because, as a generation older, the forces of heredity had less effect. The same applies to the mother's sister. While the child was still in the clinic, we were able to see that it was easier to direct and that it was in a better mental state. For example, it became more obedient; and the movements it otherwise made very awkwardly, it now made more skillfully. Afterwards, the aunt told us that a great change had taken place with the child. It has become calmer, the excess of involuntary movements has decreased; it has become so skilled that it can play alone; and in terms of the soul, the former stubbornness has disappeared."

Perhaps you would like to say something? In this way, the diagnosis leads to the therapy. This is where the higher aspects of human nature come into play. The starting point is the clinical picture. In this case, the starting point is as follows: the sick organism was subject to a process that takes a certain course. This process must be reversed. By properly understanding the process, one arrives at the point of reversing the process by realizing how not only an organ, but the entire human interior is related to what is happening in the world.

So let us say you want to recognize how to treat some kind of damage, say to the gall bladder. Then you have to study the opposite process in the outside world; at least take this opposite process as an aid. If you recognize one of them, say, as the incoming process, you recognize the other as the outgoing process and thus have the closed circuit. Is there perhaps another question?

Sometimes with adults, sometimes with those who are psychically agile, one can arrive at a diagnosis. I have also tried this with children; but I have the impression that I have gone too far in this kind of diagnosis.

That you did not achieve what you intended by penetrating the soul? This is something that may be true or may be false. It depends entirely on how far one is able to coax the things one wants out of the child, and also on whether the child is communicative or not. It also depends on the memory effect; and on whether the right things from the soul are elicited. In principle, the child can give really great things, especially when there are condensed soul phenomena. If you expect the childish and it tells what it has seen of condensed soul phenomena, you can look very deeply into irregularities; these are always the correlate of this. You have to look at the case individually.

With adults, of course, it is fairly easy to penetrate the soul if you know the soul organism as such, if you know that people tell you anything. Now you move forward. Most of the time what they tell is not true. First of all, the patient does not say how it is. Now you have to find something to latch onto. You come across something that is mostly true. Once you have grasped that, you can move on. You have to distinguish whether one thing is true in relation to the other. An animal that has the beak of an eagle cannot at the same time have the feet of an ostrich. In the same way, things in the soul fit together. You have to guide the patient towards this. Until you have found the right point, you believe everything, that is, you believe nothing, but you make him understand that you believe everything. Once you have hooked on a point where the matter must be true, you then draw his attention very sharply to what cannot be. You then get a kind of soul organism that points very strongly to the physical organism. So it is useful to be based on a mental diagnosis.

A participant comments.

The direction you indicated yesterday is this: I make a diagnosis and then have the diagnosis before me. I know that when this turns out, these remedies are available to me. I can choose from among them. Now you wanted to know: how can one actually choose? The answer can only be given by saying: If I can choose between several remedies, I must assume that I have not yet completed the diagnosis and must continue the diagnosis until I arrive at a definite remedy. There is no such thing as an arbitrary choice. This was truly a happy case, and I was amazed. The fact that one goes from the condition of the child to the allantois of the grandmother is something that does not otherwise occur in the diagnosis. I was extremely astonished that this was the motif; on the other hand, the result shows that one must try to penetrate to the last cause.

Dr. Wegman reads the “Fifth Case” described in the book mentioned at the beginning on pages 114-116:

"A 26-year-old female patient came to our clinic with the severe consequences of influenza, which she had suffered through in 1918 with lung catarrh, and which had followed a pleurisy that had occurred in 1917. Since the flu, the patient had been unable to fully recover. In 1920, she was very emaciated, weak, and had a slight fever and night sweats. Soon after the flu, she developed lower back pain that continued to worsen until late 1920; and then, with severe pain, a curvature appeared in the lower back. There was also swelling of the right index finger. A rest cure supposedly brought improvement of the back pain. When she came to us as a patient, she had a suppurative abscess on the right thigh, distended abdomen with some ascites and catarrhal noises over the lung tips, both on the right and left. Digestion and appetite are good. Urine is concentrated, showing traces of protein. The spiritual scientific examination showed: hypersensitivity of the astral body and the ego organization; such an abnormality initially expresses itself in the ether body in that it does not develop the actual ether functions, but an etheric imprint of the astral functions.

This is very interesting when, as in this case, the etheric body is so weak that it does not perform its own functions but acts as a matrix, like wax, into which the astral body imprints its own functions. We have an etheric body that actually acts as a masked astral body. This is the case here.

"The astral functions are destructive. Therefore, vitality and the normal process in the physical organs must show signs of atrophy. This is always connected with processes that are, as it were, not human, but which take place in the human organism.

We must be strict about this. When something enters the human organism, whether it is from some aggregate state or warm air and so on, it must undergo a change in the human organism – roughly speaking, within the human skin. Nothing is the same outside of and within the human organism. The human organism has to work through everything that comes from outside. No heating process may take place in the body as it does in stone, where a temperature simply passes through and warms the stone. If we are warmed from the outside, like an inorganic body, we process the warmth that approaches us so deeply that it is completely revitalized. If a cold occurs, even if it is an internal cold of the internal organs, it does not come from within, but from an external imposition of heat.

This goes all the way down to the metabolic states. When a substance enters, it must be transformed in the human organism, right down to its most intimate processes. If we have ingested something – let's say a carbohydrate – another process takes place in the organism. The carbon-hydrogen-oxygen process, which takes place outside of human nature, must not be there in the same way. There is a process in the human being that is foreign to human nature. This is the basis for all disease states that are based on metabolic deposits. All of them are basically based on the fact that heat processes do not occur through the human being himself, but rather processes that arise as actual processes of matter because the human organization is not strong enough in some part. If, for example, the ego organization is too weak, one will find that the fat taken in is not processed in the right way. If the astral organization is too weak, one will find that carbohydrates are not processed properly. If the aether organization is too weak, one will find that the protein taken in is not processed in the right way. This is something to be aware of.

"The abscess, back pain, bloating, catarrhal phenomena in the lungs and also the inadequate processing of protein are caused by this. The aim of the therapy is to reduce the sensitivity of the astral body and the ego organization. This is achieved by administering silicic acid, which always strengthens the power of self-healing in the face of sensitivity.

So silicic acid always strengthens the power of self-healing in the face of sensitivity.

“We did this by adding powdered silicic acid to food and giving it as enemas. We also reduced sensitivity by placing mustard plasters on the lower back. Its effect is based on the fact that it causes sensitivity on its own and thus reduces it for the astral body and the ego organization.”

You see how one helps oneself: one applies mustard plasters to the lower back; this causes artificial sensitivity. This artificial sensitivity takes away the inner sensitivity of the astral body, thus creating an intimation. This is often the case when something is wrong in the human limbs, creating an intimation; in this case, a strong intimation of the astral body downwards. If it becomes strong enough, the sensitivity is no longer there. The sensitivity of the astral body decreases downwards. If the sensitivity moves upwards, it is increased.

"Through a process that dampens the hypersensitivity of the astral body in the digestive tract, we achieve a diversion of this astral activity to the etheric body, where it normally belongs. We achieved this by administering small doses of copper and carbo animalis. We counteract the possibility that the etheric body withdraws from the normal digestive activity to which it is unaccustomed by administering pancreatic juice.

This is only a help, a last resort.

"The abscess was punctured a few times. Large quantities of pus were drained off by aspiration. The abscess shrank and the swelling of the abdomen decreased as the pus formation steadily diminished and finally disappeared. While the pus was still flowing, we were surprised one day by a renewed rise in temperature. This did not seem inexplicable to us, since, given the constitution of the astral body described above, even slight psychic agitation can cause such fever. However, one must distinguish between the explicability of the fever in such cases and its severely damaging effect. For under the given conditions, such fever is virtually the mediator for a profound intervention of the catabolic processes in the organism. And one must immediately ensure a strengthening of the etheric body so that it paralyzes the damaging effect of the astral body. We used highly potentized silver injections and achieved a decrease in fever. The patient left the clinic with a 20-pound weight gain and in a strengthened condition. We are under no illusion that in this case, a follow-up treatment is still needed to consolidate the healing."

So the case is intended to show how one can really come to use therapeutically what is otherwise said more theoretically about the astral body and the etheric body. One can now be faced with the question that has always been raised by “well-meaning” people: Should one use the terms that have been used here as the naked truth and reality, or should one conceal them? “Well-meaning” people have said that one should not speak of the etheric body, but of functional processes or something similar. You can't get as far as the astral body that way. The fact of the matter is that most illnesses are not grasped in their essence if one does not go up to the astral body. The damage caused by the organization of the ego, that is, the severe damage caused by metabolic deposits: here the situation is such that this damage is already clearly present. On the other hand, the more insidious damage is the catabolic damage caused by the astral body. One really has to be very careful when talking about this.

Now the situation will be such that one can simply say – yes, that is what many people will say – one should not come to people with the astral body and the etheric body. But if you don't approach people with that, there is no reason at all to believe that something new is being presented here. People think that only a little of one or the other has been changed here, that it is done here just as it is done elsewhere, that at most there is a little progress. It is not like that! And that must be made clear to people with all the radical clarity. If one shows that these are not abstract things, but rather, in these many very concrete individual cases, points out how the individual cases are constituted, and then shows how the diagnosis leads into the therapy, and how, as soon as the therapy is applied, the healing progresses: it is indeed the case that this must be understood, otherwise one would have to despair of humanity's ability to understand at all. I am completely convinced that only this method can help us: to say things very boldly and courageously.

The question is how the scientific picture presents itself in the intimate study of carcinoma.

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In the case of carcinoma, we are dealing with the fact that a sense organ is evoked at a point in the organization where there is no reason to evoke a sense organ. Take, I would like to say, the most radical sensory organization – just to understand the matter – take the eye. How does the eye come about? You know that it is actually formed partly from the outside; it is incorporated into the organism. Roughly speaking, the organism leaves out the eye socket. Then the eye is embedded. This indicates that essentially extra-human processes are at work in the formation of the eye. The eye is only embraced by the human being. When we have such a striking sensory organ as the eye, we can say that a foreign body is incorporated into the human organism. This is a radical concept because it is so unusual. Nothing like the shape of the lens or vitreous humor, or the substantial composition of the lens or vitreous humor, would ever arise from the human organism. Now, all that is deposited, which is partly even in the eye ethereal, not merely physical, is embraced by the astral body and the ego organization, which are actually as emancipated as possible from the physical and etheric in the eye. In the eye, the connection between the I, the astral body, the etheric body and the physical body is quite different than, let us say, in a piece of muscle. In a piece of calf muscle, you see a very intimate connection between the ego, the astral body, the aetheric body and the physical body. This is the normal constitution in this respect. If I were to write a chemical formula to describe the eye, I would say that the ego and the astral body are closely connected (see drawing I and A), and the other two are also closely connected! There is only a loose affinity between the etheric body and the astral body. This is only the case with the eye.

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With other sense organs, for example with the ear, it is not so, there it cannot be so pronounced. There is actually a loose affinity between the ego organization and the astral body and again between the physical body and the ether body. It is somewhat different for each sense.

If there is a tendency towards a sense organization somewhere in the human organism where there should be no sense organization - and the tendency can arise in any part of the human organism; what should happen in another place, the tendency for it can arise in any other place - then you can see how the physical body and ether body on the one hand, and the astral body and I on the other, fall apart.

Take a very specific case. In the case of a severe physical insult, say to the mammary gland, the impact continues inwards in such a way that it shows, roughly speaking, a line of action within the skin that originates from the outside – in other words, a mechanical insult that continues inwards. In most cases of breast cancer, this will be the real origin. It could only be a prolonged process of overheating or burning. In the sense I am describing here, it will always be an insult that brings this about, speaking externally. Now, in this case, something occurs that strongly suggests the astral body at this point, which is otherwise absorbed by the etheric body. When the astral body suddenly appears at this point, it shows itself in, I would say, dim light; it appears as if it were burning. When it becomes so noticeable, then there is a tendency at this point towards the formation of a sensory effect, a carcinoma develops. There it is not a question of at least starting with the first seven vaccinations.

The connections there become particularly interesting when you see how one is connected with the other. Suppose you have someone who is no longer quite young. You are obliged to remove the carcinoma. But the thing that is present in a fairly strongly developed carcinoma manifests itself in such a way that actually in the whole body, because the organism is one entity, there is a tendency to allow non-human processes to take place. The carcinoma changes in its course in a very strange way. After a while, the localized carcinoma becomes a valve for concentrating the carcinomatous development. If you cut out the carcinoma, the valve is suddenly gone. But if you are dealing with an older person, this tendency to have something non-human in the person leads to the valve being in the lungs, which is the organ that most absorbs the inorganic, non-human. Therefore, especially in the case of carcinoma present in old age, you will dissolve the process into pneumonia. If the organism is sclerotic, the process in old age ends in pneumonia. This is because the old organism takes in the extra-human even more and more easily than the younger one. The organ that most easily takes in extra-human processes is the lung; it is damaged in the process. There is an organ that can easily absorb extra-human processes and is not damaged by them; that is the liver. It is very thick-skinned against extra-human processes. The lungs absorb them, but are damaged by them. That is the essential thing, that the lungs absorb easily and are damaged by it.

Question about the heritability of the predisposition to carcinomas.

This is connected with acquired ideas. In itself, there is no inclination in humans to fear carcinoma. This can be seen from the fact that this fear actually only exists among civilized people of educated classes. Country folk have no fear. They carry the carcinoma, die of it, without having had any knowledge of it. This is something that depends on education, and one must work against it.

To what extent is supersensible vision necessary in these two cases, and how is it applied?

The processes must be as follows: First of all, in order to get started at all, one must have complete mastery of spiritual scientific observation – this becomes apparent over time – and see how what can be established spiritually is connected with outward symptoms. If nothing else is indicated, then the purely spiritual finding is always apparent.

How does it express itself outwardly?

On the other hand, one could just as well say that it should, of course, be meditative. You can meditate on rheumatoid arthritis, you can meditate on diabetes. But that would only drive you back. Meditating on a disease process according to the symptoms is a very good way to arrive at spiritual scientific observation. It is just not easy to go the other way around. You can even do it like the homeopaths, who put together the symptom complex and then do the therapy. Only there it happens – I don't even say it can, I know it is so – again and again that symptoms are overestimated and underestimated, that they are put together wrongly, so that sometimes a symptom complex put together by homeopaths is a caricature of reality. When you meditate on this, you meditate on caricatures. If you have a real spiritual cause, that is decisive for the complex of symptoms, then you do not overestimate or underestimate any of the symptoms. You will have noticed that the symptoms we have presented are not caricatures, but well-formed complexes of symptoms. When you meditate, you come to the impossibility of making spiritual findings. And if someone says that is not possible, I must say: try it, but not with a randomly composed complex of symptoms, but with one that has been established by spiritual science.

What is eurythmy based on?

In the human organism everything is based on the fact that a conscious element goes back to an unconscious one. Eurythmy is based on the fact that when a human being comes into the world and wants to express himself, he does not lack a language as such, but the expression in the use of the movements of the limbs. This is rejected, he is not allowed to do it and cannot do it. Today this is not noticed, because it has already been beaten back by inheritance. All this integrates itself, metamorphoses itself, comes out bound to the air and lives itself into language. If one knows how this has lived itself into language, one knows that this is the origin of language, then one goes back from the movements to the language, in reverse order of consciousness. Here too it is the same: spiritual scientific diagnosis illuminates the symptom complex. If one forms it and meditates on it, one comes back to spiritual scientific diagnosis. I have to leave it at these three hours; I hope that we will meet again. But if you come more often, the little social being will become the key to future work.

In any case, it was nice to be able to talk about things again.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Questions of ethical and social education are raised when we consider the relationship between growing children and their surroundings. We will consider these two issues today—even though briefly and superficially, due to the shortness of time. Once again, the kernel of the matter is knowing how to adapt to the individuality of the growing child. At the same time, you must remember that, as a teacher and educator, you are part of the social setting, and that you personally bring the social environment and its ethical attitudes to the growing pupil. Again, pedagogical principles and methods must be formed so that they offer every opportunity of reaching the child's true nature—one must learn to know the child's true nature according to what has been shown here briefly during the last few days. As always, much depends on how one's material is brought to the students during their various ages and stages.

Here we need to consider three human virtues—concerning, on the one hand, the child's own development, and on the other hand, what is seen in relation to society in general. They are three fundamental virtues. The first concerns everything that can live in will to gratitude; the second, everything that can live in the will to love; and third, everything that can live in the will to duty. Fundamentally, these are the three principal human virtues and, to a certain extent, encompass all other virtues.

Generally speaking, people are far too unaware of what, in this context, I would like to term gratitude or thankfulness. And yet gratitude is a virtue that, in order to play a proper role in the human soul, must grow with the child. Gratitude is something that must already flow into the human being when the growth forces—working in the child in an inward direction—are liveliest, when they are at the peak of their shaping and molding activities. Gratitude is something that has to be developed out of the bodily-religious relationship I described as the dominant feature in the child from birth until the change of teeth. At the same time, however, gratitude will develop very spontaneously during this first period of life, as long as the child is treated properly. All that flows, with devotion and love, from a child's inner being toward whatever comes from the periphery through the parents or other educators—and everything expressed outwardly in the child's imitation—will be permeated with a natural mood of gratitude. We only have to act in ways that are worthy of the child's gratitude and it will flow toward us, especially during the first period of life. This gratitude then develops further by flowing into the forces of growth that make the limbs grow, and that alter even the chemical composition of the blood and other bodily fluids. This gratitude lives in the physical body and must dwell in it, since it would not otherwise be anchored deeply enough.

It would be very incorrect to remind children constantly to be thankful for whatever comes from their surroundings. On the contrary, an atmosphere of gratitude should grow naturally in children through merely witnessing the gratitude that their elders feel as they receive what is freely given by their fellow human beings, and in how they express their gratitude. In this situation, one would also cultivate the habit of feeling grateful by allowing the child to imitate what is done in the surroundings. If a child says “thank you” very naturally—not in response to the urging of others, but simply by imitation—something has been done that will greatly benefit the child's whole life. Out of this an all-embracing gratitude will develop toward the whole world.

The cultivation of this universal gratitude toward the world is of paramount importance. It does not always need to be in one's consciousness, but may simply live in the background of the feeling life, so that, at the end of a strenuous day, one can experience gratitude, for example, when entering a beautiful meadow full of flowers. Such a subconscious feeling of gratitude may arise in us whenever we look at nature. It may be felt every morning when the Sun rises, when beholding any of nature's phenomena. And if we only act properly in front of the children, a corresponding increase in gratitude will develop within them for all that comes to them from the people living around them, from the way they speak or smile, or the way such people treat them.

This universal mood of gratitude is the basis for a truly religious attitude; for it is not always recognized that this universal sense of gratitude, provided it takes hold of the whole human being during the first period of life, will engender something even further. In human life, love flows into everything if only the proper conditions present themselves for development. The possibility of a more intense experience of love, reaching the physical level, is given only during the second period of life between the change of teeth and puberty. But that first tender love, so deeply embodied in the inner being of the child, without as yet working outward—this tender blossom will become firmly rooted through the development of gratitude. Love, born out of the experience of gratitude during the first period of the child's life, is the love of God. One should realize that, just as one has to dig the roots of a plant into the soil in order to receive its blossom later on, one also has to plant gratitude into the soul of the child, because it is the root of the love of God. The love of God will develop out of universal gratitude, as the blossom develops from the root.

We should attend to these things, because in the abstract we usually know very well how they should be. In actual life situations, however, all too often these things turn out to be very different. It is easy enough, in theory, to say that people should carry the love of God within themselves—and this could not be more correct. But such demands, made abstractly, have a peculiar habit of never seeing the light of day in practice.

I would like to return to what I said during one of the last few days. It is easy enough to think of the function of a stove in the following way: You are a stove and we have to put you here because we want to heat the room. Your categorical imperative—the true categorical “stove-imperative”—tells you that you are obliged to heat the room. We know only too well that this in itself will not make the slightest difference in the temperature of the room. But we can also save our sermonizing, and, instead, simply light the stove and heat it with suitable logs. Then it will radiate its warmth without being reminded of its categorical imperative. And this is how it is when, during various stages of childhood, we bring the right thing to children at the right time. If, during the first period of life, we create an atmosphere of gratitude around children, and if we do something else, of which I shall speak later, then, out of this gratitude toward the world, toward the entire universe, and also out of an inner thankfulness for being in this world at all (which is something that should ensoul all people), the most deep-seated and warmest piety will grow. Not the kind that lives on one's lips or in thought only, but piety that will pervade the entire human being, that will be upright, honest, and true. As for gratitude, it must grow; but this can happen with the intensity necessary for such a soul and spiritual quality only when it develops from the child's tender life-stirrings during the time from birth to its change of teeth. And then this gratitude will become the root of the love of God. It is the foundation for the love of God.

Knowing all this will make us realize that, when we receive children into the first grade, we must also consider the kinds of lives they have led before reaching school age. There should really be direct contact with the parental home—that is, with what has happened before the child entered school. This contact should always be worked for, because teachers should have a fairly clear picture of how the present situation of children was influenced by their social conditions and the milieu in which they grew up. At school, teachers will then find plenty of opportunities to rectify any possible hindrances. For this to happen, however, knowledge of the child's home background, through contact with the parents, is of course absolutely essential. It is necessary that teachers can observe how certain characteristics have developed in a child by simply watching and imitating the mother at home. To be aware of this is very important when the child begins schooling. It is just as much part of teaching as what is done in the classroom. These matters must not be overlooked if one wants to build an effective and properly based education.

We have already seen that, in the years between the child's change of teeth and the coming of puberty, the development of a sense for the authority of the teacher is both natural and essential. The second fundamental virtue, which is love, then grows from that when the child is in the process of also developing the physical basis of love. But one must see love in its true light, for, because of the prevailing materialistic attitudes of our time, the concept of love has become very one-sided and narrow; and because a materialistic outlook tends to see love only in terms of sexual love, it generally traces all manifestations of love back to a hidden sexuality. In an instance of what I called “amateurism squared” the day before yesterday, we find, if not in every case, that at least many psychologists trace human traits back to sexual origins, even if they have nothing whatsoever to do with sex. To balance such an attitude, the teacher must have acquired at least some degree of appreciation for the universal nature of love; for sexual love is not the only thing that begins to develop between the child's second dentition and puberty, but also love in its fullest sense, love for everything in the world. Sexual love is only one aspect of love that develops at this time of life. At that age one can see how love of nature and love for fellow human beings awaken in the child, and the teacher needs to have a strong view of how sexual love represents only one facet, one single chapter in life's book of love. If one realizes this, one will also know how to assign sexual love to its proper place in life. Today, for many people who look at life with theoretical eyes, sexual love has become a kind of Moloch who devours his own offspring, inasmuch as, if such views were true, sexual love would devour all other forms of love.

The way love develops in the human soul is different from the way gratitude does. Gratitude has to grow with the growing human being, and this is why it has to be planted when the child's growing forces are at their strongest. Love, on the other hand, has to awaken. The development of love really does resemble the process of awakening, and, like awakening, it has to remain more in the region of the soul. The gradual emergence of love is a slow awakening, until the final stage of this process has been reached. Observe for a moment what happens when one awakes in the morning. At first there is a dim awareness of vague notions; perhaps first sensations begin to stir; slowly the eyelids struggle free of being closed; gradually the outer world aids one's awakening; and finally the moment arrives when that awakening passes into the physical body.

This is also how it is with the awakening of love—except that, in the child, this process takes about seven years. At first love begins to stir when sympathy is aroused for whatever is taught during the early days at school. If we begin to approach the child with the kind of imagery I have described, we can see how love especially comes to meet this activity. Everything has to be saturated with this love. At that stage, love has a profoundly soul-like and tender quality. If one compares it with the daily process of waking up, one would still be deeply asleep, or at least in a state of sleeping-dreaming. (Here I am referring to the child's condition, of course—the teacher must not be in a dream, although this appears to happen all too often!) This condition then yields to a stronger jolt into wakefulness. And in what I described yesterday and the day before about the ninth and tenth years—and especially in the time leading up to the twelfth year—love of nature awakens in the child. Only then do we see it truly emerging.

Before this stage, the child's relationship to nature is completely different. A child then has a great love for all that belongs to the fairyworld of nature, a love that has to be nourished by a creative and pictorial approach. Love for the realities in nature awakens only later. At this point we are faced with a particularly difficult task. Into everything connected with the curriculum at this time of life (causality, the study of lifeless matter, an understanding of historical interconnections, the beginnings of physics and chemistry) into all of this, the teacher must introduce—and here I am not joking, but speak very earnestly—the teacher must introduce an element of grace. In geometry or physics lessons, for example, there is every need for the teacher to allow real grace to enter into teaching. All lessons should be pervaded with an air of graciousness, and, above all, the subjects must never be allowed to become sour. So often, just during the ages from eleven and a half, or eleven and three-quarters, to fourteen or fifteen, work in these subjects suffers so much by becoming unpalatable and sour. What the pupils have to learn about the refraction and reflection of light or about the measurement of surface areas in a spherical calotte, is so often spoken of not with grace, but with an air of sourness.

At just this time of life the teacher must remember the need for a certain “soul-breathing” in the lessons, which communicates itself to the pupils in a very strange way—soul-breathing must be allowed for. Ordinary breathing consists of inhaling and exhaling. In most cases, or at least on many occasions, teachers, in their physics and geometry lessons, only breathe out with their souls. They do not breathe in, and the outbreath is what produces this acidity. I am referring to the outbreathing of soul expressed in dull and monotonous descriptions, which infuses all content with the added seriousness of inflated proportion. Seriousness does have its place, but not through exaggeration.

On the other hand, an in-breathing of soul brings an inherent sense of humor that is always prepared to sparkle, both within and outside the classroom, or whenever an opportunity arises for teachers and pupils to be together. The only possible hindrance to such radiating humor is the teachers themselves. The children certainly would not stand in its way, nor would the various subjects, provided they were handled with just the right touch during this particular age. If teachers could feel at home in their subjects to the degree that they were entirely free of having to chew over their content while presenting lessons, then they might find themselves in a position where even reflected light is likely to crack a joke, or where a spherical skullcap might calculate its surface area with a winning smile. Of course, jokes should not be planned ahead, nor should they be forced on the classroom situation. Everything should be tinted with spontaneous humor, which is inherent within the content, and not artificially grafted onto it. This is the core of the matter. Humor has to be found in things themselves and, above all, it should not even be necessary to search for it. At best, teachers who have prepared their lessons properly need to bring a certain order and discipline into the ideas that will come to them while teaching, for this is what happens if one is well prepared. The opposite is equally possible, however, if one has not prepared the lessons adequately; one will feel deprived of ideas because one still has to wrestle with the lesson content. This spoils a healthy out-breathing of soul and shuts out the humor-filled air it needs. These are the important points one has to remember at this particular age.

If teaching follows its proper course in this way, the awakening of love will happen so that the student's soul and spirit are properly integrated into the human organization during the final stage of this awakening—that is, when the approach of puberty, begins. This is when what first developed so tenderly in the child's soul, and then in a more robust way, can finally take hold of the bodily nature in the right and proper way.

Now you may wonder what teachers have to do to be capable of accomplishing their tasks as described. Here we have to consider something I would like to call the “social aspect” of the teaching profession, the importance of which is recognized far too little. Too often we encounter an image that a certain era (not ancient times, however) has associated with the teaching profession, whose members are not generally respected and honored as they should be. Only when society looks upon teachers with the respect their calling deserves, only when it recognizes that the teachers stand at the forefront of bringing new impulses into our civilization—not just in speeches from a political platform—only then will teachers receive the moral support they need to do their work. Such an attitude—or perhaps better still, such a sentiment—would pave the way toward acquiring a wider and more comprehensive view of life. This is what the teachers need; they also need to be fully integrated into life. They need more than just the proper qualifications in educational principles and methods, more than just special training for their various subjects; most of all teachers need something that will renew itself again and again: a view of life that pulsates in a living way through their souls. What they need is a deep understanding of life itself; they need far more than what can pass from their lips as they stand in front of their classes. All of this has to flow into the making of a teacher. Strictly speaking, the question of education should be part of the social question, and it must embrace not just the actual teaching schools, but also the inner development of the teaching faculty.

It should be understood, at the same time, that the aims and aspirations for contemporary education, as presented here, are in no way rebellious or revolutionary. To believe that would be a great misunderstanding. What is advocated here can be introduced into the present situation without any need for radical changes. And yet, one feels tempted to add that it is just this social aspect of education that points to so many topical questions in life. And so, I would like to mention something, not because I want to agitate against present conditions, but only to illustrate, to put into words, what is bound to come one day. It will not happen in our current age, so please do not view what I am going to say as something radical or revolutionary.

As you know, it is customary today to confer a doctorate on people who, fundamentally speaking, have not yet gained any practical experience in the subjects for which they are given their degree, whether chemistry, geography, or geology. And yet, the proof of their knowledge and capacity would surely have to include the ability to pass their expertise on to other candidates, of teaching them.¹ And so a doctor's degree should not really be granted until a candidate has passed the practical test of teaching and training others who wish to take up the same vocation. You can see great wisdom, based on instinctive knowledge, in the popular expression; for, in the vernacular, only a person capable of healing, capable of giving tangible proof of healing abilities, is called a “doctor.” In this instance the word doctor refers to someone engaged as a practical healer, and not just to a person who has acquired specialized medical knowledge, however comprehensive this might be.

Two concepts have arisen gradually from the original single concept—that of educating as well as that of healing. In more distant times, teaching or educating was also thought of as including healing. The process of educating was considered synonymous with that of healing. Because it was felt that the human being bore too many marks of physical heredity, education was viewed as a form of healing, as I have already mentioned during a previous meeting here. Using the terminology of past ages, one could even say teaching was considered a means of healing the effects of original sin.² Seen in this light, the processes of healing, set in motion by the doctor, are fundamentally the same as those of teaching, though in a different realm of life. From a broader perspective, the teacher is as much of a healer as a doctor. And so the weight the title “doctor” usually carries in the eyes of the public could well become dependent on a general awareness that only those who have passed the test of practical experience should receive the honor of the degree. Otherwise, this title would remain only a label.

However, as I have already said, this must not be misunderstood as the demand of an instigator for the immediate present. I would not even have mentioned it except in a pedagogical context. I am only too aware of the kind of claims that are likely to be listened to in our times, and the ones that inevitably give the impression one is trying to crash through closed doors. If one wants to accomplish something in life, one must be willing to forgo abstract aims or remote ideals, the attempted realization of which would either break one's neck or bruise one's forehead. One must always try to remain in touch with reality. Then one is also justified in using something to illustrate certain needs of our time, even if these may only be fulfilled in the future; for what I have spoken of cannot be demanded for a very long time to come. It may help us to appreciate, nevertheless, the dignity within the social sphere that should be due the teaching profession. I have mentioned all of this because it seemed important that we should see this question in the proper light. If teachers can feel moral support coming from society as a whole, then the gradual awakening of love in the young will become the close ally of their natural sense of authority, which must prevail in schools. Such things sometimes originate in very unexpected places.

Just as the love of God is rooted in gratitude, so genuine moral impulses originate in love, as was described. For nothing else can be the basis for truly ethical virtue except a kind of love for humankind that does not allow us to pass our fellow human beings without bothering to know them, because we no longer have an eye for what lives in them—as happens so easily nowadays. The general love toward all people is the love that reaches out for human understanding everywhere. It is the love that awakens in the child in the time between the change of teeth and puberty, just as gratitude has grown between the child's birth and the loss of the first teeth. At school, we must do everything we can to awaken love.

How are children affected by what happens in their immediate surroundings during the first period of life—that is, from birth to the change of teeth? They see that people engage in all kinds of activities. But what children take in are not the actual accomplishments in themselves, for they have not yet developed the faculty to perceive them consciously. What they do perceive are meaningful gestures. During this first period of life we are concerned with only a childlike understanding of the meaningful gestures they imitate. And from the perception of these meaningful gestures the feeling of gratitude develops, from which the gratitude-engendered will to act arises.

Nor do children perceive the activities happening in their environment during the subsequent years, between the change of teeth and puberty—especially not during the early stages of this period. What they do perceive—even in the kinds of movements of the people around them—no longer represents the sum total of meaningful gestures. Instead, events begin to speak to the children, become a meaningful language. Not just what is spoken in actual words, but every physical movement and every activity speaks directly to the child during this particular time. It makes all the difference, therefore, whether a teacher writes on the blackboard:

Or writes the same word thus:

Whether the teacher writes the figure seven like this:

Or like this:

Whether it is written in an artistic, in a less-refined, or even in a slovenly way, makes a great difference. The way in which these things affect the child's life is what matters. Whether the word leaf is written in the first or second way (see above), is a meaningful language for the child. Whether the teacher enters the classroom in a dignified manner, or whether the teacher tries to cut a fine figure, speaks directly to the child. Likewise, whether the teacher is always fully awake to the classroom situation—this will show itself in the child's eye by the way the teacher handles various objects during the lessons—or, during wintertime, whether it could even happen that the teacher absent-mindedly walks off with the blackboard towel around his or her neck, mistaking it for a scarf—all of this speaks volumes to the child. It is not so much the outer actions that work on the child, but what lives behind them, whether unpleasant and ugly, or charming and pleasant.

In this context, it is even possible that a certain personal habit of a teacher may generate a friendly atmosphere in the classroom, even if it might appear, in itself, very comic. For example, from my thirteenth to eighteenth year I had a teacher—and I always considered him to be my best teacher—who never began a lesson without gently blowing his nose first. Had he ever started his lesson without doing so, we would have sorely missed it. I am not saying that he was at all conscious of the effect this was having on his pupils, but one really begins to wonder whether in such a case it would even be right to expect such a person to overcome an ingrained habit. But this is an altogether different matter. I have mentioned this episode only as an illustration.

The point is, everything teachers do in front of children at this stage of life constitutes meaningful language for them. The actual words that teachers speak are merely part of this language. There are many other unconscious factors lying in the depths of the feeling life that also play a part. For example, the child has an extraordinarily fine perception (which never reaches the sphere of consciousness) of whether a teacher makes up to one or another pupil during lessons or whether she or he behaves in a natural and dignified way. All this is of immense importance to the child. In addition, it makes a tremendous difference to the pupils whether teachers have prepared themselves well enough to present their lessons without having to use printed or written notes, as already mentioned during our discussion. Without being aware of it, children ask themselves: Why should I have to know what the teachers do not know? After all, I too am only human. Teachers are supposed to be fully grown up, and I am only a child. Why should I have to work so hard to learn what even they don't know?

This is the sort of thing that deeply torments the child's unconscious, something that cannot be rectified once it has become fixed there. It confirms that the sensitive yet natural relationship between teachers and students of this age can come about only if the teachers—forgive this rather pedantic remark, but it cannot be avoided in this situation—have the subject completely at their fingertips. It must live “well-greased” in them—if I may use this expression—but not in the sense of bad and careless writing.³ I use it here in the sense of greasing wheels to make them run smoothly. Teachers will then feel in full command of the classroom situation, and they will act accordingly. This in itself will ensure an atmosphere where it would never occur to students to be impudent.

For that to happen among children of ten, eleven, or twelve would really be one of the worst possible things. We must always be aware that whatever we say to our pupils, even if we are trying to be humorous, should never induce them to give a frivolous or insolent reply. An example of this is the following situation: A teacher might say to a student who suddenly got stuck because of a lack of effort and attention, “Here the ox stands held up by the mountain.” And the pupil retorts, “Sir, I am not a mountain.”⁴ This sort of thing must not be allowed to happen. If the teachers have prepared their lessons properly, a respectful attitude will emerge toward them as a matter of course. And if such an attitude is present, such an impertinent reply would be unthinkable. It may, of course, be of a milder and less undermining kind. I have mentioned it only to illustrate my point. Such impudent remarks would destroy not only the mood for work in the class, but they could easily infect other pupils and thus spoil a whole class.

Only when the transition from the second life period to the third occurs, is the possibility given for (how shall I call them now in these modern times?) young men and young women to observe the activities occurring around them. Previously the meaningful gesture was perceived, and later the meaningful language of the events around the child. Only now does the possibility exist for the adolescent to observe the activities performed by other people in the environment. I have also said that, by perceiving meaningful gestures, and through experiencing gratitude, the love for God develops, and that, through the meaningful language that comes from the surroundings, love for everything human is developed as the foundation for an individual sense of morality. If now the adolescent is enabled to observe other people's activities properly, love of work will develop. While gratitude must be allowed to grow, and love must be awakened, what needs to evolve now must appear with the young person's full inner awareness. We must have enabled the young person to enter this new phase of development after puberty with full inner awareness, so that in a certain way the adolescent comes to find the self. Then love of work will develop. This love of work has to grow freely on the strength of what has already been attained. This is love of work in general and also love for what one does oneself. At the moment when an understanding for the activities of other people awakens as a complementary image, a conscious attitude toward love of work, a love of “doing” must arise. In this way, during the intervening stages, the child's early play has become transmuted into the proper view of work, and this is what we must aim for in our society today.

What part do teachers and educators have to play in all of this? This is something that belongs to one of the most difficult things in their vocational lives. For the best thing teachers can do for the child during the first and second life period is to help what will awaken on its own with the beginning of puberty. When, to their everlasting surprise, teachers witness time and again how the child's individuality is gradually emerging, they have to realize that they themselves have been only a tool. Without this attitude, sparked by this realization, one can hardly be a proper teacher; for in classes one is faced with the most varied types of individuals, and it would never do to stand in the classroom with the feeling that all of one's students should become copies of oneself. Such a sentiment should never arise—and why not? Because it could very well happen that, if one is fortunate enough, among the pupils there might be three or four budding geniuses, very distinct from the dull ones, about whom we will have more to say later. Surely you will acknowledge that it is not possible to select only geniuses for the teaching profession, that it is certain that teachers are not endowed with the genius that some of their students will display in later life. Yet teachers must be able to educate not only pupils of their own capacity, but also those who, with their exceptional brightness, will far outshine them.

However, teachers will be able to do this only if they get out of the habit of hoping to make their pupils into what they themselves are. If they can make a firm resolve to stand in the school as selflessly as possible, to obliterate not only their own sympathies and antipathies, but also their personal ambitions, in order to dedicate themselves to whatever comes from the students, then they will properly educate potential geniuses as well as the less-bright pupils. Only such an attitude will lead to the realization that all education is, fundamentally, a matter of self-education.

Essentially, there is no education other than self-education, whatever the level may be. This is recognized in its full depth within anthroposophy, which has conscious knowledge through spiritual investigation of repeated Earth lives. Every education is self-education, and as teachers we can only provide the environment for children's self-education. We have to provide the most favorable conditions where, through our agency, children can educate themselves according to their own destinies.

This is the attitude that teachers should have toward children, and such an attitude can be developed only through an ever-growing awareness of this fact. For people in general there may be many kinds of prayers. Over and above these there is this special prayer for the teacher:

Dear God, cause that I—inasmuch as my personal ambitions are concerned—negate myself. And Christ make true in me the Pauline words, “Not I, but the Christ in me.”

This prayer, addressed to God in general and to Christ in particular, continues: “... so that the Holy Spirit may hold sway in the teacher.” This is the true Trinity.

If one can live in these thoughts while in close proximity to the students, then the hoped-for results of this education can also become a social act at the same time. But other matters also come into play, and I can only touch on them. Just consider what, in the opinion of many people, would have to be done to improve today's social order. People expect better conditions through the implementation of external measures. You need only look at the dreadful experiments being carried out in Soviet Russia. There the happiness of the whole world is sought through the inauguration of external programs. It is believed that improvements in the social sphere depend on the creation of institutions. And yet, these are the least significant factors within social development. You can set up any institutions you like, be they monarchist or republican, democratic or socialist; the decisive factor will always be the kind of people who live and work under any of these systems. For those who spread a socializing influence, the two things that matter are a loving devotion toward what they are doing, and an understanding interest in what others are doing.

Think about what can flow from just these two attributes; at least people can work together again in the social sphere. But this will have to become a tradition over ages. As long as you merely work externally, you will produce no tangible results. You have to bring out these two qualities from the depths of human nature. If you want to introduce changes by external means, even when established with the best of intentions, you will find that people will not respond as expected. And, conversely, their actions may elude your understanding. Institutions are the outcome of individual endeavor. You can see this everywhere. They were created by the very two qualities that more or less lived in the initiators—that is, loving devotion toward what they were doing, and an understanding interest in what others were doing.

When one looks at the social ferment in our times with open eyes, one finds that the strangest ideas have arisen, especially in the social sphere, simply because the current situation was not understood properly. Let me give you an example:

Today, the message of so-called Marxism regarding human labor and its relationship to social classes is being drummed not just into thousands but into millions of heads.⁵ And if you investigate what its author alleges to have discovered—something with which millions of people are being indoctrinated so that they see it as their socialist gospel, to use as a means for political agitation—you will find it all based upon a fundamental error regarding the attitude toward social realities. Karl Marx wants to base the value of work on the human energy spent performing it.⁶ This leads to a complete absurdity, because, from the perspective of energy output, it makes no difference whether someone cuts a certain quantity of firewood within a given time, or whether—if one can afford to avoid such a menial task—one expends the same energy and time on treading the pedals of a wheel specially designed to combat incipient obesity. According to Karl Marx's reckoning, there is no difference between the human energy expended on those two physical activities. But cutting firewood has its proper place within the social order. Treading the pedals of a slimming cycle, on the other hand, is of no social use, because it only produces a hygienic effect for the person doing it. And yet, Karl Marx's yardstick for measuring the value of work consists of calculating the food consumption necessary for work to be done. This way of assessing the value of labor within the context of the national economy is simply absurd. Nevertheless, all kinds of calculations were made toward this end. The importance of one factor, however, was ignored—that is, loving devotion toward what one is doing and an understanding interest in what others are doing.

What we must achieve when we are with young people is that, through our own conduct, a full consciousness of the social implications contained in those two things will enter the minds of adolescents. To do so we must realize what it means to stand by children so that we can aid in their own self-education.

• 1. The word doctor is derived from docere, the Latin verb meaning “to teach.”—Trans.
• 2. See footnote on page 37.
• 3. In German, “very untidy writing” is often referred to as Geschmier, a “smear on the page.” The verb schmieren also means “to grease.”—Trans.
• 4. The German saying “Wie der Ochs Corm Berg stehen.” It means literally “to stand there like the ox facing the mountain.” It is a very common saying, and it can also be translated as “to be completely out of one's depth,” “to be nonplussed.”—Trans.
• 5. See Karl Marx's major work, Das Kapital (Capital), Vol. I, Hamburg, 1867.
• 6. Karl Heinrich Marx (1818–1883), German political philosopher and coauthor, with Friedrich Engels, of The Communist Manifesto in 1848.

My dear Friends,

The theme proposed for our lectures is: Supersensible Man, as he can be perceived and understood out of Anthroposophical wisdom. We shall try to give expression to this knowledge and understanding of man from many different sides; and as the number of lectures has unavoidably to be small, I will plunge at once into the heart of the subject.

To speak of man as a super-sensible being at once raises the question of the way in which man is regarded at the present day. For a long time now there has been no mention of super-sensible man, not even among persons of an idealistic turn of mind. The ordinary culture and knowledge of our age never speaks of the man who passes through births and deaths. In the course of centuries it has become quite natural to us to believe and even to teach our children in the schoolroom that the Earth is no more than a speck of dust, as it were, in the Cosmos, while upon this speck of dust, as an infinitely smaller speck of dust, man moves through the Universe with a delirious rapidity—man, who is utterly insignificant in relation to the great Universe. Because this conception of the Earth as a speck of dust has permeated every mind and heart, men have completely lost the possibility of relating the human being to what lies beyond the earthly realm. Something is, however, speaking to men to-day, even if they do not realise it, even if it remain in the realm of the unconscious—speaking to them to-day in clear and unmistakable tones, urging them to turn their attention once again to the super-sensible nature of their own being, and therewith of the universe. For in the course of the last few centuries, my dear friends, materialism has found its way into our very knowledge of man. What is this materialism, in reality?

Materialism is the kind of thought which regards man as a product of the substances and forces of the Earth. And although there are many who declare that the human being is not composed entirely of earthly substances and forces, we have, truly speaking, no science which concerns itself with whatever it is in man that does not originate from earthly substances; and when people declare to-day—in all good faith from their point of view—that the eternal in man can, none the less, be in some way apprehended, the statement is not really quite honest. It is not a matter simply of contradicting materialism. It is dilettantism to imagine that this is what we should be doing on every possible occasion. Theories based upon materialism, which either cast doubt upon or deny altogether the existence, or at any rate the possibility of knowledge, of a spiritual world, are not of first importance; what is significant is the tremendous weight and power of materialism. Of what use is it in the long run, when people say, either out of some inner perception or out of religious tradition, that the thinking, feeling and willing of man must surely have an existence independent of the brain, if then modern science comes along and by one means or another—and it is generally, as you know, in pathological cases that research into the brain is instituted—disposes of the brain bit by bit and gives the appearance of disposing at the same time bit by bit of the human soul' Or what sense is there again in allowing intuitive feelings or religious tradition to speak of the immortality of the life of soul, and then, when a man is ill in his soul, be unable to think of anything that will help him except cures for the brain or the nervous system? It is materialism that has brought us all this knowledge and research. Many of those who are ready to refute materialism to-day do not really know what they are doing. They do not appreciate the tremendous significance of the detailed knowledge which materialism has brought in its train; they have no notion of the consequence of materialism for our whole understanding of man.

Let us then take this for our starting point. We will look at the human being and study him quite honestly from the aspect of what modern science knows about him. Such a study will reveal much. From all that physiology, biology, chemistry and other sciences can contribute towards an understanding of the human being, we shall learn how the different known substances and forces of the world and the Earth come together to build up muscle, bone, nervous system, blood system, the several senses—in short, the whole human being of whom modern science speaks. Approaching modern science in this way in its most successful manifestation, we come upon a remarkable fact. Take, for instance, the knowledge comprised in what a medical student has to learn as the foundation for his work of healing. Having acquainted himself with certain preparatory sciences, he passes on to those which are fundamental to medicine. Let us imagine that we have before us, collected together in a handbook, everything he has to learn about the human organism, until he arrives at the point where he must pass on to specialised knowledge. If we now ask ourselves:—To what does all this knowledge amount? What does the student know of man?—we must answer:—He knows a great deal, he knows everything that can be known to-day. (For, when we turn to the psychologists, to those who set out to understand the life of soul, we find an atmosphere of doubt and uncertainty.) In natural science we have no hesitation in recognising sound and valuable results of research,—so good indeed that the scientific lecturers are often unequal to their task. If students are apt to be bored by what they have to listen to in preparation for their medical studies, it is not the fault of the natural science but of those who expound it. We should never speak of science as “boring,” but rather of “boring” professors! Truly the fault does not lie with science, for science has undoubtedly good solid matter to offer. However God-forsaken are many of those who expound science to-day, science herself has the co-operation of good Spirits. When, however, we turn from these achievements of genuine and scholarly research and listen to what psychologists and philosophers have to say about the soul or the eternal part of man, we very soon realise that, apart from what has come from earlier traditions, it is all words, words, words, which lead nowhither. If out of the deepest needs of his soul a man turns to-day to psychology or philosophy, he will not merely be bored, he will find nothing whatever to answer his questions. In our present age it is natural science alone that has something to offer to those who are seeking knowledge.

But now what does this natural science teach us about man? It speaks of that in man which comes into existence at conception or birth and passes away at death. Nothing more! If we are honest, we must admit that science has not anything more to offer. The only course left open to one who is a genuine seeker in this domain is therefore to turn his attention to what cannot, in our day, be attained by the accustomed methods of science, namely, to the founding of a real science of the soul and spirit, based, as was ancient spiritual knowledge, upon experience in and observation of the spiritual. Such a science is to be attained only by methods indicated in my books “Knowledge of the Higher Worlds,” “Occult Science” and others,—methods which enable a man actually to perceive the spiritual, and to speak of it as he speaks of that which lies before him in the world of sense and has led to the development of a genuine and sound natural science. What the Earth has to offer to the eyes of sense, what can be made the object of experiment has not, of course, by any means been exhausted,—although it is well on the way! But this can at most yield knowledge of man as a transient, material being, living in time. To look out beyond the earthly realm is not possible, so long as we are trying to understand the human being by the methods of natural science. For if we have eyes only for the earthly we can see nothing but the transient part of man.

As we shall find, however, even this transient part of man can never be explained in and from itself. Even here we are led, perforce, to look away from the Earth to the Earth's cosmic environment. When modern science does this, it does little more than calculate the distances of the stars, describe their courses, examine them with a spectroscope and state how far the phenomena of light which reveal themselves there admit of the conclusion that the stars contain the same substances as are found on Earth. This science of the world that is beyond the Earth does not, in point of fact, get beyond the Earth at all! It is powerless to do so. To-day, therefore, I want to begin our study by placing before you certain facts for which we shall find detailed confirmation in the later lectures of the course.

If, instead of limiting our observation to the Earth, as is customary in science to-day, we direct our gaze to what lies beyond the Earth, to the world of the Stars, we have, first, the planetary system, those heavenly bodies which are manifestly connected in some way with the Earth, and which are involved both in movements which man thinks he has discovered to be movements around the Sun, similar to the movement of the Earth around the Sun, and also in movements which are performed together with the Sun in one direction or another in cosmic space. Such are the results that can be attained by observation and calculation; but they afford nothing that can be applied to the being of man himself. This kind of observation has indeed nothing to offer us for our knowledge of man.

Supersensible sight leads us at once to something new. We turn our gaze to the planetary bodies outside the Earth: Saturn, Jupiter, Mars, then the Earth herself, Venus, Mercury, Moon—regarding the Moon not merely as a satellite but as a planet. Modern science calculates that Saturn, for example, with its immense orbit, takes a long time, thirty years, to move around the Sun; Jupiter needs a much shorter time; Mars still less, and so on. Let us say, we look out into the star-strewn heavens and see a star, a planet at a particular spot in the sky; somewhere else we see a different star—Saturn, Jupiter, or whatever it may be. Now what is thus revealed to the eyes of sense—Jupiter here, Saturn there—has also an ether sphere. It is embedded in a fine, delicate ether-substance. If we can perceive the ether as well, we see that Saturn, for instance—this curiously formed planet, looking like a globe surrounded with rings—accomplishes something in the ether around it. Saturn is not inactive in relation to the ether in which the whole planetary sphere is contained and enclosed. Seen with the eye of the spirit, Saturn rays out forces. From Saturn radiates something that can be perceived as form. The physical planet Saturn is only one part of the picture—a part that gradually fades away before the eye of the spirit. One has the feeling that the Spirits of the World have placed Saturn there in this position in the heavens on our behalf as it were, in order that we may have a direction in which to focus our gaze. To the eye of the spirit, it is as if someone were to make a dot on the black-board, draw something around it and then rub the dot out again. This is actually what happens in spiritual sight. Saturn is blotted out, but what is around Saturn becomes clearer and clearer and tells a marvellous story. If we have reached the point where Saturn itself is blotted out and we behold the “form” or “figure” that has been worked into the ether, we find that this form extends as far as Jupiter, where the same process is repeated. Jupiter is blotted out and what comes into being in the ether spreads out, spreads out very far; until once again a form arises in the ether, which combines with the form from Saturn to produce a picture in the heavens. We come to Mars, and the same thing happens again. Then we come to the Sun. Whereas the outer, physical Sun blinds and dazzles, we find it is not so with the spiritual Sun. All the dazzling quickly dies away when we gaze at the spiritual Sun, and a great, majestic, living picture arises from all that is inscribed into the ether—a picture that extends also to Venus, Mercury, Moon. We have, now, a complete picture with its different parts.

Some of you may here suggest that there will be occasions when Saturn, for instance, is standing at a place in the heavens where he cannot come in contact with the picture formed by Jupiter. In a wonderful way, this too is provided for. The contact is brought about in the following manner. If you were to start from a certain point lying in the East, in Asia, and draw a line right through the centre of the Earth to the other side and then extend it out into the Cosmos, you would have drawn a line that is of the greatest significance for the whole field of spiritual sight. When Saturn lies outside this line, we must carry over the picture that arises from Saturn to the line; this fixes it. The pictures are fixed by means of this line. Wherever we may have found the Jupiter-picture or the Saturn-picture—and they have to be sought for—they are fixed for our sight by being brought to this line. We have thus, finally, one single picture. Our planetary system presents a complete picture. Do you know what this picture is? We unriddle it and discover what it is—a great cosmic picture of the human skin with the sense-organs. If you take the skin of a human being, including with it the sense-organs, and try to draw the picture which corresponds to it in the heavens, it proves to be what I have just described. The planetary system inscribes into the cosmic ether what is present in the human being—differentiated and specialised by earthly conditions—in the spatial picture of the surface of the skin including the sense-organs. That, then, is the first thing. We discover a connection between the human being, on Earth, in respect to the form given him by the skin which encloses him, and the planetary system which shapes, forms, and builds into the ether, the archetypal, heavenly picture of earthly man.

Now we make a second discovery. We look at the planets in movement. If we watch any particular planet, then the Ptolemaic and the Copernican systems will give us each a different picture of its course. That can very well be; the pictures of planetary movements can be interpreted in many ways. But what is far more important is that we should now be able to behold all these movements together. Suppose we are looking at Saturn, the planet that has the longest way to go and needs the longest time in which to complete his orbit. The movement of Saturn seen in conjunction with the movement of Jupiter gives a picture. Looking now at all the planets together in this way in their several movements, we have before us once again one complete picture, arising this time from the movements of the planets. The picture does not tally with the astronomical descriptions of the planetary movements. Strange to say, spiritual sight does not find the pictures of ellipses which you can see drawn in astronomical maps. When we follow Saturn, for example, with spiritual sight, he reveals to us something which, in conjunction with other movements, forms itself into a figure of eight, a kind of lemniscate. Into this form enter manifold other planetary movements. So, once again, we have a picture. This picture arising from all the planetary movements reveals itself to us as the heavenly picture of what comes to expression in the human being in the nerves and the neighbouring glands. The archetypal picture of the human skin and sense-organs is found by spiritual sight in the order and grouping of the planets. We have now seen what happens when we pass from this to the picture of the planetary movements. If we draw an outline of the human form, we can have the feeling: This outline represents the form of the planetary system; but when we draw in the nervous system and the secreting glands, then with every stroke we are drawing a physical picture of the movements of the planetary system as they are seen with the eye of the spirit.

We can now take another step forward in our spiritual observation of the Cosmos. Having reached the point where we obtain a picture of the movements of the planets by drawing into our outline of the human form the nerves and neighbouring glands, we can go further. The several movements fade away. As we rise from Imagination to Inspiration, the movements vanish. This is of extraordinary significance. “Seeing” in the narrower sense ceases, and we begin to “hear” in the spirit. What was previously movement becomes dim and confused, until it is like a picture seen in a mist. But out of this misty picture the Music of the Cosmos begins to form—the Cosmic Rhythms become audible for us in the spirit. And we ask ourselves: What is it we must now add to our outline of the human form, to correspond with these Cosmic Rhythms?

In the sphere of Art, as you know, all manner of transformations are possible. When we have drawn our outline of man and then drawn within it the nervous system, we have the feeling that we have been literally painting or drawing. But now it is not so easy to paint what we hear in the realm of Cosmic Music, for it is all rhythm and melody. If we are to represent it in our picture, we must take a brush and, following the nervous system, quickly make here a dab of red, there a dab of blue, here again red, there again blue, and so on, all along the lines of the nervous system. Then at certain places we shall feel impelled to stop, we can go no further; we must now paint into the picture a definite “form,” to express what we have heard in the spirit. We can indeed transform it into drawing, but if we want to place it within the contour-line, we find that at certain points we are obliged to go beyond the line and paint a new and different form, because here the rhythm blue-red, blue-red, blue-red, suddenly becomes melody. We feel we must paint in this form—and the form is what the melody sings to us! Cosmic Rhythm—Cosmic Melody. When we have completed the picture, we have before us Cosmic Music made perceptible in space, the Cosmic Music which becomes audible to the ear of the spirit when the picture of the planetary movements grows dim and disappears. And what we have now drawn into our picture is none other than the path along which the blood flows. When we come to an organ—to heart or lung, or to organs which take into themselves either something from the outside world or substances from within the body itself—at these points we must paint a form which attaches itself in some way to the channels of the blood. Then we get heart, lungs, liver, kidneys, stomach. From the Cosmic Music we learn how to draw these organs of secretion, and how to insert them into the blood system in our picture.

Now we go a stage further. We pass from Inspiration to Intuition. Something new arises out of the Cosmic Music. The tones begin to blend with one another; one tone works upon another and we begin to hear meaning in this Cosmic Music. The Cosmic Music changes into speech—Cosmic Speech that is spoken forth by the Universe. At the stage of Intuition, what was known in earlier times as the Cosmic Word becomes audible. We must now draw something else into our picture of the human being. Here we must proceed just as we proceed in ordinary everyday writing, where we express something by means of words that are formed of letters. In our picture of man, we must express the meaning of the single Cosmic Words. We find that when we give expression to these Cosmic Words and bring that expression into the drawing, we have before us a picture of the muscular and bony systems in the human being, It is just as though someone were to tell us something which we then write down. Cosmic Speech tells us something—and we draw it into the picture. In what the world beyond the Earth tells us, we have thus been able to find the human being in his totality.

But now there is another and essentially different experience that comes to us in the course of this spiritual observation. Let us return to what was said at the beginning of the lecture about the form that is inscribed in the ether by the planetary bodies. While we are engaged in this spiritual observation, knowledge of the earthly vanishes for us; it remains as a memory only. But it must be there as memory; if it were not, we should have no stability, no balance, and these are essential if we are to be knowers of the spirit. A knowledge of the spirit that excludes physical knowledge is not good. Just as in physical life we must be able to remember—for if the faculty of remembering what we do and experience is lacking, we are not in good health—so, in the realm of spiritual knowledge we must be able always to remember what is there in the physical world. In the sphere where we experience the formative activities of the planetary system, the other kind of knowledge which we had on Earth—all that is given us in the wonderful achievements of physical science—is for the moment entirely forgotten. However well and thoroughly we have known our Natural Science here on Earth, in every act of spirit-knowledge we have always again and again to remember it, we have to recall to our consciousness what we have learnt in the realm of the physical. We must say to ourselves at every turn: That is the solid ground upon which I have to stand. But it withdraws from us, it becomes no more than a memory. On the other hand, we begin now to have a new perception, which is as vivid in comparison with physical knowledge as is immediate present experience compared with remembered experience. We perceive that while we are beholding the form-giving power of the planetary sphere we are within an entirely new environment. Around us are the Beings of the Third Hierarchy: Archai, Archangels, Angels. In this form-creating activity lives the Third Hierarchy. A new world arises before us. And now we do not merely say: From the world of the planets has come the human form in its Cosmic Archetype! Now we say: Beings of the Third Hierarchy, Archai, Archangels and Angels, are working and weaving at this cosmic archetype of the form of man!

It is possible here in earthly existence to attain to perception of the world of the Hierarchies, by means of super-sensible knowledge. After death, every human being must necessarily experience such knowledge, and the better he has prepared himself—as he can prepare himself—during earthly existence, the easier it will be for him. On Earth, when a man wants to know what he is like in his form and figure, he can look at himself in a mirror, or he can have his photograph taken. After death no such means exist,—either for himself or in regard to his fellowmen. After death he has to look away to the formative working and weaving of the planets. In what the planets reveal, he beholds the building up of his form. There we recognise our own human form. And working and weaving through it all are the Beings of the Third Hierarchy,—the Angels, Archangels and Archai.

We can now progress further on our upward path. When we have recognised that the weaving life of Angels, Archangels and Archai is connected with the form of the human skin and the sense-organs that belong to it, we can advance a step further in our knowledge of man's relation with the world beyond the Earth. Only, let us first be quite clear how differently we have now to think of the human form or figure. Here on Earth we describe a man's figure, or perhaps his countenance. One man's forehead, we say, is of such and such a shape; another has a nose of a particular shape; a third has mournful eyes; a fourth laughing eyes,—and so on. But there we stop. Cosmic knowledge on the other hand reveals to us in everything that goes to make up the human form the working and weaving of the Third Hierarchy. The human form is in truth no earthly creation, The Earth merely provides the substance for the embryo. The Archai, Archangels and Angels work in from the Cosmos, building up the human form. If we now advance further and come to perceive the confluence of the planetary movements, of which confluence the nervous system and the secreting glands are an after-copy, we find, interwoven with the movements of the planets, the Beings of the Second Hierarchy: Exusiai, Kyriotetes, Dynamis. Beings of the Second Hierarchy are active in the shaping of the cosmic archetype of the nervous and glandular systems in man. It is thus at a later period after death—that is to say, some time after we have learned to understand the human form from its cosmic archetype—that we ascend to the world of the Second Hierarchy, and realise that the earthly human being to whom we now look back as a memory was fashioned and created in his nervous and glandular systems by the Exusiai, Kyriotetes and Dynamis. Then we no longer regard the human being as the product of forces of electricity, magnetism and the like; we take knowledge of how he as physical man has been built up by the Beings of the Second Hierarchy.

We go still further and ascend to the sphere of Cosmic Music—Cosmic Melody and Cosmic Rhythm, where we find yet another cosmic archetype of the being of man. This time we do not move onward in the Hierarchies. It is the same Beings—the Beings of the Second Hierarchy—who are at work here too, but they are engaged in a different kind of activity. It is difficult to express in words wherein their first work—upon the nervous system—differs from their work upon the rhythmic blood-system, but we may think of it in the following way. In their work upon the nervous system, the Beings of the Second Hierarchy are looking downwards, towards Earth. In their work upon the blood system they are looking upwards. Both the nervous system, and the blood system (as well as the organs connected therewith) are created by the same Hierarchy, but their gaze is at one time turned towards the Earth and at another upwards to the spiritual world, to the heavens.

Finally, at the stage of Intuition where we behold how the muscular and bony system of man is woven into being by the world of the Cosmic Word, the Cosmic Speech, we come to the First Hierarchy—the Seraphim, Cherubim and Thrones. We have now reached the stage which corresponds approximately to the middle point of the life between death and a new birth, spoken of in my Mystery Plays as the “Midnight Hour of Existence.” Here we have to see how all those parts of man's organism which enable him to move about in the world are woven and created by the Beings of the First Hierarchy.

Thus, when we look at the human being with super-sensible knowledge, behind every part of him we see a world of spiritual, cosmic Beings. When in our present age we try to understand man, we are accustomed to study first the bony system. We begin, do we not, with the skeleton,—although even from a superficial point of view there is not much sense in that, for the skeleton has been formed and built out of the fluids in the human organism. The skeleton was not there first! It is merely a residue from the fluids, and can only be understood in that sense. But what is the usual method of procedure? We have to learn the various parts of the skeleton—arms, hands, bones of the upper arm, bones of the lower arm, bones of the hands, bones of the fingers and so on. With most of us it is a question merely of learning it all by heart. We do the same with the muscles—although this is decidedly more difficult. Then we come to the various organs and learn about them too in the same way. And all these things we have learnt go round in our minds in a most confused way,—a fact, let me say, that is not without significance! There lurks, however, in all healthy minds a longing to know more, a longing to know what is behind it all, to know something of the mystery of the world. A real study of man should begin with the skin and the sense-organs. This would lead us to the Hierarchy of Angels, Archangels, Archai. We should then go on to the nerves and glandular system; this would lead us to the Second Hierarchy, to Exusiai, Kyriotetes, Dynamis. And we would find these same Beings at work when we came to consider the blood system and the organs directly connected with it. Then, passing on to what enables man to move—to his muscular and bony systems, we would reach the realm of the First Hierarchy, and see in the muscles and bones of the earthly human being the deeds of Seraphim, Cherubim and Thrones.

It is possible thus to describe ascending ranks of Hierarchical Beings—from the Third to the Second to the First. As we describe all the influences that pour down upon the Earthly world from the world beyond the Earth, and behold therein the deeds of the Hierarchies, a wonderful and amazing picture rises up before us. Gazing upon the ranks of the Hierarchies we see at work, below, Beings of the Third Hierarchy—Angels, Archangels, Archai; then we behold Beings of the Second Hierarchy—Exusiai, Kyriotetes, Dynamis—working and weaving together in the Cosmos; finally, Beings of the First Hierarchy—Seraphim, Cherubim, Thrones. Only now at last does an intelligible picture of the human body rise up before our sight. We gaze upon the ranks of the Hierarchies and upon Their deeds; and as we let the eye of the spirit dwell upon Their deeds,—lo, MAN stands there before us!

As you see, a mode of observation opens up here which begin at the very point where ordinary observation ends. Yet it is this kind of observation alone that can lead us beyond the gates of birth and death; no other can tell of what stretches beyond birth or beyond death. For, all that has now been described becomes a matter of experience. In what way it becomes actual experience the coming lectures will show. On Earth we have around us the mineral, plant and animal kingdoms and also what the physical human kingdom accomplishes in the earthly sense. We direct our gaze to all that proceeds from mineral, plant, animal and physical man. But when we have passed through the gate of death and are living between death and a new birth, we gaze upon activities of the spiritual world that are directed upon the being of man, we behold man verily as a product of the activity and deeds of the Spiritual Hierarchies. Moreover, as we shall come to see later, only in this light do the forms and structures of the other beings on Earth besides man become intelligible.

In preparation for the further lectures, let me also add the following. Think of the animal. There is something about an animal that is reminiscent of the human form—but reminiscent only to a limited extent. How is this? It is because the animal cannot be an after-copy of the planetary form that is inscribed in the ether. Man alone can become an after-copy of this form, because he follows the direction of that line which, as I told you, focuses for him the planetary form. If the human being were to remain a little child who never learns to walk but always crawls, if he were destined to this—which of course he is not—then he could not become an earthly image of the planetary forms. He must, however, become an image of them, he must grow up into the planetary forms. This the animal cannot do. The animal can only unfold its life in accordance with the movements of the planets; it can copy only their movements. You can see this revealed in every single part of the animal's body. Take the skeleton of a mammal. You have the bones of the spine with their typical vertebra form. These are a faithful copy of the planetary movements. However many vertebrae a snake has, for example, every single one is an earthly copy of planetary movements. The Moon, as the planet nearest to the Earth, exercises a particularly strong influence upon one part of the animal: the skeleton develops, forming the different limbs; then it is all drawn together, as it were, in the vertebra form. After the Moon come the other planets, Venus and Mercury, moving in spiral forms. Then comes the Sun. The Sun influence tends, as it were, to finish off and complete the structure of the skeleton. We can even indicate a definite point in the spine where the Sun is working. It is where the spine begins to show a tendency to change into head-structure. In the head-structure we have the spinal vertebrae transformed. At the point where the bones of the spine rise up, become “puffed out” as it were—this is how Goethe and Gegenbaur describe it—to become head-bones, there work Saturn and Jupiter. When, therefore, we follow the direction of the skeleton from behind forwards, we must pass from Moon right through to Saturn if we are to understand the bony structure of the animal. We cannot relate the form of an animal to the ether form of the planets; we must go to the movements of the planets if we are to understand it. That which is worked by the human being into his glandular system is, in the case of the animal, worked into its whole form and structure. Of the animal, then, we have to say: It is not possible for the animal to arrange and order its being in accordance with the form or figure radiated by the planets. The animal can copy only the movements of the planets.

In ancient times men visualised this movement of the planetary bodies by saying: The paths of the planets go through the Zodiacal constellations. The Ancients knew how to describe the courses of Saturn and the other planets as each takes its way through the constellations of the Zodiac. From their knowledge of the animal, they understood the connection between the forms of animals and the Zodiac,—which is rightly called “Zodiac” (animal circle). The essential point for us is that the animal does not copy the forms inscribed in the ether by the planets; it is man alone who does this. Man can do it because his organism is adapted to take the upright posture. Therefore does the planetary form become in him an archetype, whereas what we find in the animal is only an imitation of the planetary movements.

We have, then, before us a spiritual, super-sensible picture of man. For in everything I have described—skin, nervous system, blood system, muscles, bones—there are, to begin with, only forces. At first it is all a kind of picture of forces. At conception and birth it joins with the physical embryo provided by the Earth and receives into itself earthly forces and substances. This picture—a purely spiritual but at the same time definite picture—is then filled out with earthly substances and forces. Man comes down to Earth as a being formed and fashioned by the Heavens. He is at first wholly super-sensible, he is a super-sensible being to his very bones. Then he unites with the embryonic germ; he takes it up. At death he lets it fall again; he passes through the gate of death—once more a spirit-form.

In conclusion, let us look once again at the human being as he passes through the gate of death. The physical form he could see when he looked into a mirror or at a photograph of himself, is no longer there. Neither is it of any interest to him. The cosmic archetypal picture, inscribed in the ether,—upon that he now turns his gaze. During his earthly life this archetypal picture was present in him; it was anchored, as it were, in his ether body. He was not conscious of it, but it was there all the time within his physical being. Now, after death, he sees what his own form really is. The picture he now sees is radiant and shining. The forces streaming from this archetypal picture have the same effect as a radiant body—only, here it is to be understood in the etheric sense. The Sun shines physically. This cosmic picture of man shines spiritually; and because it is a spiritual picture it has power to illuminate quite other things. Here, in earthly life, a man who has done good or evil deeds may stand in the Sun for as long as he will, his hair and so forth will be lighted up by the rays of the Sun, but not his good and evil deeds, as qualities. The luminous picture of his own form which a man experiences after death, sends out a spiritual light which lights up his moral deeds. And so, after death, the human being discovers in the cosmic picture which is there before him something that illumines his own moral deeds. This cosmic picture is within us during earthly life, sounding faintly as conscience. After death we behold it objectively. We know that it is our own self, and that we must have it there. We are inexorable with ourselves after death. This luminous picture does not relent or react to any excuses such as we are wont to make in earthly life, where we are only too ready to make light of our sins and flaunt our good deeds. An inexorable judge shines out from man after death, shedding a brilliant light upon the worth of his actions. Conscience becomes, after death, a cosmic impulse which works outside us.

Such are the paths that lead from earthly man to super-sensible man. Earthly man—the being who comes into existence at birth and passes away at death—can be understood in the light of Anthropology. Supersensible man, who merely permeates himself with earthly substances in order to manifest in the outer world, can only be understood in the light of Anthroposophy. And this is what we have set out to do in the course of these lectures.

My dear Friends,

We have tried, so far as is possible in a few short hours, to picture the journey of man through the super-sensible world. For that is the world in which man verily lives his life between death and a new birth. But in the physical world too, where man is living in his physical and etheric bodily nature,—here too his forces extend into the super-sensible world. In the physical world he feels his super-sensible existence more or less as a riddle; and unless he be able to find at least a partial solution to the riddle, his soul will not attain inner harmony, inner balance, inner security. Nay, more, his life will lack energy and vigour; and human love that is really worthy of the name will be beyond him.

A study of man as he is on Earth presents an aspect in relation to his super-sensible being which can give us insight into the reason why the Divine-Spiritual worlds have sent him down to this world of the physical senses. It is, after all, in the physical world that appeal has to be made to man to interest himself in knowledge concerning the super-sensible world. We would have to deal quite differently with the riddles of the super-sensible world if we were going to speak of them to the dead, to those who are passing through their existence between death and a new birth. It will accordingly be well, in bringing our study to a certain conclusion to-day, to take the indications that have been given in the last few days concerning the mysteries of the super-sensible world, and let them light up again in our hearts in connection with the sojourn of man on Earth.

Let us think, to begin with, of man as he is here in earthly life,—of ourselves, that is. We have in the first place our senses. Our senses give us information of all that is around us; they are the occasion of our earthly joy and happiness and also of our earthly suffering and pain. We are apt to forget how very much sense impressions and sense experiences signify in life. Studies such as we have been pursuing in this course of lectures take us beyond the life of the senses into spiritual regions, and it might well seem that the tendency of Spiritual Science would be to lead to an undervaluing of the life of the senses, making us feel that it is, after all, of secondary importance and that we should flee from it even while we are still in earthly life. Such a feeling can never be the final outcome of Spiritual Science. It can only serve to bring home to us that there is an inferior way of taking the life of the senses incompatible with the dignity and nobility of human existence, but that it is possible for man to lose the life of the senses in its less worthy aspects, and find it again in its deeper meaning from a higher, super-sensible angle of vision. We would naturally shrink from studying things in their spiritual aspect if we were obliged to tell ourselves that all the loveliness and wonder of the world of nature which makes such a deep impression on our souls, all the beauty of plants, of the blossoming flowers, of the ripening fruits, all the majesty of the starry heavens, mean so little in human life that they must be regarded as beneath our notice in comparison with spiritual-scientific knowledge. This is not so at all. If you look back to the impulses given by Initiates and Masters in different epochs for the enhancement of the dignity of human life, you will find that the words uttered by Initiates never undervalue the beauty, the splendour, the majesty of the earthly life of the senses. Wonderful, full of poetry and artistic imagination are often the words used by Initiates to express the most lofty super-sensible truths! Think only of the image of the lotus flower—to take one example among many—and you will realise that the Initiates have never considered it unworthy to speak of the development of spiritual life in imagery drawn from the world of the senses. They have invariably held that in the contemplation of the sense-world something is immediately present, or can at any rate be discovered, that leads man on to the highest.

The sense-world, however, as man perceives it in ordinary consciousness, cannot in itself afford him satisfaction. And for this reason. The impressions that come to man through his eyes, ears and other senses, are indeed connected with his Ego, with its whole life and development, but they can do nothing to promote the inner stability of the Ego. There they cannot help man. We turn our gaze outward to the beauty and splendour of the flowers; we have before us a world of infinite variety. We turn our gaze inward, to our Ego; and for ordinary consciousness it seems, to begin with, as if this Ego is vanishing away from us. It seems to be just a point within us, a spiritual point, capable of saying little more than the mere word “I.” Nor can we wonder at this. We need only consider how man's senses have to be wholly surrendered to the world if they are to mediate between him and the world. The eye, in order that it may see, must renounce itself. It must be completely transparent if the splendour and beauty of the outer world of sense is to shine through it in all the lustre and radiance of colour. It is the same with the other senses. We really know nothing of our senses. Is there, then, any way by means of which we can begin to know and understand what they are in their real nature? There is indeed, but here again we must tread the path which leads to the super-sensible world. Knowledge even of the senses has to be sought in the super-sensible world.

You are familiar with the descriptions I have given of the paths which lead to the higher worlds. Try to picture livingly the consciousness that can develop into Imaginative cognition. In a certain respect we withdraw from physical perception of the outer world when we enter into Imaginative cognition. But the most interesting thing of all that happens on this path is the following. I will describe it for you in a picture.

When, in meditation—in accordance with the exercises given in the book Knowledge of the Higher Worlds and its Attainment—you draw near to the world of Imagination, when, that is, as a result of your strivings, your etheric being begins to emerge from your physical being and this first super-sensible member begins itself to possess a kind of consciousness, you can as it were, “catch” yourself at a stage that lies between ordinary sense-perception and Imaginative vision. You have not yet advanced to a fully developed Imaginative vision, but you are on the way to it. We will now suppose that a man who is already on the way to Imaginative vision goes into some high mountainous region that is particularly rich in primeval silicious rock. Forces of soul will be readily quickened in him where there is an abundance of quartz-containing silicious rock. Certain inner faculties of soul can, as it were, suddenly spring to development as a result of a vivid impression caused by silicious rock on high mountains. Ordinarily, this kind of rock is slightly transparent, slightly translucent. But when our faculties of soul have pressed forward to the stage of which I have spoken—at that moment silicious rock becomes wholly transparent. We climb up on to a high mountain, and behold, the silicious rock appears to us with the transparency of glass. We feel moreover that something is streaming out from our own being and uniting with it. Here, at the outermost surface of the Earth, by a kind of natural surrender of our consciousness we become one with the whole Earth's surface. It is as though our eyes were sending out rays that enter right into the silicious rock; and in that moment we begin to feel ourselves one with the whole Earth. When we have this experience, beginning at the same time to feel ourselves one with the whole World, with the Cosmos, then, if we are to attain, not to a dream, nor to any abstract thought, but to a first actual realisation of oneness with the Cosmos, we must carry the experience further. An inner consciousness can light up within us which I may perhaps express in the following words. “Thou, O Earth, art not alone in the World-All! Thou, O Earth, together with me and all the other beings upon thee, art verily one with the great World-All!” Living in this experience of oneness with the silicious rock, we no longer see the Earth separated from the rest of the Universe. We see the Earth as an ether-sphere, emerging from the sphere of the cosmic ether.

This is a first feeling that can come over us. Many an ancient song, many an ancient myth, brimful of wonderful revelations, rings to us across the ages from a literature born in the time when mankind was possessed of instinctive clairvoyance. People read these songs and myths to-day, and like to persuade themselves that they are uplifted in heart and soul by what they read. But the truth contained therein eludes them. It is quite impossible to experience, or to have any insight into the real mood and feeling of the Bhagavad Gita, for example, or of other Indian and Oriental literature, without having at least begun to learn, through spiritual knowledge, in how real a sense man can become one with the Earth and thereby one with the Cosmos. Many a time the mood of such a song will have been born from a realisation of oneness with the Cosmos, a kind of “going in consciousness” with the light—even with the light that penetrates the hard silicious rock, so that now the light enfills and permeates it with the human soul itself, making this hard rocky substance into a cosmic eye through which man gazes out into the wide expanses of the Cosmos.

It is indeed so, that when out of real knowledge we begin to describe super-sensible man, we find ourselves quite naturally turning away from abstract, theoretical expressions. We cannot help speaking a language in which the whole feeling-content of the human soul is united with the ideas. In all our study of super-sensible man we must realise in the depths of our hearts that knowledge of the super-sensible cannot be clothed in words without making will and feeling one with the thoughts and ideas, without letting our whole being pour into the words. Life has, we all know well, to be endured and much that life brings is hard to bear. But for one who is conscious of the deeply human quality of super-sensible knowledge, the thing that is hardest of all is to listen to this super-sensible knowledge being expressed in theories and abstractions. The pain that is caused him by hearing people speak of the super-sensible world in a theoretical manner, is just like the physical pain caused to a finger by putting it into a flame.

When further progress has been made in super-sensible knowledge, when, through Imagination, we understand the working of the super-sensible forces in the human being during earthly life, then we can go on to attain the knowledge that belongs to Inspiration. Through Inspiration we can gaze into what man was before birth, before he descended to earthly existence, and also into what he will be when he has passed through the gate of death. We can look upon all that I have been describing to you in these lectures,—the journey through the different planetary regions, where the forming of the “physiognomy” takes place, and then the process of metamorphosis from an earlier to a later earthly life. At the stage of Inspiration we can follow the human being in his whole journey through the several starry worlds.

Now this knowledge, by means of which we can penetrate to the depths of our inner being, receives a new quality, a new colouring when we realise that what has been described in connection with the life stretching between death and a new birth lives within us even during our life on this physical Earth. It is all there within man when he is on Earth—tiny and insignificant as he appears from a spatial point of view, standing there in his physical body, enclosed by his skin. Within him live all the splendours of the Cosmos, and we must not omit to tell of these when we are describing the true and essential being of man. Man belongs to the worlds of the stars and to yet higher worlds—the worlds of the Hierarchies. And in such measure as our knowledge is able to penetrate to what is thus living within us—this earthly heritage of what we were in our true being, between death and a new birth—we can at the same time do something more. We can penetrate to the depths of our Earth planet, to the veins of the metals—lead ore, silver ore, copper ore—we can learn to perceive what lives in the rocks through the presence there of the metals and their ores. Seen with the eyes of sense, the metallic substances are little more than indications of different kinds of earth. But if we are able to gaze into the Earth with that spiritually sharpened perception which we owe to the super-sensible part of our being, the metallic substances in the Earth can give rise to wonderful experiences. The copper, silver and gold within the Earth begin to speak a language full of richness and mystery. Then something happens which brings us, men living on the Earth, into close kinship with the living soul of the Earth herself. The metallic ores tell us something; they become for us cosmic memories.

Think for a moment how it is with you when in quietude of soul—inwardly active quietude of soul—you let old memories rise up within you, memories which bear on their wings many an event of long ago. You feel as if you were living through past experiences, as if you were together again with many a one who has been dear to you in the course of your life, maybe with many a one long since gone hence. You are wafted right away from the present moment, you are living in the sorrows and joys of days gone by.

An exactly similar experience arises—but on a majestic scale—when, imbued with a spirit-knowledge that is also felt, you become one with the veins of metal in the Earth. It is not now as it was with the silicious rock which carried you out with seeing eyes, out into the cosmic spaces; in this new experience it is as though you became one with the very body of the Earth. And as you listen inwardly to the wonderful story told by the metals, you say to yourself: “Now I am one with the inmost beat of the soul and heart of the Earth herself. I have memories which are not my own personal memories; memories of the Earth herself are sounding into my being,—memories of earlier times, of ages when she was not yet the Earth we know, when there were no animals, no plants upon her surface, least of all any minerals in the bosom of the Earth. I remember, together with the Earth, those ancient days when the Earth was one with the other planets of our planetary system. I remember ages when there was no separate Earth, because the Earth was not yet dense, not yet firm in herself as she is to-day. I remember the time when the whole planetary system was a living organism of soul, and human beings indwelt this living organism, in quite a different form.” Thus do the veins of the metals in the Earth lead us to the Earth's own memories.

Now this experience leads us on to see quite clearly why it is that we have been sent down to the Earth by the Divine Beings who rule over the World-Order.

Living thus in the Earth's memories, we feel for the first time the true measure of our thinking. Having once taken hold in this way of the Earth's memories, we feel how our thinking is bound up with the Earth. And the moment we make the Earth's memories our own, we have around us the Beings of the Second Hierarchy, the Exusiai, Dynamis, Kyriotetes. This, then, is the way whereby we can have around us even in earthly life those Beings who, as we have heard, are round us again during a certain period of our life between death and a new birth. We know now with full conviction that we come in contact with these Beings of the Second Hierarchy while we are incarnated on Earth between birth and death. The task of these Beings is not only that of working together with us between death and rebirth at the metamorphosis of our being; they have also their part in the whole forming and shaping of the Cosmos. We are able now to see how these Beings of the Second Hierarchy are entrusted by the spiritual World-Order with the task of bringing about in the Earth what is wrought there by virtue of the metallic ores.

Let us look back once more at the experience we had with the silicious rock. We were not then able to grasp the fact of which I am now going to speak, for at that stage it was not sufficiently clear. Only now at last does full clarity come from the marvellous experience of perceiving the Earth's memories in the veins of the metals. Having once reached this further stage, we can go back again and understand something which perhaps, to begin with, we did not understand. When our consciousness is borne out into the universe on the wings of the light that fills and pervades the silicious rock, the Beings of the Third Hierarchy—Angels, Archangels and Archai—are all around us. We know now that what the ordinary eyes of sense tell us when we go up a high mountain is not really true. Neither do our eyes tell us true when we descend into the deep places of the Earth and gaze upon the veins of the metals. On a high mountain, among the silicious rock, around and over the rocky peaks weave the Angels, Archangels and Archai; and when we go down into the Earth we find the Beings of the Second Hierarchy moving in the paths of the veins of the metals. Once again therefore we can say to ourselves that even during earthly life we are in the company of spiritual Beings who are connected with our own innermost being in the life which extends from death to a new birth.

In our life after death we pass consciously, after a time, into the world of the Angels, Archangels and Archai. In the discarnate state we unfold a consciousness in which we know that these Beings of the Third Hierarchy are around us, just as on Earth the three or four kingdoms of Nature are around us. When, in this higher state of consciousness, we behold the Angels, Archangels and Archai, all that the senses on Earth can perceive has of course vanished, for our senses have been given over, with our body, to the elements. Between death and a new birth we can see nothing that the senses perceive in earthly life. But the Angels, Archangels and Archai tell us—I can use this expression, for it exactly accords with the reality—the Angels, Archangels and Archai relate to us the story of what they are doing down below on the Earth. They tell us that they are not only active in the life which we ourselves are now sharing with them. They whisper softly into our souls: “We take our share too in the creative work of the Cosmos, we are creative Beings in the Cosmos and we look deep down in the Earth and behold in what earthly forms the silicious rock and kindred substances are fashioned.” And then man realises, when he is among the Angels, Archangels and Archai, that he must come down again to Earth. He learns to know these Beings of the Third Hierarchy between death and a new birth, and he hears them speak in wonderful manner of their deeds upon the Earth. He knows then that he can only behold these their deeds, by descending to Earth, clothing himself in a physical, human body and partaking in the world of sense-perception.

The deepest mysteries of sense-perception—not only of perceptions connected with the silicious rock on high mountains, but the deepest mysteries of all sense-perception—are revealed to us in wonderful words by the Beings among whom we live between death and a new birth. The beauties of material Nature on Earth are so full of greatness and mystery that the memories we take with us through the gate of death are only seen in their full and true light when we hear the Angels, Archangels and Archai describing to us all that our eyes have been able to see, our ears to hear and our other senses to perceive down here in earthly life.

Such is the connection between the physical and the super-physical; such too the connection of man's physical life with his superphysical life. The universe is full of splendour, and it is right that what we see in material existence should delight and uplift us. Its real mysteries we learn to know when we have passed through the gate of death. The more we have learned to rejoice in the physical world, the more deeply we have entered into all the joys which the sense-world has to bestow, the greater the measure of understanding we shall bring to the world of the Angels, who are waiting to tell us of these mysteries which here on Earth we do not yet understand and shall only learn to understand when we have passed over into the superphysical world. The same is true of our relation to the Second Hierarchy, the Exusiai, Kyriotetes, Dynamis, among whom we also live for a certain period between death and a new birth. We can, on Earth, come into a special relation to these Beings when, following the path of the light into the veins of the metals in the Earth, we awaken within us the Earth's memories. But here again, only when we have come over yonder into the region of the Beings of the Second Hierarchy are we able to understand all the experiences we have had on Earth in connection with the metals.

One of the most wonderful experiences man can have is to be able to investigate and prove the manifold connections that exist between the metals and the health of man, and I have good hope that the Anthroposophical Movement will do a great deal to open up the truly beautiful aspect of this field of knowledge. Every metal and every metal-compound has its relation to the health of man. As man goes through life, whether in health or disease, he is in connection all the time with that which gives to the Earth her memories—namely, the metals and their various compounds. We must get beyond mere theorising as to the healing influences of lead and lead compounds, of copper and copper compounds, and so forth. These substances are all extremely significant and important remedies, if we know how to prepare them in the right way, and we must not be satisfied with speaking in an abstract manner of the wonderful connections between the metals and the being of man. A feeling of holy awe does indeed even now arise within us when we contemplate the veins of metal in the depths of the Earth, but we must go a step further and develop also a deepened insight into the marvellous connection of the metals with the being of man—a connection which is revealed to us only when we have first studied the human being in health and in disease. As I indicated, it is to be hoped that the Anthroposophical Movement will be able to spread this knowledge in the hearts and minds of men, for it is of the greatest importance. In times gone by it was not so important, because men knew instinctively the connections, for example, between the lead-process or the silver-process with some process in the human head. In days of yore these connections were spoken of a great deal. Nowadays people read what was written long ago without understanding a single word. Approaching it from the point of view of modern science, they talk of it as if it were nothing but empty abstractions. When through Anthroposophical knowledge man attains to the deepened feeling and insight which can come to him in contemplation of the wonderful connection between the metals of the Earth and the sickness and health of the human being, then indeed he will carry up into the spiritual world through the gate of death something that will help him to understand the speech of the Second Hierarchy. The greatest mysteries of the world will be able to reveal themselves to him, precisely because he has prepared himself in this way on Earth and brings with him the necessary understanding. For it is really so, my dear friends. We learn what Anthroposophy has to teach us not merely for the sake of satisfying human curiosity, but in order that the knowledge may bear fruit after we have passed through the gate of death. For only what we learn and receive through spiritual science can bring us into a right relation, between death and a new birth, to those Spiritual Beings whom we must needs contact with our whole being, since it is they who are then our cosmic environment.

It is thus possible to give a detailed picture of how we come into relation with the Beings of the Hierarchies between death and a new birth. But there is still a further experience that can befall us as we pass through those regions, and it must now be described.

When we can grasp the connection between the metals in the Earth and the being of man in health and disease, secrets of Nature are revealing themselves to us. Within these secrets something more lies hid. We hear the Beings of the Second Hierarchy speaking of the nature of gold, silver, lead, copper and the other metals. But in our relation to the great spiritual world, it is with us now as it is here on Earth when we are beginning to learn to read and it dawns upon us that learning to read will enable us to fathom many a world-mystery which might otherwise remain for ever beyond our ken. I say this only by way of comparison, for the speech through which we learn to understand the Beings of the Second Hierarchy in a certain sphere of existence between death and a new birth—the speech which tells of the metals and their relation to man in health and disease—will only be true when, in the spiritual world, we can hear it, not as prose, but as cosmic poetry,—let me rather say, when we ourselves rise to the level of cosmic poetry. At first we listen in much the same way as someone with no appreciation of poetry may listen to the recitation of a poem. But just as we can, on Earth, learn—unless we are quite devoid of poetic feeling—to appreciate what is contained in the swing of the verse, in the rhythm, in the whole artistic form of the poem, so is it possible for us, after death, to rise from the prose to the poetry of that world beyond the Threshold, from the speech of the Second Hierarchy which tells us of the relation of the metals to man in health and disease, to a higher stage, where we understand the mysteries of moral existence in the Universe,—that moral life in which not only human souls but the divine souls of all the Beings of the Hierarchies are involved. We have come to a region where the mysteries of the life of soul begin to lie open before us.

Then we can go a step further. I have described the experiences that can be ours when we go up a mountain, and again when we go down a deep mine. It was all still and quiet; we contemplated the crystals at rest on the ridges of rock, and the veins of the metals at rest in the bosom of the Earth. Now we can go further and contemplate something else that is usually only regarded from the prosaic aspect of utilitarian considerations. Such considerations are not to be despised; we must always have our feet planted firmly on the Earth if we want to penetrate into the spiritual world healthy in soul and body. But suppose we are looking at a metal that is passing, under the influence of intense heat, from the solid into the liquid condition. Then, if we can get beyond the utilitarian point of view, wonderful revelations will be vouchsafed to us. If we walk through foundries and watch how the iron becomes glowing and fluid in the furnaces, above all if we can watch metallic ores such as antimony ore being led over from the solid into the liquid and by and by into other conditions, then if we can receive deep into our soul the impression of this destiny of metallic substance in fire, an entirely new element will be born in the spiritual knowledge that has awakened within us; we shall receive a strong and profound impression of the mysteries of our own existence.

Think of the human being in relation to the animal. (I have frequently spoken of this.) Anatomical comparisons, such as are made to-day, comparing the bones, muscles, and even the blood of man and animal reveal the existence of certain affinities. But the secret of what it is that places man higher than the animal cannot be discovered until we give attention to some facts that have more significance than is generally realised. The spine of the animal lies in the horizontal direction, parallel with the surface of the Earth, whereas man stands upright. The faculty of speech is denied to the animal, whereas man not only speaks, but from speech evolves thought. When we observe how the faculties of speaking and thinking begin to unfold in a little child and how its body rises into the upright position that it may have the right orientation for human life on Earth, we are then beholding the marvellous forces by means of which the child finds its bearings in the dynamics of the universe. And then we see how the forces of orientation living in the limbs of a little child express themselves also in the melody, in the articulation of speech. We see the human being building and forming himself in the sense world. We see the formative forces working calmly and quietly within him. Wonderful it is beyond all telling to watch month by month how the little child gradually leaves off crawling and begins to stand upright, how his limbs and body orientate themselves to the dynamics of the universe! Then the faculties of speaking and thinking begin to emerge, as it were, from the bodily nature. There is no more beautiful sight than to watch a little child learning to walk, to speak and to think. But now if on the one hand we can contemplate this process in all its wonder and calm majesty, beholding it with mind at rest, sensitive to its surpassing beauty, and if on the other hand we are able to look with a higher power of vision at the metals melting in the fire, then we can perceive there, in its spirit form, the force by means of which the child can learn to walk and to speak. The archetype of this power is revealed to us when the flames lay hold of the metal, melt it and make it fluid. The more fluid, the more volatile the metal becomes, the more clearly are we able to perceive the inner resemblance between this process—which really constitutes the destiny of the metal—and the process which, smelted and volatilised in the fires of the Cosmos, enables the little child to walk, to speak and to think.

We know now that the activity of the Beings of the First Hierarchy—the Seraphim, Cherubim and Thrones—is a two-fold activity. They speak to us out of that spiritual world into which we pass during the middle period of our life between death and a new birth, they reveal to us there the mysteries of planetary life; and they work down also into the visible world. Here, in the visible world, the influences of Seraphim, Cherubim and Thrones are active in the little child as he learns to walk, to speak and to think, and we behold also their working wherever fire has part in the process of the Earth, wherever metals melt and are fused in fire. Our Earth has been built up by the smelting and fusing of metals in the cosmic fire. In the smelting of the metals by the cosmic fires, we see the deeds of Seraphim, Cherubim and Thrones within the earthly world. We gaze back into remote ages of the past when the metals, all aglow and incandescent through the power of fire, played an essential part in the coming-into-being of the Earth's body. The Thrones, above all, were active in this process, though with them worked always the Seraphim and Cherubim. The Cherubim it is who play the chief part in the unfolding of the child's faculties of walking, speaking and thinking. But everywhere the Beings of the First Hierarchy work and weave together in unison.

With this kind of knowledge, death in earthly life is linked on to resurrection in the life beyond the Threshold. For when such knowledge reveals the kinship of the cosmic fires by which the metals are melted, with the powers that make man truly man, then the whole world becomes one and we realise that there is no difference between the earthly life that stretches from birth to death and life in the spiritual world beyond the Threshold. The life between death and a new birth is a metamorphosis of earthly life. By knowing how the one passes over into the other, we realise that the one is but a different form of the other. When the soul is deepened by this knowledge, then an understanding of still other mysteries can be added. This further understanding can also be reached on quite another path.

If you think about what I have told you of the connection of the melting and dissolving of metals in fire with the unfolding of the faculties of walking, speaking and thinking in the little child, if you place these pictures before your imagination, meditating upon them and deepening thereby your understanding, then a power will quicken and strengthen your soul and enable you to find the solution of a great riddle—the riddle of the working of karma, or human destiny. In between what happens when a child learns to walk, to speak and to think and what happens when metals become fluid and volatile under the influence of great heat,—amid all the sulphurous and phosphoric glow and gleam of colour in the burning metal, amid the working of the right and true transition from animal to man that takes place in the little child as he learns to walk, to speak and to think, karma stands revealed. There lies the way to a true understanding of karma. Karma is a super-sensible reality that works straight into the very deeds and actions of man's life.

Rising up therefore in this way in meditation, we learn to know the mysteries of destiny that weave through our life. On the one side we have the picture of the destiny of the metal in the fire, on the other side the picture of the essential and primordial destiny of man when he descends to Earth, expressed in the learning to walk, to speak and to think. Within these pictures man can find revealed as much of the riddle of destiny as he needs for his life.

So it is, that for the riddle also of human destiny super-sensible man speaks into the world in which “sensible” man is living. Of this too I wanted to speak to you, for it belongs essentially in our study of super-sensible man. Such a study can never be merely a matter of assimilating theories. In order to understand the being of man we must reach out on every hand to the mysteries of the universe—mysteries of Nature and mysteries of Spirit. For man is intimately and closely bound up with all the mysteries of the Natural as well as of the Spiritual Universe. Man is in truth a universe in miniature. Only it must not be imagined that what takes place out in the great expanses of the Cosmos takes place in exactly the same way in the microcosm. The majestic flames of cosmic fire that rise up from the molten metals stream out to the boundaries of cosmic space—for boundaries there are! Try, my dear friends, to picture to yourselves these cosmic fires in which the metals are being smelted and made volatile. What is thus made volatile streams out into cosmic space, to return once again in powers of light, radiations of warmth and light. And what thus returns from cosmic space enables the tiny child who cannot yet speak or walk but only crawl, to become a child who stands and walks. Upward and outward radiate the streaming forces from the molten metals, and when they have gone far enough out into the cosmos they turn and come back again and are then the forces which enable the child to stand upright. Here you have a picture of ascending and descending cosmic forces, as they work in the universe, and of their many metamorphoses and variations.

You will now also be able to understand the true meaning of something which in days of yore was connected with the science of those times, namely, the priestly sacrifice. The sacrificial flame, together with what was burning in it, was sent forth into cosmic spaces to the Gods that it might come down again thence to work in the world of men. As he stood before the fire on the altar the priest would say: “To thee, O Flame, I commit what is mine on Earth, that the Gods may receive it when the smoke rises upward. May that which is borne upwards by the Flame be changed into divine Blessing and pour down again to Earth as creative and fructifying power!”

Thus, as we listen to the words of the priest of olden time, who is speaking of super-sensible worlds, we may hear how he too gives utterance to the cosmic mysteries in the midst of which man stands.

This, my dear friends, is what I wanted to say to you about the super-sensible nature of man, anthroposophically perceived and understood.

This is the 4th of 7 lectures given by Rudolf Steiner at The Hague, in November of 1923. The title of this series of lectures is: The Supersensible Human, Anthroposophically Comprehended, and published in English as: Supersensible Man, and At Home in the Universe. This lecture is also known as: Anthroposophy / Spiritual Science as a Human and Personal Way of Life. This lecture first appeared in English in The Golden Blade of 1950.

The road that leads to a knowledge and understanding of the spiritual world differs in many respects from the method of knowledge that meets with general acceptance to-day.

As I have explained on other occasions, not only is it possible in our time to travel on this road, but there is in the man of the present day a deep need—yes, a hunger—for knowledge of the super-sensible. Certain preparatory inner experiences are, as you know, required in order to awaken in man the hitherto slumbering consciousness of the spiritual world and of the eternal in his own being. Man cannot, therefore, follow this path of knowledge without its affecting him in his innermost soul. Here we have at once a radical difference from the way of cognition to which we are accustomed.

Consider for a moment the scientific knowledge we acquire to-day by the activity of the intellect—and all present-day knowledge is so acquired, whether it be based on observation or on experiment. Where, to begin with, is this knowledge? For the most part, in books, in writing. The path of knowledge is in consequence well-defined, and man has continually to accept—and is often glad to accept—the limits marked out for recognised knowledge. How readily, when entering into some question of practical life, a man will defer to books—or shall we say, for it sounds a little better, will seek the requisite knowledge along purely scientific lines! This knowledge once acquired, he is, of course, ready to be himself—to be man—again. He has no wish to remain, in life, in the mood that accepts without question, maintaining even with a certain pride: it has been scientifically proved. ... When anyone brings forward something he has discovered out of his own experience, it will frequently happen that one who is au fait in scientific matters will immediately reply: But that does not tally with what is already known and proved, with what has been established as scientific fact. Knowledge has become severed from direct personal experience, so much so indeed that it is regarded as genuine only if acquired and experienced quite apart from any relation to what springs from the heart of man.

The path of knowledge which leads to a recognition of the spiritual world and of the eternal in the human being has quite another character. It calls upon the personal in man; he cannot so much as take one step upon it without heart and soul being directly concerned. And I want to-day to speak of the results for the life of man when knowledge is in this way brought into immediate connection with the personal in the human being.

Knowledge of the spiritual world is not just a continuation or extension of the knowledge that prevails to-day; rather does it imply a change in the whole way of experiencing knowledge.

Let us look a little more closely at a distinctive feature of the knowledge that has made such advances in our day and generation. Do not think I want to criticise this method of knowledge. It has achieved a very great deal on its own ground, and has brought to humanity quite remarkable blessings of a material kind, although it must be admitted that these are, in the present age of civilisation, somewhat heavily cancelled out! Present-day knowledge has, throughout, this characteristic: it starts from the assumption that things are either “true” or “untrue”, and sets out to decide between the alternatives by the exercise of the intellect. We make a point, do we not, of being logical and of basing our conclusion on the facts of experience. Once we have come to see that some scientific statement is true or untrue, then it stands there before us in its truth or untruth and our personality has very little concern with it. We can of course—and should—be filled with enthusiasm for the truth, and turn with loathing from error and falsehood; but if we compare our personal relation to the scientific findings of our time as regards their truth and falsehood with other relations of life, we find a considerable difference.

Let me take a simple, practical example. When we satisfy our hunger, we are doing something in which we are ourselves personally involved; the satisfied hunger cannot be said to stand before us as something objective to ourselves. Whereas when we come to a conclusion between truth and untruth in the realm of science we seek rather to keep our personality out of the decision. If yesterday we were in error on a certain matter, and to-day are no longer so, the implication is, we have arrived at a conclusion, but in doing so we have not essentially changed in our personal being. If, on the other hand, we have eaten something we never tasted before, and have enjoyed it, then we are not quite the same as we were.

Now it will be found that the concepts “true” and “untrue”, “true” and “false” become changed when we begin to have immediate experience of the truths of spiritual science. As we gradually find our way on this new path of knowledge, we stop saying: This is true, that is false. The criterion holds good for the material world; there we can rightly let it be our guide. Few people, however, are aware of its origin. If we trace back the word “true” in the various languages, we make an interesting discovery. The abstract concept, it denotes to-day is comparatively new; it is a product of evolution. In earlier times, anything to which man felt he owed acknowledgement and assent was said to be “what the Gods willed.” The world was divided for man into what the Gods have willed and what the Gods have not willed. In many languages the word “true” still retains this older meaning as well. “True” meant “true to the Divine Order”; the abstract meaning came later. When the intellect took command in the field of knowledge, men forgot the origin of the word “true”. And so to-day we have this completely impersonal relation to knowledge.

The new way of knowledge, however, leads us again to associate something actual and vital with what we assent to or reject. In spiritual science we are not content to say of something that it is true or correct; we ascribe to it a quality, an effectual quality. We speak of knowledge being sound, wholesome—or unwholesome, and to be discarded. The concepts “true” or “correct”, and “untrue” or “incorrect”, which are really valid only for the physical world, are replaced by the concepts “sound” and “unsound”. We are thereby obliged to come into a nearer, more personal relation with the whole of knowledge. For we must needs regard as desirable what is sound and wholesome, we incline to it; on the other hand, we turn away from, we reject, so far as we are able, what is unsound or unhealthy. And as we begin to discern in the field of knowledge whether ideas enrich life or impoverish it, strengthen and aid life, or render it sick and feeble, we begin to realise how intimate is the connection of ideas with life. The knowledge of the present day we approach rather as we do a person to whom we are more or less indifferent, with whom we have merely a conventional relation. Not so with the Spiritual Science I am representing here. We approach it in the way we would a friend whom we love.

As we come to apprehend the truths of the pre-earthly life of man—the life he had as a being of soul and spirit in a purely spiritual world—or as we take our way into the realms of the spiritual world through which man lives between death and new birth, we begin to feel deeply connected with these worlds and with all that they contain; we feel impelled to unite our very being with what we recognise as sound and healthy knowledge, giving us a sound, healthy outlook on life, while on the other hand we naturally reject and cast behind us views that we cannot help seeing are unhealthy, unsound.

Let me illustrate my point by comparison once again with a familiar everyday experience. Normally, man takes nourishment, and this, when it has undergone change inside him, enables him to replace what he has used up in his body; and in this metamorphosis of the means of nourishment man has a feeling of well-being. Conditions, however, may arise, owing to which he is unable to take food—perhaps because his organism is not in a state to digest it, or for some other reason. When this is so, man feeds on what is in his own body; he begins, so to say, to devour himself. Certain illnesses are associated with this condition. This is not unlike what happens with us in the pursuit of knowledge. As we gradually acquire knowledge of the spiritual world, we come to feel how, through such knowledge, we are being brought together with the spiritual world, we are becoming one with it; we are finding our way to the Gods, and to our own immortal soul, finding our way to what we shall experience in the spiritual world when we have passed through the gate of death, and to what we experienced there before we came down to earth. It is almost as though we had offered up our own existence, surrendered it in devotion to the world; but that thereby our life had become richer, inwardly richer. We have become the world, and in so doing we begin to apprehend ourselves for the first time in our full human inwardness. We discover that the whole being and existence of man depends on his coming together with the world in this way. Similarly, too, we learn to understand how the lack or neglect of such truths is like having to live in the world without the organs for receiving nourishment, driven to feed on our own body.

It is different on the intellectual plane. Here we can dispute and argue about idealism and materialism, and so forth; to one we may feel kindly disposed—to another perhaps not, but we do not suffer on that account; none of them affects us deeply. But when we have learned to apprehend sound spiritual truths, then ideas that have a materialistic orientation give us pain; for we know, such truths leave man to feed upon himself.

Now we shall find that the experience I have described enables us to distinguish spiritual truths in yet another way, for it brings home to us that truth is related to love, that healthy and sound knowledge is related to selflessness in man—not the selflessness that loses the self but that leads rather to the possession of the self in the true sense. When man has learned to go out of himself and into the world, becoming in this way not empty but filled with world content, then it is that he finds his true manhood.

Devotion, loving devotion to the spiritual facts of life, becomes a characteristic of one who is able to receive spiritual knowledge. We do not, as a rule, find that the pursuit of purely intellectual knowledge has any specific effect on character; but when a man has probed to the heart of spiritual knowledge, he knows that he cannot apprehend such knowledge without its affecting his character, without its entering—to speak in a paradox—into the flesh and blood of his soul, developing in him an inclination to selflessness, to love. He comes also to understand that when man receives knowledge that lacks this health-giving impulse, it drives him—spiritually speaking—to feed on himself, and from this he can learn the true nature of egoism.

The effect upon character is one of the most important results that can accrue from spiritual knowledge. Abstract intellectual knowledge is like an artificial root; it has been constructed by the intellect—no plant can grow from it. This is true of all the scientific knowledge that men respect and revere to-day, useful though it be, and by no means to be disparaged. From a real root grows a real plant; and from a real knowledge, whereby man can unite his spirit with the Spirits of the World, grows little by little the complete man who knows what true selflessness—selfless love—is, and what egoism is, and from this understanding derives impulses to act and work in life—the impulse, where it is right, to be selfless; or again, where he perhaps has need to draw forth something from his own being in preparation for life—there, openly, without any disguise, to develop egoism.

A certain clairvoyance will be found to enter into this self-observation, and into the way it is led over into deed and action. From the root of spiritual knowledge springs the plant of the higher man, the man of soul and spirit. Spiritual knowledge leads therefore quite naturally and inevitably to morality. As regards present-day knowledge, we tend to be proud of the fact that it has no connection with morality or ethics. We assume as a matter of course that we have to examine the inorganic processes in Nature in accordance with their laws, looking in them for cause and effect and not expecting to find in them any ethical working. We boast that we can even go on to apply these methods to living processes, to our study of the plant, of the animal and of the human being, allowing ourselves to concede the presence of a moral element only when we come to consider the deeper impulses that rise up in human hearts and souls: impulses of which, however, we cannot say that they are able to demonstrate their independent existence by accomplishing the transition to objective reality.

Knowledge of the spirit, on the other hand, leading as it does to an intensive development of the experience of selflessness, of that loving devotion to the matter in hand, without which spiritual knowledge is unattainable, and on the other hand to a fine perception of the nature of egoism, brings us right into the moral world-order. The moral world-order begins to be for us an immediate reality. Let us examine a little how this comes about.

We begin to speak no longer merely in an abstract way of a pre-earthly life of man, but actually to look into the spiritual world in which we lived before we descended to Earth, even as we look out: with our physical eyes on our physical surroundings; and we find that we are surrounded there by beings who never take on a physical body, just as here in the physical world we have around us beings who have, like ourselves, a physical body. The spiritual world and its beings become actual and objective; we begin to be familiar with them.

What is the secret of our bodily existence on earth? Even as through the years of childhood, from birth onward, we are continually being impelled, unconsciously or half consciously, to find our way into our body, to grow increasingly one with it, so do we in like manner, throughout our physical life on earth, gradually approach the world, feeling our way towards it by means of our physical organs. When we are active and creative, we—so to speak—lose ourselves in our body; soul and spirit are surrendered to the body and we lose consciousness of them. The content of the world is communicated to us through our bodily nature. Materialism is quite right as far as earthly consciousness is concerned, for we are obliged to make use of the body as long as we remain in the earthly consciousness, and so have to be content with perceiving only what is bodily. If, however, man wants to comprehend the spiritual world and his own super-sensible being, he has to undergo in himself a development wherein the body acts as a hindrance. For the body would wrench us away from the spiritual world, would alienate us from it, driving us back again and again upon ourselves and our own egoity; whereas in spiritual knowledge we have to come right out of ourselves—rather as we do when we love another human being. And in so far as we become able to do this, a deeply significant truth begins to dawn upon us, namely, that man passes through repeated earthly lives.

As a matter of fact, many of the feelings and impulses that we carry in our soul are there as a result of earlier lives on earth; only we do not observe them as such because we remain in our body. Suppose we meet someone, and the meeting leads to a friendship that alters the whole course of our life. When we look back over the earlier years, we discover with the eye of the spirit what we could never find by the aid of bodily vision alone: namely, that our whole life up to the moment of meeting him was a search for that person. One who is already a little older and looks back in this way is able to see his life as the working out of a plan; he recognises how, when he was quite a little child, his life took a direction that was to bring about eventually the meeting with this friend. We can go further in this kind of observation of life and discover that all we do, though it may seem to result from the working of earthly physical forces, is in reality guided from elsewhere. We come in fact to recognise that the life we are now living is dependent on earlier lives on earth. And between these have been also lives in a spiritual world.

Now we can come to a knowledge of the other lives we have lived on earth only when we learn to imbue with love the faculty of cognition. It is by no means so easy as some people think, to discover the man we were! For he is a complete stranger to us now. Only a selfless, love-imbued faculty of cognition can grasp this other person, so that he enters into our consciousness.

This is how it is with all stages of higher, spiritual knowledge. Our knowledge has to become a loving knowledge, intimately bound up with our personality, a knowledge that simply cannot be at all without our personality taking part in it. And as we grow into this larger world, and learn to look beyond birth and beyond death, to look also beyond and behind the world of the senses—for in the plant, animal, and mineral kingdoms we begin to behold beings, spiritually active beings—as we do this, we come into a kingdom of reality, where the ethical impulses that inhere in our knowledge have place. I will give you an example.

Destiny, we say, is hard to bear. So little good seems often to result from actions that spring from the highest motives, whilst others that flow from evil motives reap marvelous success! How is this? The reason is that this physical world of the senses, not-withstanding that we have taken for ourselves a fragment of it to form, as it were, a garment for our souls, has in it no moral impulses. The moral and ethical impulses that are behind our actions have no place there; they are wiped away out of whatever we do or make in the physical world; the nearest approach to moral working is a purely formal compensatory effect. But this physical world is permeated throughout with spirit; we carry our moral or immoral actions into the world of the spirit. And here, even as we found that “true” comes to mean for us sound or healthy, we recognise that when man devotes himself to moral truth, he becomes in his inner being, strong, well developed; whereas when he gives himself up to error he becomes a cripple in soul and spirit.

In the present cycle of evolution this does not find expression in the physical body (there we carry the results of what we did and achieved in our previous life on earth); but when we have laid down our physical body and gone through the gate of death, then there is no longer anything to prevent our soul and spirit from assuming the physiognomy we have acquired from the ethical quality of our experience. There in the spiritual world we, as soul and spirit, are strong and well-developed, or crippled and weak. Then, later on, comes the time for us to resume a physical body; and in forming it we build, from within, our own destiny. For we may, on the one hand, be able, having brought from an earlier life a harmonious soul-and-spirit nature, to form the new body in perfect order and proportion, so that we can employ it in good and useful activity; or, coming into incarnation, as it were, as a moral cripple, we may find ourselves able only to form and guide the new body in a clumsy and awkward fashion, from embryo up to adult age. And now this inner destiny becomes our outer destiny. For it is clear to an unprejudiced observation that whatever befalls us from without is closely connected with what we ourselves have prepared as our inner destiny. In all our intercourse with the world outside, we make use of the body as an instrument, and according as we use it skillfully and well, or badly and clumsily, we occasion, at any rate in part, the events that befall us. And then, in the further lives that follow, come new compensation and balancing-out. Thus in the spiritual world we find the formative forces that belong to our moral life. The moral world becomes for us a reality.

We see how an ethical impulse cannot in one earth-life effect a change in the physical body, but when it passes over into the next life on earth, can work there quite definitely as a health-giving influence, no less truly than heat works in the physical world, or light, or electricity. That we imagine the moral world—order to be no more than a man-made abstraction is due to the fact that we take cognisance only of the physical world, tracing everything back there from effect to cause; we can, however, equally well recognise this law at work in the spiritual world; only there we have to trace the effects, as they show themselves in one life, back to causes in an earlier life on earth. In other words, we need to know the level on which the law of cause and effect has to be applied to human destiny.

Now all that sounds very well, someone might say, but as things are, men have not this spiritual knowledge of which you speak; only a researcher in the spirit can see into the spiritual world-others must be content with the words and ideas in which he clothes his perceptions. To this I would reply: To paint a picture, one must be an artist; but to experience the beauty and inner content of the picture one need not be an artist, one has only to approach the picture with a sincere and open mind. It is the same with spiritual knowledge. In order to “paint” in ideas, one must be a researcher in the spirit; but once the picture is painted, it stands there for others to behold. And if these, who are not themselves “artists”, are free from prejudice and are sincere seekers after truth, they will receive health and healing from the descriptions of the spiritual world.

We are actually, at the present day, in a peculiar position in this respect. Spiritual Science, in the sense we understand it here, is, comparatively speaking, a new thing in our civilisation. The person who is able to represent it from immediate experience, stands alone; and all he can do is to clothe it in words and ideas, and impart these to his fellow men. It might even be thought that what he has to say concerns himself alone! In any case, that is how the position is to-day. One earnestly hopes it will soon alter, for Spiritual Science has power to quicken and awaken man inwardly. As things still are, however, mankind remains to-day a recipient only of spiritual knowledge.

For him who acquires spiritual knowledge, the case is very different. There comes a point where he has to undergo a pain with which no other pain can be compared. It is at the moment when he passes beyond his own spiritual experience between birth and death and launches out into the vast ocean of eternity in which we shall be when we have gone through the gate of death, and in which we were before we descended through birth to physical life on earth. An indescribable pain is involved in leaving, on the path of knowledge, the world of the physical senses, and entering the world of the spirit. The whole being is, as it were, steeped in pain. And now a remarkable thing happens. At first the higher knowledge seizes hold of the traveler in his entire being; but then, it wrests itself free of him with unbelievable force and certainty.

Since we have set out in this lecture to show where the personal has place in the path of knowledge, you will allow me, I think, to describe at this point what is, on the face of it, an entirely personal matter. As we shall find, however, what seems most personal in it has nevertheless an impersonal character. It is an experience that can befall anyone who comes into a similar situation.

To begin with, as I said, the knowledge of the spiritual takes hold of the entire human being. Ordinary intellectual knowledge is a concern of the head, the intellect. It is in the head alone that we have to exert ourselves. True, the acquisition of this kind of knowledge often obliges one to sit still for long hours at a stretch, so that one may be glad to break off for sheer weariness! It is nevertheless true to say that ordinary knowledge does not call upon the whole human being. But if we try to acquire, with the aid of the intellect alone, knowledge of the spiritual and super-sensible, it evades us like a dream; its great and far-reaching conceptions slip from our grasp. When we have, so to speak, pressed forward to the spiritual world, when we have passed what is spoken of as the Guardian of the Threshold, we have the greatest trouble to bring to consciousness—not the content; that one can acquire as a matter of knowledge—but the experience.

It is a fact that very many people become able, comparatively quickly, to have experiences in the spiritual world. But presence of mind is needed to grasp these experiences. With the majority of persons it happens that before they can give their attention to some experience, it is gone again. Presence of mind is altogether indispensable for the attainment of spiritual knowledge, as you will know from my book How to Attain Knowledge of the Higher Worlds. When one succeeds in acquiring knowledge of things that are beyond space and beyond time, they seem like a dream, and only with the greatest difficulty can one lift them on to a higher level of consciousness. They vanish-away like a dream if one tries to grasp them with the head alone.

Now it is important for one who speaks about the spiritual world in ideas to have always the spiritual world before him as he speaks; and he can acquire the habit of standing in this way within the spiritual world only if his whole being participates in the knowledge. Everyone will find his own way of doing this. I, for example, find it necessary to fix the results of spiritual knowledge by jotting down either brief notes or symbolical drawings. I need hardly say, I mean by this nothing of a mediumistic nature, but a perfectly conscious and deliberate action. Putting down some note at once ensures that the activity is not confined to the head alone but is shared in by the whole human being. It is of no consequence whether later on one refers to these notes: the point is, to make them. I can assure you I have used up whole cartloads of notebooks in this way and never looked at them again. What has been seen in the spiritual world is more strongly retained when the experience is allowed to flow into an impulse of will that leads to the activity of writing; for ultimately, all depends on experiencing the truths of the spiritual world—let me say—”organically”, experiencing them with one's whole being.

Initiation-knowledge of the present day has perforce another characteristic, which need not continue indefinitely and was not present in earlier and other paths to initiation. I mean the following. Suppose one has produced some spiritual knowledge, and later on has occasion to come back to it. If one is, let us say, as old as I am, and produced some 40 years ago much of what one has to communicate, then as far as the inner spiritual activity is concerned, it is almost as though one had to deal with something one was reading for the first time in an old book. Please understand me aright. Knowledge one has oneself produced many years ago becomes as strange to one as a book one has never seen before. It is not remote in the way that we feel abstract knowledge to be remote, but spiritually it severs itself from one. A man who stands outside initiation-knowledge, may feel how this knowledge, when he receives it, becomes united with his very being; but for the one who has produced it, it separates itself from him; he feels as if he had before him another human being.

Many a book, I assure you, by one or other of our friends, strikes me as more familiar than the books I wrote myself in earlier years. In fact, I read these only when I must: for instance, to revise them for a new edition. The teaching of the spiritual researcher severs itself from him and becomes objective; he is quite unable to feel any particular pleasure or satisfaction in it—as one might naturally expect in other circumstances! This has nothing to do with the knowledge as such; it arises only from the fact that one is obliged in the present day to attain the knowledge in solitude. In earlier times, when the path of initiation knowledge was far more instinctive and less conscious, it could not rightly be pursued in solitude. There were societies for the fostering of initiation knowledge. Such societies exist even in our time, but they merely carry on a tradition. If to-day one speaks from direct personal experience in knowledge, one is compelled to stand alone.

How was it arranged in societies of this kind? And how will it be in the future, when knowledge of the spiritual will be received again into civilisation and be called upon to enter once more into all the practical spheres of life? For spiritual knowledge will be able to do this, when once man begins to take hold of it. The societies of which we have spoken were ordered in the following way. An agreement was come to, freely and willingly on the part of all, that one of their number should undertake a particular field of knowledge, another, another field, and so on. One, for example, would concentrate all his powers on inquiring into the influence exercised upon the life of man by the world of stars, another on investigating the path leading from pre-earthly existence into the sphere of the earth.

This plan made it possible for the several fields of knowledge to be investigated in detail. For if it takes ten years to get to know something of the influence of the stars on human life, it takes, not ten years, but a lifetime to explore in detail even a few steps of the way from pre-earthly into earthly life. There was accordingly good reason for distributing among different persons the several realms of knowledge. Each made a deep study of the field of knowledge upon which he set himself to concentrate, and for the rest, allowed himself to take the knowledge from his companions. He had thus the double experience; he knew what it was to produce knowledge himself inwardly, and he had also the experience of receiving knowledge he had not himself produced.

When men learn to be more open-hearted and to approach knowledge with real warmth of soul, then it will afford them the same kind of experience one may have from the painting of a great artist. Man's own natural feeling for reality will enable him to take hold of what lives in the idea he has not himself produced; he will have a direct inner experience of the idea. He will undergo also the pain and suffering of which I told you—all the phases of inner personal experience that come from meeting spiritual knowledge face to face. This can be achieved by one who receives spiritual truths; he can grasp them, take hold of them with the entire forces of his soul. Such an experience is, however, in large measure denied to the spiritual researcher of the present day; he has to forgo it in so far as he produces the knowledge.

The fruits of spiritual knowledge can accrue to those who receive the truths with warmth of heart. And within the societies of earlier times provision was always made for the receiving of knowledge. When a particular field of spiritual research was allotted to one member—or the member chose it for himself—then, as far as that field was concerned, he went without the receiving which gives so much help and enrichment to life; on the other hand he experienced the blessing of receiving, in that he received knowledge from his companions who undertook other fields of research. Something, of the kind must come again in the future.

Do not think I speak out of a desire to attach importance to my own experiences; I want rather to draw your attention to the fact that in order to reap the fruits of spiritual knowledge, one does not need to have produced the knowledge oneself. Let a man follow the exercises—in meditation, concentration, etc.—described in my book, How to Attain Knowledge of the Higher Worlds. Then, if he succeeds in rousing himself to inner activity of soul, and takes but a few first steps towards an understanding of life, his heart will be open to receive what the spiritual researcher can give, and what he receives will unite itself with him in quite an intimate manner, for it speaks directly to the personal in him, and he will find the way, as personal man, to the deep sources of life whence the eternal in his own being is derived; he will enter into the experiences man has in the spiritual world before his life on earth, and into those also that await man when he has passed through the gate of death and come again into the spiritual world. And as he makes this knowledge his own, a second higher man will grow up within him.

On this path of knowledge we learn to feel, as it were, at home in the spiritual world in the way we feel at home in the world of nature, with its secure and stable laws. The fact that we have muscles and bones unites us with nature; our own physical nature makes us feel at home in the physical nature of the world around. And when we begin to apprehend the reality of spiritual conceptions and to see their content as part of the spiritual world, then we begin to feel at home in a divine spiritual world—even as with our body we feel at home in the world of the senses. And it is this feeling at home in the spiritual world that is so important, for thereby we attain to a knowledge of ourselves as having eternal spiritual existence in the eternal divine spiritual world.

For not only is it true that mankind in general is rooted in a spiritual world. Every single human being, just through that which is most personal in him, just through that which he, as an individual, can experience by being on earth in a particular place and at a particular time, is rooted in, and belongs to, a spiritual world which bears the stamp of eternity. As we come to realise this, we begin to feel as though a voice were calling to us: “Make not yourself a cripple in soul and spirit!” For not merely man in general, but each single human being, is relied upon to play his part.

It is also through what is most individual and personal in him that man finds his way to religion, and to all true artistic experience. Hence it is that Spiritual Science leads directly into a religious mood of life. You will find abundant evidence in our literature of how Christianity is deepened, and can stand forth in its true light and in its true being, when we try to understand the personal experiences of the Christ Who appeared in a personal form.

Attaining thus by a personal path to our own eternal being, we know how to give personality its right place and meaning in the world, conscious that each one of us is needed and reckoned upon as single personality. Knowledge of the spirit has become for us a human and personal path in life. We feel inwardly seized and quickened by the content of spiritual knowledge, in the same way that our body is seized and quickened by the power of the blood.

The meaning we have been led to discern in our personal, our individual existence, may perhaps be best conveyed in a picture. A meeting has been called, and we are summoned to attend the meeting, because it is important for just that to be said in it which we alone can contribute. Suppose we take some action which has the result of preventing our being present. We are not there; we—who are expected, who are looked for—do not appear.

Whatever we do and accomplish under the impulse of spiritual knowledge serves, we shall find, to enrich our life; we begin indeed to recognise how our path in life leads always in a direction where we are needed and expected. In the world where spiritual beings are at work, creating and fashioning our individual existence, we begin to see that we are counted upon to do our part, and we understand that the only way we can fulfill what is expected of us and join with our companions in a higher spiritual world, is by following this personal path of life into the spiritual world, and finding within us, as we tread the path, the higher eternal man, the soul and spirit of our being.

Thus does this human knowledge of the spirit bring us face to face with the challenge: Are we going to arrive in that place where it is given to human beings to unite in a common experience of the spiritual—for we are expected there, we are awaited—or, having passed through many births and deaths, shall we come at length to a point where the word of reproach rings out: You were expected, and you did not come!

There is a certain connection between the past and the future in the evolution of humanity. When one considers this connection, it throws much light on the question that we can perhaps express in this way: what is our task as human beings in any particular period?

When we came together here some time ago, we said various things about the past in the evolution of humanity. Today, something will be said about the connection in the evolution of humanity between the past and the immediate future. In concluding yesterday's lecture, we were able to point to an important indication that says, as if speaking from heaven, that humanity needs a spiritual impulse, something like a new impulse of the age. We can understand how this new impulse must work only if we consider the last millennia before the founding of Christianity in a certain connection with the millennia following Christ, in which we ourselves live.

There is a law according to which certain events are repeated in the evolution of humanity, and we spoke of such repetitions in human evolution in the last Stuttgart lectures. Today I wish to point out particularly that when such regular repetitions are referred to by spiritual science, one should not believe that such repetitions can be constructed intellectually, because the repetitions must be examined, after all, in detail; they must be established in detail through spiritual research. One can go far astray if one uses one or another of these repetitions as a pattern for constructing new ones. There is one repetition that, as a matter of fact, resembles another, that repetition in which fundamental events, important events that were effective before the founding of Christianity, recur in a certain way after the founding of Christianity.

If one observes the last three millennia before the founding of Christianity, it is seen that these three millennia belong to an epoch in the history of the evolution of humanity that is designated as the so-called Dark Age—the lesser Dark Age—Kali Yuga. This Kali Yuga began in the year 3101 before the founding of Christianity. All that we at the present time designate as the great achievements of humanity, what we call the characteristic feature of present human culture, is bound up with this Dark Age. Before this Dark Age, or Kali Yuga, the whole of human thinking, all human soul forces, were still ordered differently in a certain respect. In the period before the year 3101 BC—this is an approximate date, since evolution moved gradually from one kind of character to another—there existed what one can designate as the last residue of the old clairvoyance. In the course of human evolution these periods follow one another: Krita Yuga, Treta Yuga, Dvapara Yuga, Kali Yuga. The last interests us today most particularly. With the earlier periods we come back to old Atlantis. In ancient times there still existed remnants of the old clairvoyance, so that before the Dark Age man still had an immediate consciousness of the existence of a spiritual world, because he could see into that spiritual world.

This consciousness of the spiritual world gradually withdrew from human view, and we may say that, on the average, the faculties and forces began to be cultivated that confine human judgment to the world of the senses and yet that also cultivate human self-consciousness. These forces all began during Kali Yuga. While man was not in a position to look into the spiritual worlds during this period, that firm point increasingly developed itself within the physical, sensible world, the point that we call knowledge of self-consciousness. Do not suppose, however, that this knowledge of self-consciousness has already been cultivated to a high degree. It must cultivate itself further. It could never have entered human consciousness, however, had there not been this Dark Age. In the 3,000 years before the founding of Christianity, therefore, man gradually lost his connection with the spiritual world. He no longer had this connection through his direct observation.

During my last visit here, we saw how, at the end of the first millennium, a kind of compensation occurred for the lost vision into the spiritual worlds. This was given to man through the fact that a particular individuality, Abraham, was selected, possessing in special degree that organization of the physical brain through which it was possible to attain consciousness of the spiritual world without the ancient faculties. In spiritual science, therefore, we call the first part of Kali Yuga pre-eminently the period of Abraham—that period in which man loses, to be sure, the direct view into the higher spiritual worlds but in which something like a consciousness of God awakens in him. This gradually grows into his I, so that he increasingly conceives this God as being related to the I-consciousness, the human I-consciousness. The Godhead appears as the World-I to that age, the first millennium in Kali Yuga, which we may call, at its conclusion, the age of Abraham.

This age of Abraham was followed by the age of Moses, in which the God Jahve, the World-I, no longer manifested Itself as a mysterious guiding power in human destinies, as a god of one people alone. As we know, this Godhead revealed itself in the age of Moses in the burning bush as the God of the elements. It was a great advance when the World-I, as the Godhead, was experienced in such a way through the teachings of Moses that one said to oneself: the elements of existence—what we see with physical eyes, lightning, thunder, etc.—are, in the last analysis, emanations, deeds of the World-I, of the single World-I.

We must understand quite clearly to what extent this was an advance. When we go back beyond the age of Abraham and beyond Kali Yuga, we find that, through their direct vision into the spiritual worlds resulting from remnants of the old clairvoyance, human beings see the spiritual. They see this spiritual in all ancient times, however. We must go a long way back if we wish to find something different. Human beings see the spiritual during Dvapara Yuga, Treta Yuga, Krita Yuga. They see the spiritual in such a way that it manifests itself as a multiplicity of beings. You know, of course, that when we ascend to the spiritual worlds we find there the hierarchies of spiritual beings. These stand, naturally, under spiritual guidance, a unified spiritual guidance. In those ancient times, however, consciousness did not reach as far as this unified spiritual guidance. One saw single members of the hierarchies, one saw a multiplicity of divine beings. Only the initiates were able to bring them together as a unity. Now, however, the World-I, which man first perceived with the physical instrument of the brain that was especially marked in Abraham, confronted the human being. Man now perceived this World-I as manifesting itself in the various kingdoms of nature, in the various elements.

Then a further advance was accomplished for the last millennium prior to the founding of Christianity, in the age of Solomon. We thus can distinguish the three millennia before the founding of Christianity in this way: we call the first millennium the age of Abraham, after that individuality who appears in it and who affects the second. From the beginning of Kali Yuga until Abraham, human beings prepare themselves to recognize the single Godhead behind the appearances of nature, and this possibility emerges with Abraham. In the age of Moses, the One God becomes the ruler of natural phenomena and is sought behind the phenomena of nature. All of this undergoes an intensification in the age of Solomon. We are led through this latter age up to the point of evolution at which the same divine being who was regarded as Jahve in the ages of Abraham and Moses takes on human form. In a spiritual scientific contemplation of this matter, one must adhere strictly to the fact that in this respect the Gospels are right: we may not distinguish Christ from Jahve other than as we distinguish the direct light of the sun from that sunlight reflected back to us by the moon. What kind of light do we have on a moonlit night? It is real sunlight, except that it is reflected to us from the moon. We thus can have this sunlight directly during the day or sent back from the moon on moonlit nights. What we see occurring here in space presents itself also in time in the way in which what finally appeared as a Spirit Sun, in Christ, manifested itself beforehand as though reflected. Jahve is the reflection that precedes Christ in time. Just as moonlight is reflected sunlight, so did the Christ being reflect Himself for Abraham, Moses, and Solomon. It was always the same being. Then He Himself appeared as the Christ Sun with the founding of Christianity. We thus have the preparation for this great event in the ages of Abraham, Moses, and Solomon.

A repetition of these three ages, as they were before the founding of Christianity, now takes place during the time following Christ, but in reverse order. The repetition occurs in such a way that the essential feature of the age of Solomon is repeated in the first millennium after Christ, and, indeed, the spirit of Solomon lives and weaves in the most outstanding spirits of the first Christian millennium. It was fundamentally the wisdom of Solomon, that which had spread abroad as the wisdom of Solomon, through which man sought to grasp the nature and essential character of the Christ event. It was by means of what man had learned through the wisdom of Solomon that he sought to understand the significance of the Christ event.

Then followed the age that can be called the revival of the age of Moses. The age of Solomon after Christ was followed by the age of Moses. When we come to the second millennium after Christ, it is the spirit of Moses that now permeates the best human beings of this time. Indeed, we can find this spirit of Moses revived in a new form. In pre-Christian times the spirit of Moses directed its glance out into the world, toward outer physical nature, in order to find the World-I, to find the World-God as Jahve, as World-I, to find Him in thunder and lightning, to find Him in what can stream in from without as the great law of human action. Just as the World-I streams in from without to Moses, just as the World-I is revealed, as it were, from without, so we find that, in the second age following Christ, the same being proclaims Himself inwardly within the human soul. The impression that was for Moses an outer event, as when he withdrew from his people to receive the Decalogue—this significant event repeats itself. It repeats itself in the second millennium after Christ through a mighty inner revelation. Things are not repeated in the same way but in such a way that what occurs successively appears as a kind of polarity. If, therefore, God revealed Himself to Moses out of the elements of nature, He revealed Himself now, in the second millennium after Christ, out of the deepest foundations of the human soul.

How, then, could this come before us in a more sublime way than when we hear how a remarkable man of lofty talents preached in such a way that one heard: he proclaims mighty things out of the depths of his soul? One can assume that this preacher was deeply permeated with what one can call Christian mysticism. Then a seemingly insignificant layman came to the locality where he preached and at first listened to his sermons; it afterward turned out, however, that rather than layman he became the preacher's—that is, Tauler's—instructor. Even though he had reached such a lofty level, the preacher Tauler suspending his preaching until he felt himself permeated by what lived in the layman. When, after having opened himself to this inspiration, Tauler once again ascended the pulpit, the powerful impression of his sermon is made clear to us symbolically when we are told that many of his listeners fell to the ground as if dead. This means that everything of a lower nature in them was killed. It was a revelation of the World-I working just as powerfully from within as it had worked out of the elements, with Moses, during the second pre-Christian age. We thus see the age of Moses coming to life again and in such a way that the spirit of Moses permeates and radiates life into the whole spirit of Christian mysticism, from Master Eckhart to the later Christian mystics. It truly lived in these Christian mystics, the spirit of Moses! It was present in such a way that it entered livingly into their souls.

That was the second age following Christ. In it, the whole character of the age of Moses was resurrected. During the first millennium after the Christian era, the second age of Solomon brought shape to the Christian mystery conception, to all that we know as the hierarchies, for example, in the Christian sense; it formed in detail the wisdom, so to speak, of the higher worlds. In the same way, the second age of Moses particularly formed what constituted German mysticism: the deep, mystical consciousness of the One God, Who can be called to life again in the human soul, Who can be resurrected in the human soul. This age of Moses has remained effective in all striving since that time to investigate ever more exactly the World-I, the One God.

According to the course of human evolution, however, a renewal of the age of Abraham will take place, beginning with our times, during which we shall slowly pass into the third millennium. Just as the age of Abraham and the age of Solomon followed each other in pre-Christian times, so they follow each other in the Christian era in reverse order: age of Solomon, age of Moses, and age of Abraham. We are moving toward this age of Abraham, and it must and will bring us mighty things. Let us call to mind the significance of the age of Abraham. It was then that the old clairvoyance vanished, that a consciousness of God was given to man that is closely connected with human faculties. Everything that humanity could acquire from this consciousness of God that is bound to the human brain has gradually been drained off, and only a little still remains for human beings to acquire by means of these human faculties—indeed, little more. On the contrary, we are going in exactly the opposite direction in the new age of Abraham. We are taking the path that will lead humanity away once more from merely physical, sensible contemplation, away from the combining of physical, sensible signs. We are going along the path that will lead human beings back again into those regions in which they once were before the age of Abraham. We are going along the path that allows human beings to enter into conditions of natural clairvoyance, of natural clairvoyant powers. In the age of Kali Yuga, only initiation could lead upward into the spiritual worlds in the right way. Naturally, initiation leads up to high stages to which human beings will be able to ascend only in the distant future, but the first traces of a renewed clairvoyance, which will appear as a natural human faculty, will become manifest relatively soon as we pass into the renewal of the age of Abraham.

After we have won I-consciousness for ourselves, after human beings have learned to know that the I is a firm central point in the inner being, human beings shall again be guided outward, in order again to be able to look more deeply into the spiritual worlds. This is still connected with that age in which Kali Yuga came to its end. Kali Yuga lasted 5,000 years, until the year 1899 AD. The year 1899 was, indeed, an important year for the evolution of humanity. This is once more an approximate year, of course, for these things happen gradually. Just as the year 3101 BC, however, can be designated as the year when humanity was led down from the old clairvoyance to sense perception and intellectual judgment, so was 1899 AD the year when humanity received another sudden thrust forward, so that it could ascend to the first beginnings of a future human clairvoyance. It is allotted to humanity even in this twentieth century, before the next millennium—indeed, for a few human beings during the first half of the twentieth century—to develop the first elements of a new clairvoyance, a clairvoyance that will most certainly appear in humanity when human beings prove themselves capable of understanding it.

We must make clear to ourselves that two things might occur. It is inherent in the fundamental nature of the human soul that such clairvoyant faculties, as natural faculties (we must differentiate between cultivated clairvoyance and what will come into being as a natural clairvoyance), will come into existence for a few human beings even in the first half of the twentieth century, and for more and more human beings during the next 2,500 years, until at last there will be a sufficiently large number of persons who will attain it—that is, the new, natural clairvoyance—if only they win it.

There are two different possibilities of what might happen, however. One is that human beings will have the aptitude for this clairvoyance but, during the coming decades, materialism will triumph and humanity will sink into a materialistic swamp. Isolated human beings will appear who will say that it seems to them as if they saw something in physical man like a second man; yet, if materialistic consciousness goes so far as to declare that spiritual science is folly and to stamp out all consciousness of the spiritual world, people simply will not understand these first capacities. It will depend upon humanity itself whether what then takes place turns out to be a blessing or a curse, since what is really to occur might pass by unnoticed.

The other situation might arise in which spiritual science will not be trampled. Then one will understand that such qualities are not only to be cultivated in the secret schools of initiation but also to be cherished, when they appear toward the middle of our century, as delicate saplings of human soul life in this or that person. Such a person will say, as if from an awakened soul force, “I see something like a reality, just as it is described in anthroposophy as the second man within physical man.” Still other faculties will appear, for instance, a faculty that human beings will notice in themselves. They will perform some deed. When they look up from this action, something like a dream picture will stand before their souls, from which they will know, “This has some connection with my action.” People will know on the basis of spiritual science, “If such an after-image of my deed appears before me—which is essentially different, however, from this deed—it can have no other meaning than to show me the karmic effect of my action that is to appear in the future.”

A few individuals will come to have such karmic understanding in the middle of our century, because Kali Yuga has run its course and because from epoch to epoch ever-new faculties appear in human beings. If understanding is not created, however, if this faculty is trampled to death, so to speak, if one who talks about these faculties is locked up as a fool, it will prove disastrous for humanity. Human beings will decay in the swamp of materialism. All of this will depend upon whether an understanding is awakened for spiritual science or whether the materialistic counter-current succeeds—whether Ahriman succeeds—in repelling what spiritual science does with good purpose. Then, to be sure, those people who are mired and choking in this materialistic swamp may say jeeringly, “Yes, indeed, those were fine prophets who said human beings would see a second man beside the physical man!” Certainly, nothing will manifest itself if the necessary faculties have been trampled to death. If these faculties do not become apparent in the middle of the twentieth century, however, it will be no proof that the human being is not so endowed but will only prove that human beings have crushed under foot the budding young shoots. What has been described today is there and can develop if only humanity wills it.

We stand, therefore, directly before such an evolution. We are retracing our steps, so to speak, along the path of evolution. With Abraham, consciousness of God was led into the brain; as we enter into a new age of Abraham, this consciousness of God is in turn led out of the brain and, during the next 2,500 years, we shall come gradually to know human beings who will have what the exalted secrets of initiation yield as the great spiritual teachings about the mysteries of the universe. Just as the spirit of Moses ruled in the age that has run its course up to our time, so does the spirit of Abraham now begin to reign in order that, having led humanity into a consciousness of God within the world of the senses, he may now lead humanity out again. It is an eternal cosmic law that each individual must perform a particular deed repeatedly. He must, above all, perform the deed twice—one time as though doing the opposite of the other time. What Abraham brought down for humanity into physical consciousness he will carry up again for humanity into the spiritual world.

We thus see that we are living in important, essential conditions in this age, and we understand that to disseminate spiritual science today is not something one does by preference but something demanded by our times. To prepare humanity for great moments in evolution is one of the tasks of spiritual research. Spiritual science exists in order that human beings shall know what they see. Whoever is true to the age in which he lives cannot help thinking that knowledge of the spirit must come into the world so as not to allow what will come in the future to go unnoticed by humanity.

These things are bound up with still others. In certain other respects, everything renews itself in such similar repetitions. We are approaching a time when ever more of what existed in the pre-Christian centuries will be renewed for humanity, but everything will be immersed in what humanity has been able to win through the great Christ event. We have seen that humanity has now experienced again in Christian inwardness the great moment that Moses experienced through his impressions of the burning bush and the lightning-fire on Sinai. Now, the Taulers and the Eckharts know clearly that, when there arises within them what Moses called Jahve, it is the Christ. It is, however, no longer the reflected Christ being but the Christ Himself who rises from the depths of the heart. What had been experienced by Moses was actually experienced again by the Christian mystics but in a Christianized form—in a form altered through the Christ impulse. What was experienced in the pre-Christian age of Abraham will be experienced in a completely altered, new form. What will this be? All things and events that appear normally in human evolution cast their lights ahead, as it were. (I do not wish to repeat the triviality that is often uttered, that events “cast their shadows,” but that they cast their lights.) Thus, in a certain respect, something connected with events of the future is cast ahead in light in what we call the conversion of Saul to Paul—the event of Damascus.

Let us make it clear to ourselves what this event had to signify for Paul. Until this event took place, Paul was acquainted with all that was inherent in the old Hebraic esoteric doctrine. What did Paul know? Paul knew, through his ancient Hebraic esoteric doctrine, that some day an individuality would descend to earth representing for humanity the one who would overcome death. He knew that an individuality would appear once in the flesh. Through His life He would show that the spirit lives beyond death in such a way that death would mean nothing other than another physical event for this individuality, within His incarnation on earth. This Paul knew. He also knew from his ancient Hebraic esoteric doctrine that when the Christ, the Messiah Who was to come, had been present in the flesh, when He had risen from the dead and had won a victory over death, as it were, the spiritual sphere of the earth would be transformed; clairvoyance would experience a transformation. Whereas previously a clairvoyant could not see the Christ being in the spiritual atmosphere of the earth but only when looking up to the Sun Spirit, Paul knew that, through the Christ impulse, such a transformation in earthly existence must occur that after the victory over death the Christ would be found, for clairvoyant consciousness, in the earthly sphere. When, therefore, the human being becomes clairvoyant, he must behold the Christ in the earthly sphere as the active Earth Spirit. What Paul could not convince himself of while he was still Saul, however, was that the one Who had lived in Palestine, Who had died on the cross, about Whom His disciples said that He had risen from the dead, was really the one about Whom the ancient Hebraic esoteric doctrine had spoken. The significant thing is that Paul was not convinced of what is related in the Gospels through what he had seen physically. He began to have the conviction that Christ was the predicted Messiah only when that forward-cast light manifested itself in him, when he became clairvoyant as though through grace and discovered the Christ in the earthly sphere.

“He has, then, already been here; he has already risen from the dead,” he must have said to himself. After Paul himself saw the Christ clairvoyantly in the spiritual sphere of the earth, he knew: now He is here. From that moment on, he felt completely convinced regarding Christ Jesus. The fundamental event was therefore that, through the event of Damascus, he discovered Christ Jesus clairvoyantly in the earthly sphere. If Paul had not been able to hear the accounts in Palestine of the deeds of Christ Jesus, if he had not been able to have the personal experience of hearing the Gospels but had lived somewhat later, it might have happened that he would simply have experienced at a later time this Christ event of Damascus. He would then have arrived, however, at the same conviction, because this event revealed to him the fact that the Christ was there! He who reveals Himself there in the earthly sphere is the one about whom the ancient Hebraic esoteric doctrine speaks!

This Christ event is not limited to one point in time. In the case of Paul, it simply followed quickly in order that Christianity would be able to pursue its course through Paul. Now, to be sure, during the ensuing time of Kali Yuga until 1899, the development of humanity was not such that a person could, without further ado, experience an event such as Paul's; human faculties had not ripened to this extent. It could therefore be experienced by grace, and others also experienced similar events by grace. We are now living, however, in the age in which that mighty, revolutionary change is to occur in which the first seeds of a natural clairvoyance will evolve. We are coming into the age of Abraham; we are being led out into the spiritual world. Through this, the possibility is given that a certain number of human beings, and then more and more, shall experience during the next 2,500 years a repetition of the event of Damascus. The greatness and power of the next age will consist in the fact that for many people the event of Damascus will come to life; that through these faculties of which I have just spoken the Christ will become perceptible in the spiritual sphere of the earth. He will radiate into these faculties. As human beings become capable of seeing the etheric body, they will learn to see the etheric body of Christ Jesus, even as Paul saw it.

This is what is beginning as the characteristic of a new age, and it will become manifest between 1930 and 1940 to 1945 in the first forerunners among human beings who have these faculties. If human beings are attentive, they will experience this event of Damascus through direct spiritual observation, and with it clarity and truth about the Christ event.

A striking parallelism of events will take place, because in the next two decades human beings will gradually fall away from the letter of the Gospels and will no longer understand them. We see even today how trivial scholars “prove” to people everywhere that the Gospels are not historical documents, that one cannot refer at all to a historic Christ. The historical documents will lose their value for humanity; the number of those who deny Christ Jesus will become greater and greater. Those human beings are shortsighted who will still be able to believe that one can preserve Christianity by means of the mere story. Those whose intentions are honest regarding Christianity are not the ones who reject an understanding of the spiritual proof of Christ Jesus. The spiritual proof of Christ Jesus will be provided through nurturing the faculties of human beings, through the fact that they shall behold the truly existing Christ in His etheric body. After all, no matter how much those persons who wish to rely only on documents call themselves good Christians, they destroy Christianity; no matter how much they raise a hue and cry and how loudly they proclaim what they know about Christianity through the documents, they destroy Christianity. They destroy it because they reject a spiritual teaching according to which Christ in our century will become truth for human beings through vision.

When our era began, human beings had been descending into the Dark Age for more than three millennia and were dependent upon their outer faculties. At that time Christ could have revealed Himself to the faculties that were necessary for human evolution in no other way than through physical incarnation. At that time the physical faculties had reached the peak of their development, and Christ had to appear in a physical body. Humanity would not have advanced a single step, however, if it could not become capable of finding the reality of Christ in higher worlds through higher faculties. Just as Christ had to be found with purely physical faculties at that time, so will human beings with the newly developed faculties find Christ in that world in which only etheric bodies are seen, for there is no second physical incarnation of Christ. Only once did He appear in the flesh, for only once were human faculties dependent upon having Christ in a physical body. Now, however, with the higher faculties, human beings will be able to perceive the much more real etheric body of the Christ.

This is what one can call the mighty event that lies ahead of us—the reappearance of Christ Jesus—taking place gradually, at first only for a few, then for more and more human beings. It is an event that has significance not only for those human beings who will then still be incarnated in the flesh. A number of human beings who are incarnated today will still be incarnated at the time when this Christ event takes place. They will experience it as it has been described. Others will have gone through the portal of death. Just as we once learned here that the event of Golgotha was not only an event for the physical world but carried its effect over into all spiritual worlds—just as the descent of Christ into the underworld was a real fact—so will the Christ event, which will present itself in our century, have its effect also in the world between death and a new birth, though in a different form from the one man will find here on earth. One thing will be necessary, however. Those faculties through which one will be able to perceive the Christ event between death and a new birth cannot be acquired between death and a new birth; they must be acquired here on the physical plane and must be carried with one into the life between death and a new birth.

There are faculties that must be acquired on earth, as it is not for nothing that we are placed on the physical earth. Anyone who believes that we have been put on the physical earth for nothing is on the wrong track. We must acquire faculties here that we cannot acquire in any other world. The faculties for an understanding of the Christ event, of which we have spoken, and of the following events, must be acquired here on earth. Those human beings who acquire these faculties now, here on this earth, through the teachings of spiritual science, will carry these faculties through the portal of death. Not merely through initiation but through the understanding acceptance of the teachings of spiritual science one acquires these faculties, the possibility of perceiving the Christ event also in the spiritual world between death and a new birth. Anyone who has deaf ears, however, must wait until a subsequent incarnation to acquire the faculties that one must acquire here, in order to be able to experience the Christ event there, in the spiritual world. No one, therefore, should harbor the belief that the revelation of the Christ event, which can be understood only through the whole of spiritual scientific teaching, will not bear fruit for him if he has already passed through the portal of death at the time when it takes place. It will bear fruit for him.

We thus see that spiritual research is a preparation for a new Christ event. Those, however, who absorb the essence of the teaching of the spirit as the content of their whole soul life—as vital life—should then really grow upward to a spiritual understanding of the matter. They should then make it clear to themselves that they must learn through spiritual science to understand our newly awakening age thoroughly. We must learn to understand that in the future we are not to look on the physical plane for the most important events but outside it, just as we shall have to look for Christ on His return as etheric form in the spiritual world.

What has been said now will be said again and again in the next decades. There will be human beings who will misunderstand this, however, and they will say, “The Christ is to come again!” Since they will carry into this idea the belief that it is a physical return, they will supply nourishment to all those who will appear as false messiahs. There will be many such persons in the middle of the twentieth century who will use the materialistic beliefs of human beings, who will use the materialistic thinking and feeling of human beings to pass themselves off as the Christ. There have always been false messiahs. There was, for instance, the age before the Crusades when a false messiah appeared in the south of France, in whom his followers saw something like a Christ incarnated in a physical body. Before that, a false messiah had appeared in Spain and found many followers. In North Africa one who presented himself as the Christ created a great sensation. In the seventeenth century a man appeared as Christ in Smyrna and gained a huge following. He was called Shabattai Tzevi. People from Poland, Hungary, Austria, Spain, Germany, France—from the whole of Europe and from a large part of Africa and Asia—made pilgrimages to see him.

In the past centuries this was not so terrible, because the demand had not yet been made of humanity to distinguish the true from the false. Only now have we come to the age when it could be disastrous if human beings should fail to pass the spiritual test. Those will pass it who know that human faculties go through a further evolution; that those faculties for seeing Christ in the physical were limited to seeing Him thus only to the time of the founding of Christianity but that humanity would not advance if it did not find the Christ again in our century in a higher form. Those who strive after spiritual science will have to prove themselves to be the ones who can distinguish the false messiahs from the one Messiah, Who will appear, not in the flesh but as a spiritual being for the newly awakened faculties.

The time will come when human beings will again look into the spiritual world and will see the land there from which those streams flow down that give true spiritual nourishment to everything that happens in the physical world. We have, indeed, always seen that it was possible for human beings with the old clairvoyance to look into the spiritual world. The Oriental writings contain in their traditions something like a record handed down about an ancient spiritual land that human beings were once able to behold, from which they could draw all that could flow into the physical world from the super-sensible. Many descriptions of that land, which human beings were once able to reach and which seems to have withdrawn, are full of melancholy. This land was, indeed, once accessible to human beings, and it will now be accessible to them again, since Kali Yuga, the Dark Age, has run its course.

Initiation, however, always led into that mysterious land, which is spoken of as a country that seemed to have vanished out of the sphere of human experience. It withdrew during Kali Yuga, but for those who had received initiation there was always the possibility of guiding their steps into it. The accounts of this ancient country are touching. It is the same land to which the initiates again and again repair in order to fetch from it the new streams and impulses for all that is to be given to humanity from century to century. Again and again those who stand in this relationship with the spiritual world enter this mysterious land, which is called Shamballa. It is the primal fountainhead, into which clairvoyant sight once reached but which withdrew during Kali Yuga. It is spoken of as one would speak of an ancient fairyland, one that will return, however, into the realm of human beings. There will be Shamballa again after Kali Yuga has run its course. Humanity, through normal human faculties, will again grow into the land of Shamballa, from which the initiates bring strength and wisdom for their mission. There is Shamballa; there was Shamballa; Shamballa will come to be again for humanity. Among the first visions that human beings will have when Shamballa shows itself again will be Christ in His etheric form. Humanity has no other leader than the Christ to take it into the land that Oriental writings declare to have vanished. Christ will lead humanity to Shamballa.

It is this that we must inscribe into our souls. It can come to pass for humanity if we interpret in the right sense the omen of Halley's Comet that we mentioned yesterday. If humanity understands that it must not sink deeper into matter, that it must reverse its course, that a spiritual life must begin, there will arise, at first only for a few, then—in the next 2,500 years—for more and more human beings, the light-woven, light-gleaming Shamballa, abounding in infinite fullness of life and filling our hearts with wisdom. For those who wish to understand, for those who have ears to hear and eyes to see, this must be described as the event that signifies the greatest turning point in the evolution of humanity, at the dawn of the age of Abraham following the founding of Christianity. It will be the event through which human beings will understand to a higher degree the Christ impulse. For the peculiar thing will be that, through this, wisdom will suffer no loss. The more visions human beings win for themselves, the greater Christ will appear to them, the mightier He will appear! When once human beings are able to immerse their gaze into Shamballa, then only will they be able to understand various things that are indeed contained in the Gospels. To recognize what is given in the Gospels they will need a kind of event of Damascus. Thus, at the time when human beings will be most unbelieving regarding documents, the new profession of faith in Christ Jesus will arise through our growing into the sphere in which we shall encounter Him, through our growing into the mysterious land of Shamballa.

Esteemed Attendees!

As I did last winter, I would like to take the liberty of speaking this evening about a topic that is intimately connected with the development of German intellectual life, and thus deviate from what I have been privileged to do for many years, both in this city and in other cities in Germany: to speak about a narrower topic of the spiritual-scientific worldview.

This deviation is certainly close to the human heart due to the great, momentous events in which the German people find themselves, due to the facts unfolding around us, which on the one hand represent a severe test, but on the other hand must become the source of many significant hopes for the future.

And besides, I don't think there's any need to speak out of a narrow-minded nationalistic spirit when one ties the great periods of German intellectual life to the spiritual-scientific considerations that have been cultivated here over the years. For it is my conviction, not based on some obscure feelings, but, as I humbly believe, on the recognition of the facts, that precisely what I have often shown here as a striving into the spiritual worlds is contained in its most significant germ in the most diverse endeavors of German intellectual life, in the flowering of this intellectual life.

If spiritual science wants to be science, then one could very easily – I would say – from a certain point of view, a matter of course, a matter of course that is superficial after all – one could very easily say: science must be international. And wanting to tie science to certain popular endeavors is unacceptable from the outset. So many people say. And it is so obvious when one speaks in this way that the matter of course already becomes superficial.

I will just say about this comparatively: for example, the moon is international, dear attendees, the same moon for all peoples; but what the different peoples have to say about the moon, from the soul, arises from their different dispositions. Now one could indeed say: that may apply to poetry, to literature. But if science is to become a worldview, then what science has to say must be objective, must be exactly the same for all people. But whether science penetrates deeply into the sources of existence or remains on the surface – to name only these two extremes – depends on the different dispositions of the individual peoples, on the impulses that the individual peoples have to give to humanity with what science is to them. And it is of the greatest importance that these impulses, these forces [...] arise out of the inherent qualities of the peoples! This is what is important for the overall development of humanity, not what can be common to all in the abstract sense!

To [hint] at what is actually meant here, one need only recall a saying of Goethe. When Goethe, on his great journey to the south, had not only viewed and explained the most diverse works of art in his own way, but had also studied natural facts and natural beings, he wrote to his friends in Weimar: After all that I have seen of knowledge and nature, I would most like to make a trip to India - not to discover something new, but to see what has already been discovered in my way.

The way of looking at what one is able to bring from the soul to the world phenomena and the world weaving is what matters. And that is intimately connected with the folk souls. And when one speaks, most honored attendees, of the German national soul and its effect within the German nation, it seems immediately obvious to anyone familiar with the course of German development that the summit reached by the German national soul at the end of the eighteenth century, at the beginning of the nineteenth century, must be reached. There, a worldview background was created, a background of knowledge, by minds such as Fichte, Schelling and Hegel, which, within European intellectual life, became a second [...] flowering period after the Greek one, through Goethe, Schiller, Herder, Lessing and others who belong to them. Behind Goethe's “Faust” and the other great poetic and artistic achievements stands what German world view has created in the field of thought development in those days.

Fichte, Johann Gottlieb Fichte, appears first before the souls of today in such a way that it seems so obvious to consider German minds in connection with the development of their nationality. Johann Gottlieb Fichte appears first as the great orator in the “Speeches to the German Nation”. If you consider what was achieved by those speeches, each word of which must still ignite in the German soul today, for the simple reason that in one of the most difficult times in German history, every mind was invigorated and strengthened by these words, and how they actually shed light on the possibilities for German development. And because these speeches arose from the most intimate feeling for German national character and from the most intimate kinship with the innermost forces of the German national soul.

But how easily one would say: Yes, what Fichte spoke to the German people in his enthusiastic, fiery speech back then will easily find its way into every soul. But if you start from what Fichte's world view actually is, then you come to something difficult to understand. Oh, honored attendees, if only this prejudice of the difficulty of understanding such creations as Fichte's, Schelling's, Hegel's could fade away: Never could a personality like Johann Gottlieb Fichte have delivered his “Speeches to the German Nation” if one had not experienced that world view in one's soul, which only appears difficult to understand and which he felt, always felt, had arisen in him as if through a dialogue with the German national spirit itself. For that is how he felt about what he had to say!

Now, spiritual science, esteemed attendees, as it is meant here, is based entirely on the premise that there are dormant forces in the human soul that are not used in ordinary external life, not even when one intelligently observes this , nor in ordinary external science; but which must first be developed, [which must first] be brought out of the depths of the human mind, and developed into what can be used for Goethe's expressions: spiritual eyes, spiritual ears - through which one can look into, listen to, the spiritual world - spiritual eyes, spiritual ears!

Spiritual science assumes that such a real inner sense is not bound to a physical organ, but slumbers purely in the soul, but can be brought out of it. Spiritual science assumes that such a sense is able to perceive a real spiritual world that is around us and to which we belong with our souls and with our spirit, just as we belong to the physical-sensual world with our body. Only that when we look at the physical-sensual world with the organ of the physical-sensual body, it presents itself to us, which dies with our death. Whereas when the inner sense of man proceeds just as scientifically as the other senses or external science and through the external mind bound to the brain or nervous system, when the inner sense proceeds in this way with regard to the spiritual world, then man comes to the observation of those forces that are within him and that permeate the entire external world. [He comes to the observation] of those forces that represent for him the eternal, the immortal forces of the soul that go through births and deaths.

To awaken such an inner sense, such inner forces, was Fichte's, Johann Gottlieb Fichte's, unchanging striving for a worldview. He strove for such a sense. He could only do so because this unique quality - we will see later why I say “unique” - of the German national spirit lived in him, this will to acquire in one's own soul, through an elevation, through a strengthening, through a development of the soul forces, something that cannot be acquired if these soul forces are not strengthened , but which is one and the same – not a vague fantasy is meant here – which is one and the same as that which, as spirit, as real, objective spirit, is as objective as the external natural objects are objective for the senses, which, as spirit, permeates and interweaves the world.

For Fichte, the human self was able to live into this human self if the human self was able to grasp itself inwardly in such a way as to grasp what pulses and weaves and lives through the world as its secrets.

Fichte believed that when a person comes to experience this inner self, this center of the soul, in the right sense, in a truly direct and powerful way within themselves, then not only does he live as an individual human being in such inner experience, but then the life of the world, the world spirit, that which is the creative spirit in all things of existence, lives in this inner experience.

This desire to recognize with the innermost sense organ is what is so characteristic of Fichte. And it is characteristic of him because it was in his very nature. It was in his nature to grow together with that which made an impression on him. He did not just hear something, he did not just see something, but when he heard something, when he saw something, he put the whole feeling and life of his personality into what he heard, into what he saw. He was so immersed in what he perceived that he felt creatively immersed in it – recreating the world, recreating nature, recreating every other human life. This was present in him as a personal disposition.

To illustrate this, I would like to mention a few episodes from the life of Fichte, or rather Johann Gottlieb Fichte. He was a small boy of seven years old, a simple weaver's son; there he stood once at the edge of a stream that flowed past his father's small house. He had thrown a book into the stream! And he stood there crying, watching the book float away. Then his father came along and saw what had happened. The fact was that last Christmas his father had given the boy, who was precocious and did well at school, the “Horned Siegfried” as a present. On the boy, on the seven-year-old boy in the blue farmer's coat, the child of simple people, the mighty, the primeval Germanic deed of “Horned Siegfried” made such a powerful impression that he became completely absorbed in it. And then it turned out that one had to say: Although he used to be so diligent, conscientious and dutiful at school, he is now less attentive. He was reproached for this.

What did the seven-year-old boy do? He said to himself: “I like ‘Siegfried’, I love him, I am attached to him; but he must not take my duties from me, so I throw him into the water.

And again: He had turned nine years old. The neighboring landowner had come to the village where Fichte lived to hear the pastor's sermon there on a Sunday. He had arrived too late to hear the sermon. Then someone came up with a solution. They said: “There is a boy of nine who is so good at listening to sermons that he might be able to repeat the most important parts by heart.” And so they brought in nine-year-old Johann Gottlieb Fichte. He stood there awkwardly in his blue peasant's smock. Once the ice was broken, so to speak, he began to develop the sermon as he had heard it. But not, as children relate, by reciting the words from memory. Rather, he recreated them! So that one could see: the inner fire of the soul had grown together with what had reached him from the pulpit. Even as a boy, he was so intimately united with what was around him that he absorbed everything from the world. That was what he realized, and what led him to his world view, [what led him] to his world view in such a way that he felt: What lives as will in the individual person does not live merely as will in that individual person, but what lives as will in the individual person is like that drop taken from the sea, but which is of the same kind as the whole sea. The will that man learns to recognize in his ego, that throbs, lives and weaves through all existence as the will of the world. And when man pronounces “I,” the will of the world speaks in him.

Thus in his world view, the individual ego grew together with the will of the world. And as if on the wings of the will, what radiates from the divine-spiritual existence, from the divine-spiritual will existence, shines into the human soul as duty.

To him, duty became the highest, the most significant, that which enters a person as a duty – in relation to the world and its phenomena – as a task; this was an immediate inspiration of the divine spirit of will, which pulses and weaves and lives through the world.

And so, in his will as in his ego, Johann Gottlieb Fichte felt at one with the existence of the world. He believed that when he spoke, he spoke not out of personal arbitrariness but out of that which the God who wants to speak in the soul wants to say. And one really cannot imagine that anyone could have been more earnest than Fichte was when, for example, he spoke to his audience in Jena and tried to convey to the souls of his listeners what he had experienced in his soul as a world-certainty.

It was not a matter of merely communicating certain content, certain sentences, so that they would be heard, as was the case with other speakers; no, but for him, when he ascended the lectern, it was a matter of carrying in his soul something to carry in his soul something of which he knew - in true humility, in all modesty: “The world-will, ruling through the world, speaks through me; it must be carried into the souls of my listeners on the wings of my words. And there must be established that connection between the souls of my listeners and the divine-spiritual world-will, by which I myself am aglow and inspired.

And deep within his soul – within Fichte's soul – was the realization that the deepest thing in the world must be grasped by the innermost part of the soul. In turn, here is a short story, which is familiar to those who have studied Johann Gottlieb Fichte, about how he made the following demand of his listeners, for example. As an example of how he sought to establish an immediate personal connection with his listeners, he said: “Gentlemen, think the wall.” And so the people thought about the wall; it was easy for them. After he had let them think about the wall for a while, he said: “And now think about the one who just thought about the wall!” Then the people were already somewhat strangely touched; they did not really know what they should do; they were referred to their own inner being. They should become strong in themselves, in their own inner being, that which, as something impersonal and spiritual, permeates and interweaves the world.

In this way he sought to reach his listeners. And his words were not words shaped in the ordinary way. People who knew him well said: His speech rolls along like thunder, and his words are discharged like individual lightning bolts. He sought not merely to educate good souls, but to educate great souls.

And another said of him: Oh, with Fichte it is so that he lives and moves in the realm of the invisible world of thought; not like one who dwells within, but like one who rules this invisible world.

It was out of such a spirit that Fichte then, in his Berlin lectures from 1811 to 1813, said things that were probably not often uttered before a university audience. He spoke of a “new sense”, of a spiritual sense that is necessary for man if he wants to know the eternal in contrast to the temporal. He spoke of this by comparing this sense with another sense that prevails in ordinary life. He said: “My dear listeners! If a single soul – he meant Fichte's soul – were to appear among a number of people who cannot see Fichte and have never seen Fichte, would they not declare what he has to say to be fantasy? But it is the same with everything that your senses can see compared to what man can see when the new sense - as Fichte called it - the spiritual vision, opens up to him, through which a new world arises.

A genuine spiritual-scientific striving is developed here out of German scientific striving! And Fichte said, being aware of the contrast between this German striving and the Romance striving in relation to knowledge, Fichte said: This striving, that is a striving that emerges from the original source of the living, and that does not merely want to establish a knowledge of the dead.

Even more thoroughly than Fichte was able to do, one can point to certain Western views of eternity, which show quite clearly how different Fichte is from the world development of humanity than, for example, similar spirits from the Romance, French tradition. Take the excellent philosopher Descartes, Cartesius, who was active in France at the beginning of the seventeenth century. In a similar way to Fichte, he wants to start from what is in the soul: “I think, therefore I am” - “Cogito ergo sum”. But what does it represent? An endeavour to use the intellect to clarify what one already has. Fichte's energetic activity strives to develop in the soul something that one does not yet have, in order to recognize the actual, deep secrets of the world. And one need only mention one thing that comes to light particularly strongly in Cartesius, in Descartes. Descartes also tried to gain clarity about nature from the innermost depths of his spirit, from the innermost depths of the human spirit. About that which is around us. But he does not start from the living and therefore cannot come to the living. And it is characteristic of Cartesius, of Descartes, that he regards not only the other natural phenomena, but also the animals as inanimate, as moving, soulless machines. This is no exaggeration, this is a genuine Descartesian theory: only man, who experiences a soul within himself, actually has a soul in the true sense of the word. The rest of nature is soulless.

Compare this view of nature as something soulless, compare the directly living in Fichte: the soul of man stands in it in the divine will, which pulses and weaves through the world. He looks at external things, but he looks at them in such a way that man is called upon to see in external, material things that in which he has to see the divine will... ... and living everywhere, everywhere ensouled.

The time will come, honored attendees, when people will indeed pay attention to these differences between the individual nations, because the realization of these differences of such outstanding minds must bear fruit. We Germans have no need to prove all that we have now heard from some outstanding personalities on the enemy side. We Germans have no need to join in the tone of not only the misjudgment but the slander of German intellectual life, as we can hear it everywhere. But we do have reason to penetrate into the peculiar, into the essence of German intellectual life.

And then, like Fichte's follower, we see standing before us, also unrecognized, but as a personality who will already celebrate his resurrection, Joseph Wilhelm Schelling. Schelling does not stand there like Fichte. That is precisely what is significant in German intellectual life, this versatility, this diversity. He does not stand there like Fichte; Fichte stands there as if emerging from the contemplation of the individual personality, becoming aware of the world-will pulsating and interweaving through the world. Fichte's entire personality is active out of the will. Out of the soul, out of this German soul – for which the other languages of the West do not even have a literal translation – out of this German soul, Schelling creates his magnificent view of nature and spirit, which only appears difficult to understand.

For Schelling, nature is not something dead, something merely mechanistic; rather, nature is that which has been created out of the same forces over the course of millennia and millennia, out of the same forces that the human soul feels within itself when it truly goes within. And then Schelling looks at nature and can say to himself: That which lives and moves out there in nature – the same powers of the human soul that now come into being in human souls – have created that, have created a foundation for themselves, a preparation; so that they can arise and appear internalized in the human mind, in the human soul.

And so, for Schelling, soul and nature grow together in such a way that he coins the certainly one-sided sentence: To recognize nature is to create nature!

It does not matter at all whether one becomes a follower or an opponent of these great people, whether one agrees or declares oneself to be an opponent of what these great minds have expressed; today this can even appear childish; it does not matter; but what matters is to look at these personalities and to see the best in their personalities, their spiritual striving. It must not be a matter of repeating what someone has said out of the spirit of his time, but of strengthening and empowering oneself in relation to one's own soul forces, in order to perhaps create something completely different today from what Fichte can give than what Fichte gave.

If you see it the way those who heard Schelling, Friedrich Joseph Wilhelm Schelling, did – I myself met people who heard him in his old age and who fully confirmed what those who were young when Schelling was young had to say, when Schelling was at the University of Jena at the end of the 1790s. This is how they spoke, for example – I am telling you what Schubert, who himself was a deep spirit who wanted to penetrate into the depths of the human soul, wrote in his diaries after hearing Schelling in Jena: If someone came during a few afternoon hours on a weekday, Schubert says, you saw an eventful life in Jena. But this eventful life did not come from some kind of frequent celebration, not from some other kind of gathering; rather, this eventful life was because the hour was approaching when not only students, but mature men of all professions went to Schelling's lecture hall. Schubert continues: “The personal impression Schelling made on me was of a great, powerful man.” When Schelling spoke, it seemed to him as if he were standing there and his spiritual musings were directly connected to the spiritual world and his words were shaped in such a way that he grasped what he had to say from what he looked into: the spiritual world.

Fichte came across as a powerful person, as a powerful representative of the German essence. Schelling came across as an educator, a philosophical educator, who appeared to his listeners as if he was surrounded by an aura of spirituality, which he knew how to communicate even as a young man to those who listened to him. And those who heard him in his old age – as I said, I myself still knew people like that – [they] assured that the eye, which still sparkled in old age, spoke of the immediate personal nature of nature, which presented itself to him in the communications that he sought to give to humanity, not out of prudent wisdom, but out of an inner vision of the spiritual world. And Schelling speaks of the so-called [intellectual] views. In this way we have coined the word in his way for the new sense, for the spiritual sense, the spiritual sense that can be awakened in man and is able to look into the spiritual world. Schelling's way of speaking of this spiritual sense may be one-sided; but the fact that it could be spoken of with such earnestness in German intellectual life is one of the most significant intellectual blossoms, in the presence of which one must feel in the right sense.

The third person to be considered among those who created the world view from which Goethe's “Faust” and the other works of art emerged is Hegel. In Hegel, we again notice how he strives to relive in what the soul experiences in itself as an individual soul that which permeates the world, that which pulses through the world. But while Fichte sought this in the will and Schelling in the mind, Hegel sought it in pure, senseless thought. And when thought becomes completely pure, when thought does not lean on that which the senses observe externally, but when thought creates itself as free thought out of the soul, then for Hegel it is not the human soul alone but for Hegel it is the divine world-being that penetrates into the soul and that now kindles its world-thoughts, which gave rise to things outside, in the human soul as the light of the soul itself.

In Hegel, we have a remarkable kind of mysticism that does not want to revel in dark feelings, not a mysticism that wants to live only in feeling, because it believes that in feeling alone it is more closely in touch with the secrets of the world than in thinking. We have a mysticism in Hegel that is intellectually clear and yet not intellectually superficial, a mysticism that is suffused with the light of ideas, with the light of thought. But Hegel seeks to bring to life in his soul those thoughts that truly bring man together with divine thoughts. I would like to say: mystical, but not mystical darkness, but mystical light, mystical brightness.

Hegel did indeed oppose the idea that the new meaning, the inner meaning, should become something that man could only receive through a special disposition; and that is why he criticized Schelling, who spoke of [intellectual] intuition. In a sense, Hegel was right, because for every human being – you only need to read about it in my book “How to Know Higher Worlds” , for every human being, this new sense is attainable if only he wants to develop it. And this new sense, basically it lives most beautifully, most gloriously in that man, in the German, to whom Fichte, when he showed him his seemingly so dark, arbitrary teaching, wrote in 1794: Philosophical endeavor, like every pure philosophical endeavor, weaves itself into the spirituality of your feeling; for this pure spirituality of your feeling is actually the touchstone. - So Fichte wrote to Goethe in 1794.

And Goethe himself, in the beautiful essay he calls “Contemplative Judgment,” spoke of the fact that there cannot be only one way of looking at the world that relies on the external senses. Rather, just as the power of judgment judgment otherwise judges only about the external sensory experiences, so the power of judgment can develop an impulse in itself, which unfolds an inner life, so that it sees the spiritual, as the senses see the sensual.

Kant still had this inner vision, this vision of the spiritual through the human spirit, of the divine spirit through the human spirit. Goethe said: Let us then bravely face this adventure of reason! And it is from this inner sense that everything Goethe wanted to offer to science was created. And Goethe, in his scientific and cognitive struggles, showed most clearly how the German mind must understand the world differently than the Western mind.

In his early youth, Goethe encountered what Descartes' worldview had become within the development of the French world view. While Descartes still regarded animals as machines, de La Mettrie had already written the book “Man a Machine”! The mechanistic worldview, rooted in the French national character, is a mechanistic view of the world, a view of the world as a mechanism.

And when this worldview was presented to young Goethe, he said, from his German worldview: “Now they are telling us about atoms that collide with each other; this great world machine. If only they would explain to us how this beautiful and diverse world can arise from these colliding atoms. But after they have shown us how the atoms collide and push each other, they do not explain anything more about it!

Now, this striving has been preserved in the mechanism to this day. The mechanistic world view is actually the French world view. Of course, esteemed attendees, this is not meant to apply to the individual members of a nation; individuality can rise above nationality, above that which has been discussed and which arises from the character, from the inner nature of nationality. And here I believe that the right thing has been said. I would like to let the voice of a man be heard, the voice of a man who may perhaps be heard when considering the striving of the French nation towards a scientific world view. This man says:

"Thirst for truth is not a French passion. Appearance is more important than essence, the shell more than the kernel, form more than substance, the shiny more than the fertile, public opinion more than conscience. This means that the center of gravity of the Frenchman is not within himself, but in the others, in the multitude. Individuals are zeros; the digit that forms them into a number comes from outside: that is the sovereign, the writer of the day, the most-read newspaper, in a word, the current master of fashion. All this can be deduced from an exaggerated sociability; it stifles in the soul the courage to resist, the power of judgment, personal conviction, the cult of the ideal."

This was not written by a German out of one-sided national sentiment, but rather, dear honored attendees, it was written in 1875 by Amiel, Henri Frederic Amiel, the French Swiss at the University of Geneva! He could know as someone who, although he was deeply familiar with German intellectual life, was bound to French intellectual life by his blood ties. And in 1862, Amiel wrote the following:

"I feel a common bond with a Goethe, Hegel, Schleiermacher, Leibniz, who are nevertheless sufficiently different from one another, while French philosophers, orators or mathematicians leave me cold despite their great qualities, because they do not carry the sum of general life within them, do not control all of reality, gag me or make me suspicious. What the French lack is direct knowledge of the living unity, a sense of the sacred, a feeling for the mysteries of being; what is theirs is the foundation of specialized sciences, the art of making a book, it is style, politeness, grace, a sense of order, art for art's sake, discipline, elegance, truth in the details, staging, proselytizing zeal, strength in practical conclusions. But for the journey through Inferno and Paradise, other guides are needed; they are rooted to the earth, in the realm of the finite, changing, historical, and limited. Mechanism and dualism are the pinnacles of their intellectual flight. To break out of this circle, they must force themselves.

One does not want to present a one-sided view, not out of national sentiment; therefore one must choose something that is said by someone who says it out of his own attachment, out of his blood ties to the French nation.

But the time has come when, just as other things, the relationship between the individual elements of the nation must be recognized objectively. And once one has achieved something like Fichte's achievement – Fichte, for whom that which lives outside in the world of the senses is, so to speak, the nationalized field of duty – if one compares that with what lives in the British, in the English world-view, then one need only point to where one will, take old Baco of Verulam, who would accept nothing except what the senses see externally – everything else is an 'idol' to him; and his book about idols is an attempt to prove that what man can grasp in his soul has no objective validity beyond sensuality. And if we go up to Spencer and all those who have a similar view, we arrive at the latest English world view, which has been developed out of the English view: it calls itself pragmatism. What is this pragmatism? It is not something that applies to us Germans. For us Germans, as with Fichte, Schelling, Hegel, it is something that experiences truth, and by experiencing truth, one lives together with the world spirit. But the Romance peoples and the British have no conception of the objective world spirit at all. It is something that will only be fully recognized in the future. [...] Truth [...] is something that arises in the soul as a result of this soul growing together with the world spirit itself. Then the soul brings this truth to bear on external things, and the external things become a revelation of spiritual truth. What are they to pragmatism, to this pragmatic product of a worldview? A caricature! I say this, as I said, out of pure fact, not out of any antipathy. For this pragmatism, truth is only of value insofar as one connects concepts and ideas in the spiritual, which are actually only brackets, only bands that bind together the external sensual facts, so that one can find one's way in the external sensual world. Truth has no meaning in itself, has no value in itself.

A person, for example, commits an act; he has thoughts. All this is expressed. We seek the soul for thoughts and actions. The soul is a real being for us. And as we grow together with the truth, the soul itself becomes a reality for us, it is grasped as a reality.

For pragmatism, the soul is a concept that was formed to orient oneself, to hold together the otherwise disintegrating thoughts of man as with a bracket. Truth is what is useful if one wants to understand the world. - The pragmatist forms concepts and ideas with a view to usefulness, so that he can find his way in the world.

One has only to compare this with what lives in the characterized summit of German intellectual life, and one will be able to get an idea of the spiritual world position of the German within the developmental history of humanity.

But now something else comes. If you look at Fichte, Schelling and Hegel, they are great, important minds, geniuses; they represent the coming together of man with the secrets of the world from three different sides: from the side of will, from the side of thought, and from the side of feeling. If anyone today still thinks – and most people do, in fact, think – that it must be so, that they are difficult [to read and understand], then I may well express my conviction that there is a way to present what these spirits have achieved in such a form that even the simplest mind can grasp what it is about, if it only wants to. These spirits can be fruitfully employed in schools; [that they cannot be fruitfully employed there] is merely a prejudice. But the peculiar thing that confronts one when one contemplates these spirits, esteemed attendees, is that in their triplicity something like a unity hovering over them asserts itself! One has the feeling that something is being expressed in three ways, invisibly prevailing over the three. It is what one might call: the German folk spirit itself.

Amiel - again the French Swiss - has sensed something of the fact that the German folk spirit itself seeks to grow together in the souls with the innermost reason for things. Therefore Amiel says:

“Perhaps only the Germanic spirit has the need to think for itself, to search for the very basis of things.”

Amiel therefore goes on to say:

“The German spirit, like the collective inspiration, passes into these characteristic personalities; it speaks through them.”

Therefore, dear attendees, it could happen that personalities actually came along, personalities whose work is largely forgotten today. Therefore, I may speak today by wanting to reopen this as if it were a faded, forgotten pursuit of the development of German thought. Personalities who are largely forgotten today, they appear after the great personalities just mentioned. And the strange thing is that, while these personalities are smaller minds, less ingenious, after the three greats, they even show greater achievements in the field of spiritual searching, more penetrating achievements than the great ones who preceded them. Of course, the great ones need stimulation; but the lesser ones who follow usually achieve greater things, at least more penetrating things, from what has once been stimulated within German intellectual development. They are closer to the soul's inner search for the concrete spiritual world, for the search for spiritual entities that can be found with the characterized sense, just as one finds concrete external natural objects and natural facts through the external senses.

And among these lesser spirits is the son of the great Johann Gottlieb Fichte: Immanuel Hermann Fichte. Certainly, there are not many today who still occupy themselves with this Immanuel Hermann Fichte; but Immanuel Hermann Fichte – to mention only that – already stands there and says: the human being whom we observe with our outer senses, the human being who is made of flesh and blood, is bound to the perishable earthly in terms of his material and his powers. But in this human being there is another human being. This other human being – I mentioned him earlier in these lectures. People still laugh about it a lot today. But they will not always laugh! That other person, whom Immanuel Hermann Fichte calls the “ethereal man”, is a supersensible, higher person who has certain higher powers through which he is just as connected to the eternal spiritual aspect of existence, to the whole universe, as his perishable body is bound here to the physical-sensory powers of the earth. And the etheric body, which Hermann Immanuel Fichte assumes, is what first builds the physical body!

And another spirit can appear before us, again more or less forgotten, but no less significant and no less characteristic for the innermost freedom and for the innermost strengthening of the forces of German intellectual life: that is Troxler. Who still knows him today? But how he stands before him who got to know him! Troxler wrote his beautiful lectures on a world view in the 1840s. In them, we see emphasized, again and again, how the human being who stands before us with his senses lives within a spiritual world, a spiritual human being who has a spiritual world around him just as the sensual human being has a sensual world around him. Troxler speaks of abilities that the soul has, which are only hidden in ordinary life. Troxler speaks of what he calls the “super-spiritual sense”.

What does he mean by that? When Troxler speaks of the super-spiritual sense, he means that the senses we usually call that and that have different organs are not the only organs of perception for humans; but that humans can perceive another world with new organs, with new senses, with purely spiritual senses, which is just as full of content as the external physical world.

I have said here before that many people today believe that there is a spiritual world in general. And anyone who bandies a few pantheistic terms about, thinking they are talking about a spiritual world – spirit, spirit and more spirit – is merely bandying abstract terms! Spiritual science speaks of the individual spiritual beings that can be seen; just as one does not always say only “nature, nature, nature!” when faced with the external physical world, but rather “lilies, tulips, carnations” and so on. Specifically, one shows what physical nature produces individually. In the same way, one can show what spiritual nature shows individually. This is what Troxler means when he speaks of the 'super-spiritual sense'. And then he speaks of the 'supersensible spirit', which is not dependent on sensuality, but which knows itself within the spiritual, which feels itself as a body within the spiritual.

But Troxler goes even deeper in his discussion of this spiritual, this higher human being, who goes through births and deaths. And it is wonderful how Troxler – not in an abstract, indefinite way – addresses the higher human being in a very definite way. Even if this is a faded, forgotten tone in the development of German thought, it lives in it. And whether one notices what is alive there or not is certainly important for understanding; but even if one has not noticed it, it lives in the development of German thought and will be noticed! It will celebrate its resurrection as an actual spiritual science!

Then Troxler sees that in the human soul, insofar as it experiences itself between birth and death in the outer physicality, three forces live - as the most beautiful forces according to Troxler's world of vision. First there is the power of faith - that which man has as the power of faith. What a person has as love power, he has it as the power of his soul, but in the soul, insofar as this soul lives in the body. Behind the power of faith, however, there is another, higher power for the soul itself, and Troxler calls this spiritual hearing. That is to say, he believes that the human being can develop the outer form, so to speak, the shell for a spiritual hearing, through which the human being, when he becomes aware of it, can perceive the language of spiritual beings, which speak of the eternal secrets of existence. Thus, faith appears as the outer shell of a much deeper power, an eternal power in man. Spiritual hearing is love, the power of love, which expresses itself in the body as the most beautiful, greatest flowering of the human soul. Nevertheless, for Troxler this is only the outer expression of the power of spiritual touch, of spiritual feeling. The one who loves has the most beautiful flowering of human existence on earth. For him, love is the shell for the powers of which he can become aware, which extend the spiritual organs in the material world so that he can touch the spiritual world as he touches physical things with his physical senses of touch.

And what lives in us as the power of hope is in turn the shell for Troxler, the power of spiritual vision.

So that Troxler sees a higher person in the ordinary person - a higher person who has a spiritual sense just as the physical person has a physical hearing; who has a spiritual feeling just as the physical person has a physical feeling and who has a spiritual vision, a spiritual soul. And that we can be seeing, loving and hearing people in the body, that is for Troxler because, when we go through the gate of death, our soul goes out of the body. The power of faith then appears as spiritual hearing, the power of love as spiritual touch, the power of hope as spiritual strength.

It is in this spirit that Troxler also expresses the following very beautifully. He knows that, in terms of feeling, we are closer to things on a human and spiritual level than with the mere abstract mind. But one can develop such thoughts that are just as close to the direct experience of the thing as feelings usually are. Nor does Troxler seek a sentimental mysticism. This is foreign to the essentially German nature! That vague, hazy sentimentality of mysticism is not part of the German character; it is also foreign to Troxler. But Troxler nevertheless speaks of “thoughts felt” - of thoughts that, like feelings, live as thoughts in the soul. He speaks of “intelligent feeling” and of sensitive thoughts - thoughts that touch the spiritual life!

Troxler is completely imbued with this view. And he once speaks of how he feels in harmony with the entire spiritual life of the German people through such a view, insofar as this spiritual life has appeared in great personalities after Christ. There Troxler says once - I will read these words to you myself:

"Even in the past, philosophers distinguished a fine, noble soul body from the coarser body... a soul that had an image of the body, which they called a schema, and which was the higher inner man... In more recent times, even Kant in Dreams of a Spirit-Seer seriously jokes about an entire internal spiritual human being who carries all the limbs of the external one on his spirit body. Lavater writes more and thinks the same; and even when Jean Paul humorously jokes about the Bonn under-skirt and the Platner soul-corset, which are said to be hidden in the coarser body-skirt and , we also hear him asking: “What is the purpose of and where did these extraordinary abilities and desires come from that lie dormant in us, like swallowed diamonds, slowly cutting through our earthly shell? ... In the stony limbs of

of man

“grow and mature in a way that is unknown to us... We could”

says Troxler further.

"cite a myriad of similar ways of thinking and creating, which in the end are only different perceptions and representations in which... the true, only teaching of the individuality and immortality of man is contained.

Troxler also speaks of the possibility of a science of man on the path of knowledge he sought, through which – to use his own terms – the “super-spiritual sense” in union with the “supernatural spirit” can grasp the supernatural essence of man in his “anthroposophy”.

Troxler cites these [individual personalities], and many others could be cited who, entirely from the essence of German national identity, sought the way to the real, true spiritual world. And before Troxler's [inner eye] stood a certain science. He thought: When man observes man himself with his senses and explains this observation with his mind, which is connected to the senses, then anthropology arises – the science of man through the senses. But anthropology arises from man observing man as a sensual being; but the spiritual man, the higher man with the awakened senses that we have already spoken of, can also observe man; then a higher science arises. In 1835, Troxler spoke beautifully of this higher science, as anthropology is, saying:

Although it is highly gratifying that the latest philosophy, which... must reveal itself in every anthroposophy... must reveal itself, is moving upwards, it cannot be overlooked that this idea cannot be a fruit of speculation, and that the true individuality of man must not be confused either with what it sets up as subjective spirit or finite ego, nor with what it confronts it with as absolute spirit or absolute personality.

This German spiritual life developed entirely out of the German national character. And is it not wonderful to experience such a phenomenon as this: In the 50s of the last century, a simple pastor in Sachsenberg in the Principality of Waldeck published a simple little book, a wonderful little book that is at the height of spiritual science, that stands apart from all materialism, but also from all mere intellectual and conceptual considerations, that sets out to consider the human soul in such a way that it can grasp spiritual reality.

Some of the simple Rocholler writing, which is simply written for seeking circles, may seem fantastic, but that does not matter; what matters is that we have here a simple person, at the pinnacle of education, leading a way into the spiritual worlds. It is the intention that counts. That is why intentions such as this little book, which was published in Waldeck in 1856, are so infinitely important. And anyone who might think that I am choosing to present these phenomena in order to prove something is quite mistaken.

However, over the past few decades, circumstances have developed in such a way that even the vast majority of scholars were numbed by what Goethe, Fichte, Schelling and Hegel had created, and descended from this height, thinking: the one-sided, materialistic Darwinism had proved powerful, the French materialism had proved powerful.

But what I am characterizing is not something that can be explained away by German intellectual life alone; rather, hundreds and hundreds of such phenomena could be cited. When people actually become aware of this, they will see the depth of German insight that can be drawn from German national character. For that is what really strives for a German world view, from German intellectual life.

Perhaps it may be mentioned, just as an aside, how profound these things actually are. Who among physicists, overwhelmed by French mechanism and English utilitarian philosophy, does not laugh inwardly when he praises them outwardly? I may well speak about the matter, for more than thirty years have passed since I endeavored to bring out the deep significance of Goethe's Theory of Colors in opposition to that theory of colors which is completely overwhelmed by Newtonism and by mechanism in general. Whenever you talk to a modern physicist about Goethe's theory of colors, all you get is, “Goethe's theory of colors doesn't tell you anything.”

This is quite understandable for someone who is familiar with today's circumstances; but there is something here. And that is that Goethe, through his direct coexistence with the mystery of the color spectrum, has created a tremendous work about nature and dared to oppose the intellectual appropriation by the British in Newton, and that the world has not understood it. But the chapter has yet to be written: Goethe - also in the theory of colors - is right against Newton, when one will grasp even more deeply what Fichte calls Germanness within Europe.

I could point to many other minds. As I said, you only need to pick them out. For example, I could point out a soul researcher - Schultz-Schultzenstein is his name, that is certainly a German name: Schultz-Schultzenstein - who tries to place the soul life of man under the concept of “rejuvenation” in the 1850s of the last century. Schultzenstein was able to offer some wonderful insights! He said that the human soul can only be properly understood in its life here between birth and death by observing the experiences it has as feelings and thoughts at the various stages of its life. And as it progresses, one can follow how the soul, like a previous skin, sheds what has already been experienced, and something continuous, something alive is renewed and rejuvenated within the soul.

I can point to another mind, whose literary activity also began in the 1850s and who died unnoticed in 1880. In my book “The Riddles of Philosophy” - [...] already in the first edition, which appeared in 1900 - I referred to Karl Christian Planck. He was a mind that was aware of how it created from German national character. Who knows him! But that does not matter, because what was in him as a force is at work in the German character, is at work in Central Europe and brings forth what belongs to the best life in Central Europe.

I would like to mention just one thing to show Karl Christian Planck's originality. Today, from the point of view of natural science, anyone who believes that they understand everything – to look at it the way the French look at the earth, the way the English observer looks at the earth, the way the geological observer looks at the earth – they look at the universe that consists of matter. For Planck, such an observer of the earth is like someone who would look at a tree only in terms of the trunk and the wood, and not in terms of the essence of the tree, the leaves, the blossoms and the fruits! For Planck, we do not see the earth in its entirety if we do not also see the whole human being on the earth. Planck looks at the earth as a spirit would, from the outside. And in what the geologist sees, we see only part of the earth, like the trunk, the wood of the tree, but nothing else of the nature of the earth. For Karl Christian Planck, the Earth is not only a living being, but a living, spiritualized living being. And what the physical human being himself is – as a flower, as a fruit – that belongs to the essence of the Earth. – A spiritual – Goethe would say – a spiritual worldview. And Christian Karl Planck is aware that he comes to such a spiritual worldview from the depths of the German people. Planck already expresses this beautifully in the 1860s. He has written several books; the books he has written breathe the breath of such a worldview. In 1864, in his book “Grundlinien einer Wissenschaft der Natur” (Foundations of a Science of Nature), he expresses beautifully how he is aware that he has come to his view, which sees the spirit in nature, from the depths of the German essence. I will read the words to you myself:

What power

writes Planck

deep-rooted prejudices from the previous view from his

the author's

writing, the author is fully aware of this; but just as the work itself, despite all the unfavorable circumstances, which, according to the author's

situation and professional position,

a work of this kind has been opposed, but has fought its way to its realization and its path into the public, so he is also certain that what must now first fight for its recognition will one day appear as the simplest and most self-evident truth, and that in it not only his cause, but the truly German view of things, will triumph over all still unworthy external and un-German conception of nature and spirit.

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

In 1864, before Wagner, these words were truly written!

finally, in the strength of its unceasing striving, it attains the highest; it looks into the last simple laws of things and of human existence itself; and what poetry has symbolized in a fantastically medieval way in the wonders of the Grail, the mastery of which is attained by its hero, that conversely receives its purely natural fulfillment and reality in the enduring knowledge of nature and of the spirit itself.

Karl Christian Planck died at the age of eighty. He left behind a writing that he called “The Testament of a German”; the first edition was published in 1881; the second edition by Diederichs Verlag in 1912. Who has dealt with it?

Well, people had other things to do! For example, they had to deal with the books published by the same publishing house by a man who lives in a rigid spirit - of course, that is not meant as a criticism of him at all; they also dealt with the books by the French philosopher - his name is still Bergson - a French name! He is the one who, since the beginning of the war, has not found enough defamatory words for the German worldview and German intellectual life. I think I actually said last year that this Bergson kept saying to his Frenchmen in Paris: the Germans once had a significant intellectual life, but now they have completely degenerated; all that can be seen is their mechanistic life. I said last year that in earlier times, good Henri Bergson would recite Novalis and Goethe and Schiller to you, in a time when he might not yet have called it “mechanical.” It cannot be emphasized enough. One looked out into the world with admiration. Not only now, during the war and the period of hatred – I have also tried to point out before what Bergson's “philosophy” is like.

A special feature of Bergson's philosophy is the following: He comes up with an idea; but he puts it forward in a light-hearted way. It consists in saying that one does not proceed correctly when one looks at the development of the world in such a way that one regards the subordinate beings as the origin of what man descends from, because one must start from man. That is indeed a very good thought: we must start from man. Man is the most original thing before any other being of the mineral, vegetable and animal kingdom existed. This is not understood today, but it is nevertheless founded in the writing on the reorganization of the world view of Bergson.

This also emerged in Planck's work: before the other things were there, man was there, albeit in different forms, and then he pushed away certain things that he could not use in his development, and so man came into being by excluding the plant and animal kingdoms. Just as man secretes his bones inwards, so that which is placed at the top, the plant kingdom, the mineral kingdom, secretes itself out of itself. This is a thought, esteemed attendees, that will become established in German intellectual life once the material colorations of Darwinism have been refuted and correctly illuminated.

All right, Bergson presents this; but I was able to show – as I said, just before the war, so that people would not think that it is only under the influence of the war events that things are now being characterized as they are here – I was able to show that precisely this idea, which – in a somewhat simplified form – the French philosopher Henri Bergson – that this idea, which already in the 1870s, 1882 [published], lived in the German thinker Wilhelm Heinrich Preuss – also a faded, forgotten aspiration of German intellectual life – was powerfully and energetically advocated by Preuss!

I am quoting a few words in which I have cited this Prussian, this German view of the matter; I am quoting these words from Pruss's book “Geist und Stoff” - 1899 in second edition already published. It says:

"It may therefore be time to establish a [different] doctrine of the origin of the organic species, which is not only based on one-sidedly established propositions from descriptive natural science, but is also in full agreement with the other laws of nature, which are at the same time also laws of human thought. A doctrine, at the same time, that is free of any hypothetization and is based only on strict conclusions from scientific observations in the broadest sense; a doctrine that rescues the species concept according to actual possibility, but at the same time adopts the concept of evolution as proposed by Darwin and seeks to make it fruitful in its realm.

The center of this new doctrine is man, the only species on our planet that recurs: Homo sapiens. It is strange that the older observers started with natural objects and then went so astray that they could not find the way to man, which Darwin only managed in the most miserable and thoroughly unsatisfactory way by seeking the progenitor of the Lord of Creation among the animals, while the naturalist would have to start with himself as a human being, in order to gradually return to humanity through the whole realm of being and thinking.

It was not by chance that human nature emerged from the development of all earthly things, but by necessity. Man is the goal of telluric processes and every other form that emerged alongside him borrowed its features from his. Man is the first-born being of the whole cosmos...

When its germs had arisen, the remaining organic residue no longer had the necessary power to produce further human germs. What did arise became animal or plant...

and so on. Bergson, the Frenchman, either does not know this German predecessor – which, in the case of a philosopher, would of course be just as big a mistake as if he knew him and did not name him; but the latter is to be assumed in the case of Bergson! He accuses today's Germans of mechanism! In the meantime, it has been possible to show that entire pages in Bergson's books have been copied from the Germans, whom he now disowns. Entire pages of arguments have been copied from Schelling and Schopenhauer by Henri Bergson! This is perhaps not a mechanical way of constructing intellectual life.

I would like to say: With something like this in the background, Germany's enemies now dare, insofar as they are represented by such personalities, to defame and belittle the German essence. But precisely from what is now at stake, in the world-historical development, this German essence will learn to assert that which lies at the bottom of its being, also in world-historical becoming.

Dear attendees, what is happening now – before world history – needs little saying to characterize it as one might imagine an objective act is characterized: There are enemies surrounding Central Europe. One need only mention a few figures that will speak strongly in the future, when things will be seen differently than Germany's enemies see them now: 777 million people, not counting the Italians, stood around Central Europe facing a group of 150 million. 777 million against 150 million. Do they need to be envious of this Central Europe? Well, the property of these 777 million people covers 68 million square kilometers, compared to the 6 million square kilometers of property owned by the 150 million in Central Europe. And these 777 million – multiplied by Italy – against these 150 million, they are in a position where they not only want to fight with weapons, but also want to have the better part of the rest of the world, want to starve the 150 million people. And leading people - people called “great personalities” from Germany's side - they indulge in the most vicious accusations and slanders of the spiritual life that has emerged in the 6 million square kilometers in the middle of Europe and show how little they understand of what is alive there.

Besides Bergson, there is, for example, the French philosopher Boutroux – shortly before the war, he was still traveling around in Germany, even giving lectures in German about the close scientific relationship between Germans and Frenchmen! Now he is saying things like this to his fellow Parisians: The Germans imagined that they had come to the end of all searching. With this, they also imagined that they were at the center of the divine order of the world and that they could rule over all men. [...]

We do not need to fall into this tone; but it is necessary to point out such facts and to get to know the facts. After all, Boutroux also managed – well, the Frenchman is witty – to make a joke not too long ago: the Frenchman, the Englishman and the German are talking about the pursuit of a worldview, of knowledge of external things; Boutroux said to his partner: the Frenchman, if he wants to get to know a camel, goes to the menagerie, looks at a camel and then describes it. The Englishman goes to the area where camels live, looks at the camel and then describes it. The German neither goes to the menagerie to see a camel nor to the area where camels live in distant lands, but goes into his room and studies the camel in its inwardness in its being and creates the camel in himself out of his being. The French are witty! Just this joke about Boutroux comes from Heinrich Heine!

And so much more could be said. It must be said: the German does not really need to fall back into the ways of those around him! But the German has all the more need to engage with that which is currently the best part of his nature in the pursuit of knowledge. The German nature will also overcome those prejudices which arise from the fact that, under the influence of French and English materialism, a person who searches for spiritual science is still considered today to be a dreamer, a person who does not live in reality: Oh, when you see someone like Planck or [someone like] Preuss – well, these people can spin theories, but to engage with reality, to see what lives in reality, that's what the “practitioners” are for; someone like Planck, you can't use him for life!

I could give many examples; I will just mention one in connection with Planck, since I was allowed to discuss him: about 35 years ago (Planck died in 1881) he wrote words that I will even read out. He was not a diplomat; he was not a politician; he was not one of those preachers who believe that they have a complete understanding of the workings of the world, that they have “lived it all,” who know how to speak authoritatively about everything from a broad perspective and disdain those who live only in the spiritual world. He was none of these. He was a simple man of vision! But a man who was able to see into the course of events. And what he developed before 1881 is written in his Testament of a German. He died in 1881. In it he wrote about what presented itself to him in the development of Europe. And he looked at it with discerning eyes. He wrote that war must come. And about this war he wrote the following words:

“If a people, universalistic and central by its very nature, is now in the sharpest contrast to its earlier history, unites to form a pure nation-state and, for all others, increases to the highest military armament, what else can be the consequence in a time of the highest national aspirations than ultimately the most comprehensive clash?”

So says the “impractical man of world view”! How many people who were practically inside the circumstances did not believe, when the war broke out, that the Italian would also stand against Central Europe! But the impractical man of conviction knew how to say this in 1881. Not only will the Russian East rise up against Central Europe, but as in the past we will also have to defend ourselves in the West and in the South.

“It is not only the antagonism of political interests that must provoke him,”

"but, as it is now becoming increasingly clear, above all the conflict of economic interests in their still nationally bound, still inorganically opposed form. And the more the contradictions and evils that this state of affairs brings about in relation to the universalistic increase of means of communication, which have already been discussed earlier, must come to the fore, the sharper the tension that arises on all sides as a result.

And to this is added another contrast, in which the inherent one-sidedness of our Western culture has created an enemy, and which, by the nature of things, must become hostile above all to the German spirit. From the very beginning, as we saw, Western Christianity and its striving for a full, humanly present mediation of the divine content has gone hand in hand with the rigid otherworldliness and bondage of the Oriental and Byzantine essence, for which ecclesiastical and political power and authority directly coincided. In this rigid unity, the Christian East remained just as unfreely confined as, conversely, in the West, the free national development overgrew religious unity and pushed it into the background. But the one-sided, secular, and outwardly material character of Western culture, which is rooted in this, has also made it possible for the unfree East to appropriate these external cultural means without having to absorb the deeper, free, spiritual side of that development. On the contrary, it only helped him to confront the West, which had fallen into a one-sided national separate existence, all the more consciously in the self-confidence of his distinctive religious and political unity, and thus, in view of the still unfinished state of other Slavic tribes and the disintegrating Turkish Empire, to claim an even more far-reaching significance for himself. And precisely because of this, by the very nature of things, he becomes an opponent of the nation, which also in this respect has its central and unifying human and universal calling, of the Germans, and especially of that empire, which for a long time has based its existence precisely on the comprehensive interweaving of German and foreign elements.

No political cleverness, no love of peace on the part of Germany can prevent this hostile clash within the current merely national order. For more powerful than all cleverness is the nature of the circumstances; and already now, despite the friendly attitude of Germany and Austria, the hostile mood of the Russian East is only emerging all the more clearly because one could not give it a free hand in everything, but had to set a certain goal. And if it comes to a fight one day, then, however much we have to fight it for the good of Europe, the latter will not stand by our side, but as in the east, we will also have to defend ourselves in the west and south at the same time; on all sides, national jealousy will rise up against the new empire in their midst.

But it is precisely the realization that in this last and most difficult struggle the completely inadequate nature of all previous purely national orders comes to light, that above all the universal position of the German nation, linked as it is to a series of foreign elements, is completely incompatible with it and could only lead to unending struggles. This realization will give this bloodiest of struggles its forever decisive significance and will open the minds of the nations, which are now still trapped in dull externalities, to their ultimate and lasting calling. The realization will dawn, amidst blood and tears, that it is never the mere nation-state and its commercial society that can bring peace and reconciliation, but only that of the universal law of vocation, that only in it lies the renewing rebirth for all the inner wounds, for the relationship of states to one another, for the degenerate conditions of the Orient, and for the corruption and externalization of one's own education. If the first struggle, which was intended to prevent our national awakening, has brought it to completion precisely for that reason, then conversely the second, which is caused by the very inadequacy of all this national order, will also lead beyond it forever to the humanly universal goal.

It is from the German spirit that a renewal of humanity must come, so that there may be a victory over that which lives in a sense indicated by these facts and which has come from an un-German spirit, especially in more recent times, and which can be characterized by saying: the power of incompetence that crushes all justified striving must be recognized. The German spirit is strong and vigorous and will recognize this in this area and will heal the world in this area when it becomes aware of what still lives in German intellectual life as a forgotten pursuit in many cases.

We have been able to glance over to the West on many an occasion. Finally, let us glance over to the East with a few words. This whole East, yes, how does it present itself? Central Europe?

The German essence: can it be characterized in relation to the West in such a way that one can say that one truly does not need to belittle the West in any way. One can know that the scientific spirit emanated from Italy before the dawn of the newer intellectual life. This scientific spirit has emerged from the south. One can know that the French spirit also gave rise to the rational conception of the world; that the sense of utility emerged from the English spirit, the view of the world in such a way that everything is placed in the utility. But just how far removed this British spirit is from the German spirit, well, you can tell by the fact that if someone wanted to try to characterize Fichte's theory of knowledge, where he repeatedly attempts to describe the self feeling and experiencing itself in the world spirit, if you are able to fully penetrate this field of knowledge, it would look strange linguistically alone...

If I say: “I represent the I” – not even that could be adhered to, [instead of the German word “ich” the English “i”] – not even that could be adhered to, that one [in English] goes from the lower-case “i”, as one writes in German, to the capital “I”, when you have experienced the “I” – Fichte calls it “reproduction”, the progression of culture in the “I” – within yourself, how should you call it when you want to move from the small “I” to the large “I”, since grammatically the personal “I” is written “I” everywhere.

You could say: the German essence relates to the Western essence in the same way that the Italians were the contemplatives, the French shaped reason, the utilitarian principle shaped the English; but the principle of internalization is part of the German essence. The Italian looks at the world. By looking at the world, he says: the world is quite right; but it just needs to be reshaped a little, it needs to be made to correspond to our ability, not a compulsory language, but a word that has been experienced. It is precisely when you look deep, deep inside, especially into the best sides of intellectual life, that this word is true.

The Frenchman says: This world is also worth / gap in the transcript ]. The Englishman says: [gap in the transcript] The German says: I also like the world. And within himself, he wants to create a small image of the world. The Russian, yes, one only needs to think of such characteristic figures as Ivan Karamazov in Dostoyevsky's “The Brothers Karamazov”. But this type of Karamasov character is poured out over the whole of the East in the nineteenth century. [...] Ivan Karamasov himself says: I would still accept God; but I cannot accept the world from God. The world, in the Russian sense, is actually something that should be replaced by another, namely by the one that is made for the Russian people.

It is a seemingly radical word, but anyone who follows the development of Russian thought in the nineteenth century will find it to be true. For it is indeed strange: from the first decade of the nineteenth century in Russia it is emphasized that in the Russian countryside there lives - Dostoyevsky said it, for example, despite the greatness of Dostoyevsky, one must also bear in mind the greatness of Dostoyevsky -: the Russian person is the one in all people who, through his universal humanity, must place his spiritual life in the place of others. And man faces the world in such a way that one can say: in the nineteenth century, he is increasingly coming to say to himself: European intellectual life is decrepit and has had its day. That must be eradicated. Russian intellectual life would be young; it must dominate. The Russian language means joy, means love. The West – and that includes Central Europe, but also France, Italy, Spain and England – means struggle, means war, means selfishness. This is the underlying tone of all [Russian] intellectual life in the nineteenth century.

Outwardly it does not appear so strongly; but it is so. Only strange: Who is then actually the first to have pronounced the nature of the Slav, from which they then want something quite different than lies in the Russian national spirit? They claim that a noble man spoke of it first, and they have built on that. Who was it that first characterized the matter so beautifully, coined a word, an idea, on which they then based the whole of the nineteenth century? Herder! Herder was basically the first Slavophile. But the word of a Slavophile has degenerated into megalomania. And it came to pass that it resounded again and again: Europe is decrepit, and Russian intellectual life must take the place of European intellectual life.

Dear attendees, as I said, just one more fact: in 1885 a book was published that was written by the Russian Yushakov. Yushakov stands on a somewhat different cultural ground than the one I have just mentioned – the literary counter-image, presented for that which has emerged up to the present day and up to our current terrible events – Yushakov, 1885, a remarkable book! He does not look to the West, but to the East, to Asia, to the Asian peoples. Now, as Jusakhov says in his, as I said, remarkable book: These poor Asians, they have shown themselves how they have gradually struggled from their cultural life up to the corresponding present culture, they have shown it as the struggle between two spiritual beings. But this struggle represents a reality in Asia. According to Yushakov, the two spiritual powers under whose influence the Asians were, were represented as the good Ormuzd and the evil Ahriman.

Ahriman was always the one who was the negation of Ormuzd. Jushakow says to the Iranian peoples, to whom the Persians and Indians also belonged: Ahriman, the evil spirit, took away these fruits of both material and spiritual culture from them.

But what have the European peoples of the West done? - Jushakow asks. They have squeezed out of those Asian peoples what those peoples had acquired under the influence of the good Ormuzd! Russian culture must intervene here. Russian culture is the only one capable – Jusakhov says, I am not saying this – of lovingly embracing the Asian peoples. Two powers stand in the world that will bring happiness in the future – and above all happiness to the Asian peoples; these two powers are – I am not saying this, Jusakhov is saying it! , these two powers are: the Russian peasant and the Cossack, the two great representatives of [Russian] humanity - says Yushakov in 1885. And he does not go to Asia to bring love to the Asians, to bring love to the Asians in turn, sooner or later the evil that the Western peoples have brought over Asia, which he could not really talk about in those days in the case of Germany, will be brought to light.

Strangely enough, the book is called “The Anglo-Russian Conflict”. And there Yushakov says in relation to this: The English show by their treatment of the Asian peoples as if they believed that these Asian peoples were only dependent on this unloving English love. And then Jushakow says how he imagines the relationship between his people and the English. He says to England - these are his words, his own words:

"England exploits millions of Hindus, but its very existence depends on the obedience of the various peoples who inhabit the rich peninsula; I do not wish anything similar for my fatherland - I can only rejoice that

my Russian fatherland [according to Yushakov]

is sufficiently far removed from this state of affairs, which is as splendid as it is sad.

Thus in 1885 the Russian Yushakov on England.

He is probably not primarily concerned with the alliance between Russia and England, but with restoring the blessings of Ormuzd to the Asians. Russia will now cross over to Asia, says Yushakov, because in Russia the alliance between the all-fertility developing farmer and the all-chivalry bearing Cossack is rooted in a deep culture, Yushakov believes, and they will prefer to spread Russian spirituality across Asia first.

Thus writes one of those minds that thought this way in Russia and already expressed it in the 1820s – in 1829: Western Europe and Central Europe are decrepit, have outlived their usefulness. But we in Russia, we have the right to bring this Europe under our rule. And when we have it – so says Kireyevsky – when we have it, then we will share what we have with the others, insofar as it is right.

This is not only the “right” thing to do in the political sphere, since the falsified “Testament of Peter the Great”, but also in the entire intellectual and cultural life. And what is going on through this Russophile: the excellent Russian philosopher Solowjow has said it himself. And you can read this in my book 'Thoughts During the Time of War' – it is not available at the moment, but it will be published again in a while. Solowjow himself said it: what is alive in Russian intellectual life comes from what one could call: Russia still has a long way to go before she attains the maturity of her own nature; for Russia is still today, in fact, in the midst of it, thoroughly in the midst of unclear mysticism. That is all. One has to be 'mystical' if one is to be able to say: This German spiritual life seeks the tool of mystical endeavor. On the contrary: fully conscious thoughts, light-imbued, thought-filled views, clear views; the German seeks an image of the world in order to shape his own being as similarly as possible to this image of the world.

The other nations should not be disparaged. But what can they recognize that the German strives for, that he strives for consciously, so that he makes his own image of man similar to the image of the world? The Italian cannot strive for it so consciously if he only strives from his nationality. He would have to be taught this, as it were, by suggestion, so that what is a striving for knowledge in him would have more of an effect than a morality.

The Frenchman wants it more as an intellectual art, to give the mind pleasure, to give the mind a sense of well-being. This is basically something that lies in the fundamental character as a French imprint of the mechanistic view of nature.

The Englishman wants – he would certainly also accept Fichte's science if one could transform its truths into a principle or a machine, if one could place it in the pragmatic order of life, could make pragmatism out of it, as it was mentioned today.

The Russian still needs unclear, hazy mysticism everywhere today. I have already mentioned Ivan Karamazov from Dostoyevsky's work “The Brothers Karamazov”, who is a true representative of the Russian who has absorbed Western European culture. God would be there, yes, God, but in mystical obscurity. And one can say: when the Russian becomes atheistic, he wants a mystical atheist. The Russian can become atheistic, but he almost wants the atheist to be revealed to him by God! You could also teach him Fichte's philosophy, you could also teach him Hegelianism; but then it would have to be found mysteriously on an altar somewhere or at least bear the imprint that it came into the world in a mysterious way!

In short, the various nations surrounding the German nation still stand today in such a way to this German spiritual life that there is truly every reason for the German to become aware of the germs and roots and diversity in his spiritual being! And the fruits and blossoms will come when the German becomes truly aware of this, aware of it precisely through the difficult time of trial in which he is currently mired.

Yes, what has been attempted to be presented in brief, dear attendees, developed on the 6 million square kilometers in the center, compared to the 68 million square kilometers in the surrounding area! And as if by bonds, which are also bonds of the spirit, this Central Europe is held together. The alliance between Germany and Austria is truly such a bond, one that is also based on the commonality of the spiritual life flowing through the two countries, through the two national territories.

I may say this because I have lived in Austria for more than half of my life, almost thirty years, and have participated in all the times of these thirty years in the way in which the German essence must live there in Austria, must live in multiform Austria. I have come to know what it means to take the word of one of the most German of Austrians – Robert Hamerling, the greatest son of Austria in the second half of the nineteenth century – and to feel it in the innermost being of someone who grasps the sense of belonging in Central Europe. Robert Hamerling said: “Austria is my fatherland; but Germany is my motherland”.

Robert Hamerling, as early as 1862, in his wonderful poem 'Germanenzug', spoke of this inwardness of the German world-view. Does it not appear to us in a beautiful form, this inwardness of the German world-view, when we see, for example, how Jakob Böhme, in very early times, speaks of how the German strives for knowledge, but in such a way that he wants to use it to enter into the spirit of the world? He expresses it so beautifully:

“When you look at the depths”

he means the depths of heaven

“And the stars and the earth, you see your God. And in you live and are you also. And the same God rules you also.” “You are created from this God and live in the same. Also, all your knowledge is in this God. And when you die, you will be buried in this God.”

Fine words! If we take this, which I have tried to illustrate today: it turns out that in this internalization of the German essence – in this desire to grasp what, as divine spirituality, permeates and animates the world within one's own inner being – lies the profound world-historical calling of the German. And it is so intrinsic to the German that it really stands out like a second wave in the great upheaval of the human race. If we look across to the Orient – looking differently than the Russian Yushakov – then we find in the Asian peoples how they have dreamed of, how they have also once tried to penetrate into the spiritual that lives and breathes through the world. They tried to bring the I so close that it was as if asleep, [that] the actual human inner being was asleep, and so the human being could merge into what the life of the world spirit in the principle of the All interweaves and lives through the world. Now that the greatest impulse for the evolution of the Earth has been introduced – the Christ Impulse – the Asiatic type is no longer the one that can dominate the human race.

The German nature has found the right way to penetrate into the spiritual world in the sense of the Christ impulse, so that the ego is not eradicated as it was in Asia; [but that which is sought in the future of the world as a divine-spiritual, that is achieved through the elevation, through the strengthening - not through the weakening - of the ego. But the I is precisely exalted, strengthened, in order to grow together with the whole world. Thus ancient human striving continues in the newest form, as in historical vocation the essence of the German spirit.

This is beautifully shown by Robert Hamerling, the Austrian German, in his “Germanenzug”, in which he describes in beautiful words how the ancient Germanic peoples, the ancestors of the Germans, once migrated from Asia to Europe, so that we take part in it, that we take part in the setting sun, in the mild twilight that spreads; and when everything sinks into a deep sleep, only one remains awake: the blond Teut. While everyone else sleeps, he is occupied with the thoughts of the future German being, the German task. The genius, the spirit of the German people, appears before the blond Teut and speaks to him of the future of the German people. This is how Robert Hamerling feels it and expresses it through the genius of the past to the blond Teut just as the Germanic peoples, the ancestors of the Germans, are crossing over from east to west. Thus speaks the genius:

"To whom will break the word from soul depths
Like your people, so rich, so delicate, so powerful?
Who breathes so solemnly in string sounds
His innermost? Who zich'n the sense so magnificent
Into the heavenly blue, granite hieroglyphics
Of the soul's upsurge from the narrowness of life?
Who finally ties the strands
Of the inquisitive thought to the stars
So boldly and strives and fights on all paths?
Who is so high, so deep, his urge, his hunch?
Who grasps the near and far so faithfully?
Where is every earthly and heavenly zone
reflected as in your thinking, O Teuton?

And how related, but on a higher level, appears the spiritual search for the divine reason of the world. Here, too, the genius of the German people speaks to the blond Teut as if through Robert Hamerling's mouth, from that which I just hinted at through the words of Jakob Böhme, where devotion becomes knowledge, where devotion becomes the world view, devotion to the divine spiritual forces of the world. This is how Hamerling has the blond Teut say to the genius of the German people:

"But however proudly you may strive,
Soaring high above other swarms,
You will always retain the ancient, sacred fire:
The dream-filled drunkenness of God
of the ancient Asian homeland. This holy ray, a temple fire, will glow in your chest and soul, remain with you and be your pilot at the helm! You only strive because you love: your most daring thought will be a devotion that seeks to merge with God."

Yes, the German needs to become aware of his German essence. Then he will find the right relationship to the events of the present! For he may trust in that which exists as the source, the root and germ of spiritual striving within the German nation. And whatever has such germs may be felt with hope and confidence that its blossoms and fruits will develop, despite everything that rises in hostility in the world against this spiritual foundation in German development.

I think that a truly objective, not a narrow-minded, consideration of the German nature says this. And the German can rely on such an objective consideration. Then he can also look objectively at the way in which one not only simplifies but also defames what extends over 6 million square kilometers compared to 68 square kilometers.

Anyone who looks at this, at the roots and the hoped-for seeds, blossoms and fruits of the future, may summarize what today's contemplation was, summarize it sentimentally in a few words. Words that are intimately connected with the whole feeling of the German essence, all German essence. They, too, are by Robert Hamerling, and they, too, prove how Central Europe has been welded together from this side and from the other side of the Ore Mountains, but has also been welded together by this common spiritual weaving and essence in this Central Europe.

Therefore, let us conclude today's reflection with a word from Robert Hamerling, the Austrian German, a word that summarizes in a sensitive way what I have tried to bring before your soul in a longer exposition - an unfortunately all too long exposition. Robert Hamerling says out of the sentiment from which he said “Austria is my fatherland, but Germany is my motherland”:

“And if ever the day
Should prove hostile to the German name,
From ocean to ocean shall run
The course of the German spirit!”