The Rudolf Steiner Archive

My dear friends! Included in esoteric development, and in true insight, is all that may be found along the way of a person’s attempting to attain an understanding of what it means to live and actually exist in a world in which the senses and the entire corporeal organization are not mediators, and so therefore to live in one’s spiritual-soul nature, which really is a person’s natural state as a member of the spiritual-soul world.

Now to this end, and in general to attain this, to live in the world in a spiritual-soul manner, to this end the multifaceted, more or less meditative soul-life exercises have come, exercises for our souls that are to be pursued vigorously and tenaciously. And a picture of this should be developed, of what a person’s soul can undergo along the way from an experience of the world of physical sensation, the world known through the senses, to an experience of the spiritual world. A picture should initially be developed in these class-sessions, by means of the various deliberations and individual verses appended to the deliberations, a certain picture that includes the possibilities and the prerequisites, from one to the next, of how they are enabled into becoming objects of meditation.

When, after the elapse of a certain time, these Class lessons, which really are impartations from the spiritual world, as I have very often already spoken about, these Class lessons will come together, so that what can be described in the lessons and accomplished through meditation, and it is a karmic fulfillment for those who can accomplish it, what can be accomplished through these meditations will come together as a clear picture and will become for you a first step in esoteric development.

And now it proceeds, from the very different considerations cultivated here in previous lessons, already put forth, how the person in this way can gradually lift himself out of his earth existence-awareness into an experience of being with the cosmos, the feeling, the development of an inner sense that can carry him to the ends of the world, to where the spiritual may be confronted. As long as a person shrinks from this, only entering into a relationship merely through reasoning and understanding with the things around him that are sense-perceptible, persisting in this manner it is impossible, taking the soul-spiritual so lightly, it is impossible for him to truly connect to spirit-soulfulness, the content of which most certainly is the human approach to truth.

You see, my dear friends, as I have very often stressed, healthy human understanding can grasp it all. If one just exerts oneself with sufficient strength, free of preconceptions, one can grasp all that Anthroposophy will present. But straightaway in the pursuit of this apprehension by healthy human understanding, the question immediately comes to mind of whether any particular individual is in reality karmically called today to take part in Anthroposophy, or whether not.

You see, there are two possibilities. It may happen that a person hearkens unto the content of anthroposophical truth, and such a person may allow the content of anthroposophical truth to work effectively on himself, so as to find himself illuminated. It is of course self-understood, my friends, that all here present belong to this group of men and women. For those who do not belong to this group of men and women, but nonetheless somehow take part in the class as members, these people would certainly not be taking part honorably. And all, all initially rests on honor in esoteric life, on a person’s soul and spirit manner of being completely saturated with honor. There is another group of men and women however, that finds what is offered by Anthroposophy to be fantasy, belonging more or less to the visionary realm. People in this group show, through their attitudes, that their karma does not align them with the others, with those who with healthy human understanding far removed from corporeality and the senses can grasp truth free of the senses, who can grasp inner knowing free of the senses.

Being bound together, either in having the sense in common of being bound to corporeality, or of having the sense of not being so bound, this certainly constitutes a great differentiation today between human beings. For if and when you honestly identify, innately within yourself, the sort of common sense grasped in Anthroposophy, then this common sense of Anthroposophy is grasped in its immediacy, regardless of one’s general liking for it. And this common sense, grasped honorably in Anthroposophy, is actually the beginning of esoteric pursuit. And one should really appreciate that attaining this common understanding is the beginning of esoteric pursuit. One should not overlook this point. When, by means of this attainment, one goes out and acts in accordance with this initiatory common understanding, which is given in this school, convened for this purpose, then one will be following the esoteric path ever more and more closely. As the case may be, someone may find this or that meditative verse given here personally suitable and applicable, and may utilize it. In doing this, however, one must do it in accordance with the given explanations and clarifications, which fully delineate and characterize the utilization of these meditative verses for inner human life.

It is about really perceiving quite a bit more deeply and good-heartedly. Although this can also happen merely in thoughts, it is about perceiving and taking note of the mineral environment around us, and of the plant environment, and of whatever else is in our immediate earth environment. It is about making ourselves directly aware of how this earthly environment is close to us. In relationship to us it is very close. It is about how we as people of earth, bearing our physical embodiment, are closely, very closely, related to everything around us, with everything that has mineral qualities, plant-like qualities, animal qualities, and so on. And so we might say, with inner honesty, we might ask ourselves the question, what is this all about? Why do I take on the physical substance of the earth after I have been born? Why do I keep dragging myself through earth existence from birth to death until my organism is no longer capable of struggling with its earth-bound material nature, until my physical life on earth comes to an end with death? In order to comprehend this personal human conundrum, we must seek out and perceive in depth our closely associated physical surroundings. In doing this we will also come to know more and more what sort of departure point that esoteric life can be, for we will feel, in doing things in physical life upon the earth, we will feel that in reality we ourselves are blind, as if groping about in the dark.

And please consider carefully, my dear brothers and sisters, please consider carefully the people nurtured into adulthood today in the customary way. They are born, then they become situated in earthly life, and then they become known purely through the external relationships associated with this or that sort of work. They don’t really grasp the inter-relationships of their work with the whole of human existence. It probably doesn’t cross their minds at all, except in knowing that they work in order to eat. It doesn’t cross their minds, truth be told, that the plants they eat contain cosmic forces from the depths of space, forces that wend their way through the human organism, and in a certain sense, by eating they bring into being a cosmic inner development and progression. Most people today cannot identify at all with this first glance leading away from the materialism of the times. They stand firm, at least initially, in the simple observation of earth relationships, and in life they remain spiritually blind to what lives in the darkness, to what is the starting point of a true esoteric development.

And then one may then turn one’s glance away, turning from what lives all around about on the earth, whether engaged merely in thoughts or in the reality of it, one may then turn one’s glance up and out into the heavens, the heavens beset with stars. One gazes at the wandering stars, one gazes at the fixed stars, one is filled with and dwells in the unending grandeur out there confronting a person while gazing out at the world-all, at the universe. One says inwardly that as a human being, I am innately related to and interconnected with what is there resplendent in outer space, just as I am innately related to and interconnected with what surrounds me in the material world.

In reality, in this outward glance at the heavens beset with stars, we have the feeling of not just living in the darkness, but rather also of ourselves becoming free in living in the darkness, of our vaulting up with our spiritual-soul nature into and among the stars, vaulting ourselves out and up to what is in place there, to the stars in their grouped images. And please note, if a person can really and enthusiastically take up this viewing of the starry heavens, then the starry heavens will become an overabundance of imaginations. You have probably seen various old paintings, in which not merely starry groups are portrayed, but in which the star-groups are formed up together in animal symbols. Someone has drawn the group of stars standing in Aries or in Taurus not just as star-groupings, but rather as symbolic arrangements picturing a ram, a bull, and so forth.

Today people think that of course this was present as a free-form unfolding of the will of the ancient inhabitants of the earth, and due to the constellations having been called by these names, then the pictures were made accordingly. This was certainly not the case, but rather just the opposite, for in ancient times, the shepherds on the moors were not simply gazing out upon the star-beset heavens with physical eyes, but rather, they were also deeply immersed in dream-awareness or in sleep-awareness while out there with their herds, and they were wandering eyes-closed in soul out in the depths of space. And what they saw there was not just the star-groupings of visible observation. They took in the actuality, which was somewhat later differently portrayed in pictures. They took in the actuality of the imaginations, the actuality of the depths of space filled with truth.

Today, we can no longer return, creeping back to the instinctive clairvoyance just described in such a manner, to the actual experiences of simple shepherds of long ago. But we can do something else. With a great deal of concerted effort, we can place ourselves, whether in thoughts or in reality, into the starry heavens themselves. We can perceive the depths, and at the same time the enormity of majesty shining down upon us, presenting itself there before us as illumination. And we can come gradually to revere what spreads out there before us in the depths of space. And the reverence itself, the fervor of reverence, is what can call forth out of our souls an experience, an experience of the external sensory image of the stars being swept away and the starry heaven becoming an imagination for us. And then, when the starry heaven becomes an imagination for us, then we feel ourselves being taken up, up and along by our soul-gazing.

You see, up to the time of Plato, when gazing about, one still also felt something quite different in regard to the physical eyes. Plato himself described seeing in such a way, so that when looking out upon a man and seeing in the sense described by Plato, something flowed out from the eyes, a tracing of the man spread out, in ancient times, forming a spread-out connection. Something streamed forth from the eyes and encompassed the other person. The etheric streamed out. As when I stretch out my physical hand and grasp something, and I know in the grasping that with my physical hand I am connected, just so in the times of ancient instinctive clairvoyance, a person knew that etheric substance went out of the eyes and fastened upon what was being looked upon. Today a person merely believes that the eyes are here, and that what is seen is over there. Over there the seen object sends light-waves out through the intervening space, waves that impinge on the eyes, impinging in some way or another so as to be taken in by the soul. Please note that materialists most definitely speak of the soul, but it is placed way down within, and not at the forefront, and they speak of this impingement as somehow being taken in by the soul as truth. But this is not really the case. It is not simply a working into the person from what is present around him. It is also, quite definitely, an outward streaming of a human being’s inner etheric nature.

And we should take our etheric body as the truth in its connectedness to the great world around us, when the star-beset heaven becomes the great folio of the world, the tome on which the imaginative mysteries of world existence have been inscribed, if and when we have the ability to behold it.

The perception may come to us, however, that when present here upon the earth, present in this robust sensory reality, that in reality it is a sort of blindness. It is living in darkness. When your heart and mind soar aloft, you live within what otherwise just shines upon you from the great world all around. You live within the shining of the great surrounding world. But you take your own etheric existence-awareness out there into the broad flowing streaming of this shining of the world. You yourself go along with your etheric existence-awareness.

And the shining ceases to be a shining. It can no longer remain nothingness, when we ourselves sink completely into it. We extend our inner experience of reality out into this shining. And this experience (about which I have written) becomes an enmeshment, a weaving into the shining of the cosmos. Previously we lived blind in the darkness of earth existence. Now we live out there, our etheric existence-awareness having been woven into the shining of the cosmos.

So, we can have this experience, that we weave into the shining of the cosmos. Initially I will draw this as a picture: [It was drawn on the board.] the life of blindness in the darkness of existence-awareness on earth [as a white arch], living out and beyond in the far reaches of the world [gold rays], then the shining of stars at the end, in which world-imaginations can be perceived by us in reverence [red waves].

But having woven ourselves out and beyond, we are certainly out there now in our etheric nature within this imaginative fabric of the world. When we actually get to being within the imaginative fabric of the world, we are certainly no longer in our physical bodies. We have struggled through the empty ether into the experience of world-imaginations.

It happens straightforwardly, you see, as when someone here in the physical world writes something down, and having learned to read, then just reads it. Through our weaving out and beyond into the cosmos, since the gods have inscribed for us world-imaginations in the cosmos, we arrive there and we see these world-imaginations from the other side [drawn as arrows in the first drawing]. We live first here upon the earth [second drawing, in the inner circle], then we soar aloft up to world-imaginations [second drawing, outside the wavy circle], but there we read from the outside.

Yes, my dear friends, brothers and sisters, the zodiac speaks a meaningful speech, if and when looked upon from the other side and not from the earth. It speaks as Ares the Ram, Taurus the Bull, Gemini the Twins, Cancer the Crab, and Leo the Lion, if and when one encompasses it from the outside. And for our understanding, it is a deed, this encompassing of it from the outside. And we begin to read the mysteries of the world. And what we read are the deeds of high spiritual beings. In a novel we read about the deeds of men and women. When looking and seeing things from the other side of the zodiac, things are seen otherwise than as seen from the earth outward, as seen by Moses, who always looked upon God merely from behind, from the earth outward. Initiation consists of seeing from the other side. It is not merely a sort of outward gazing. It becomes a reading. And what one reads are the spiritual deeds of the high spiritual beings, who have brought it all into its present state.

And when we read in this silence sufficiently long, when we nourish and broaden our souls inwardly in this reading, then we may begin to hear in a spiritual manner. Then the gods speak to us. Then we dwell within the spiritual world, when the gods speak to us.

Now look, my dear brothers and sisters, it can be done, as the adept can tell you; the soul can broaden itself out and beyond, can be enmeshed in the depths of the cosmos, can come to world-imaginations, can gaze from the other side upon the deeds of gods. It is so; it is possible to hearken in a spiritual manner unto the gods’ speech. But perhaps someone really gets to the state the adept has described, really deepening, deepening oneself in understanding, deepening oneself in full-blooded courage, deepening in the heart, not simply approaching it stubbornly, not merely saying, well, if I could do it, well, then it would also please me, it would interest me, but I can’t worry about it now. When someone quite differently really takes this description up, takes it up as something that is actually possible, when one begins to take it up as something not just to be considered, but to be revered and loved, then one can take it up as a meditation. Ever and again it then becomes one’s way, finally, to actually come into the esoteric life.

And you will find this way, if and when in meditating you deepen yourself in the words. [The first lines were written on the board.]

1. I live in the dark domain of earth,
2. I move ¹ in the shine of the stars,
3. I read in the spirit’s deeds,
4. I hear in the god’s speech.

With the necessary feeling this inner meditative way is lived, experienced, works wonders in, and transforms the human soul. It must flow rhythmically again and again through the soul, for it actually leads a person through to his own world-being, contained within himself.

But it is necessary that it should come to light within properly, so that after one has spoken it quite a while in one’s head, it should also be taken up by, should start coursing within one’s heart, for it is there that one makes the journey out into the etheric world-all, and then into the spiritual world-all on the other side of the etheric world-all. It is necessary, in coursing along such a pathway, to take one’s heart along in one’s experiencing, and to allow it to rule, to allow one’s heart to rule in the perceiving, so that it can join according to its nature in the translation of oneself out and beyond. But in coming into ruling our perceptions properly in this way, it is good initially, in traveling along this whole meditative pathway, it is good thoroughly and inwardly to observe what lies in these words.

I live in the dark domain of earth,
I move in the shine of the stars,
I read in the spirit’s deeds,
I hear in the god’s speech.

You should try to imagine this as if someone were speaking to you from a great spiritual distance, as if you were not thinking it, but rather as if you were listening to and hearing another being speaking to you. One should imagine, really imagine, that another being is speaking to you out of unknown depths. Then the right feeling may be developed for what one hears here. This proper feeling lives in the second part of the verse. [The second part of the verse was written on the board.]

5. Yearning fills me in earth’s darkness,
6. Comforting me is the stars’ shine,

In that I am aware, that most certainly I am living upon the earth in the darkness as if blind, then I yearn to get out. Out there, the shining of the stars is my consolation, broadening my very existence.

Comforting me is the stars’ shine,

Now from the other side,

7. Teaching me are the spirits’ deeds,

And when I read them,

8. Making me² is the gods’ speech.

Now you know how to utilize this correctly. Call this inner meditation up with vigor into your heart and mind as you are employing it. As if out of depths of spirit, as if someone were speaking to you, in this manner listen to and hear the lines of the upper verse, bringing to bear on each line the corresponding feeling, so that you experience in the meditation the following: first listen carefully to it, then bring it vigorously to the forefront of your heart and mind as a perception, then again listen carefully, and again bring it vigorously into your heart and mind, … and so forth. [During the speaking of the following lines, connecting lines consisting of long curves were drawn on the board connecting lines 1 and 5, 2 and 6, 3 and 7, and 4 and 8.]

I live in the dark domain of earth,
Yearning fills me in earth’s darkness,
I move in the shine of the stars,
Comforting me is the stars’ shine,

I read in the spirit’s deeds,
Teaching me are the spirits’ deeds,

I hear in the gods’ speech,
Making me is the gods’ speech.

This meditation is at first a dialogue, a meditation in which the first line is always taken objectively, while the second streams out as a feeling from the heart.

Then, while trying once again to bring them to the forefront, enmeshed and working in each other, try to experience with moderate force of will the experience contained within the dialogue. [The third part of the verse was now developed and written as lines 9, 10, 11, and 12.]

From depths of spirit sounds forth:

I live in the dark domain of earth,

The heart answers:

Yearning fills me in earth’s darkness,

And the will perceives the impulse in the dialogue between lines 1 and 5:

9. The earth’s darkness would put me out, ³

Then one remembers back, after having progressed through this dialogue, to the interchange between lines 2 and 6, and to the experience contained within:

I move in the shine of the stars,
Comforting me is the stars’ shine,
10. The stars’ shine would wake me. ⁴

Then one remembers back, while carrying all this, to what sounds forth from spirit depths, and the answer of heart-felt courage:

I read in the spirit’s deeds,
Teaching me are the spirits’ deeds,

And the resultant experience by means of the will:

11. The spirits’ deeds would summon me, ⁵

distantly from the spiritual world. And now the most sublime, wherein one feels in dialogue with the gods themselves, wherein the gods not merely allow a reading, but rather actually speak:

I hear in the gods’ speech,
Making me is the gods’ speech.
12. The gods’ speech would deliver me. ⁶

It not only witnesses me, it begets, it brings forth, engenders, delivers me.

Now let us envision the entire meditation. The meditation in its entirety progresses as a dialogue, line for line, with one in dark spiritual depths under the dominion of spiritual beings, standing there in the lines at the top of the verses, speaking to us. The heart always gives answer:

I live in the dark domain of earth,
Yearning fills me in earth’s darkness,

I move in the shine of the stars,
Comforting me is the shine of stars,

I read in the spirit’s deeds,
Teaching me are the spirits’ deeds,

I hear in the gods’ speech,
Making me is the gods’ speech.

Now I remember each individually and connect the outflow of the will to it, as a memory of what has already happened.

I live in the dark domain of earth,
Yearning fills me in earth’s darkness.
The earth’s darkness would put me out.

I move in the shine of the stars,
Comforting me is the stars’ shine.
The stars’ shine would wake me.

I read in the spirits’ deeds,
Teaching me are the spirits’ deeds,
The spirits’ deeds would summon me.

I hear in the gods’ speech,
Making me is the gods’ speech.
The gods’ speech would deliver me.

This is the correct way to proceed, to come to the stage of the dialogue in the meditation, the dialogue in memory, and then by means of the will to a reinforcement of this memory.

When one actually starts with an inward demeanor of devotion, doubly so, with one’s entire soul inwardly constituted and brought into conformity with what I have just written, when one inwardly envisions it and begins to experience it, when one takes it up not as a mechanical meditation, but rather as a true experience of the soul, then setting things up in this way specifically awakens a relationship of the soul with the spiritual world.

One must really appreciate, however, even in the last set of verses, the specific manner I have just described. It should be experienced as discourse and answer, the discourse of the spirit and the answering discourse of the heart. But one must properly appreciate that initially one’s awareness, which will certainly be attained, is extinguished through the darkness of earth. One must feel as if awareness is overcome, in an instant of extinguishing sleep, and as if there in the second line there is an awakening, as if after the awakening, the calling of the gods to return to them is heard by us, as if one feels, henceforth, that the gods are calling out to us. They are summoning us, out of their own being’s word emerging from the word of worlds, in order to place us as beings of soul and spirit in the spiritual world, there to bear us, there to bring us forth, there to engender us.

When these nuances of inner experience are played out in soul, attention centered on the spiritual beings who speak to us, our heart’s vitality brought forth in devotion to the spiritual beings, then yes, then our souls are in motion, and gradually our souls are in fact brought onto the esoteric path. And we must be clear, as we experience the three stanzas in our souls, as well as we are able, in the manner described, we must be clear that something subliminal, yet powerful, is coming into being in our souls. If we would only live faithfully in these three stanzas, as I have described, our soul would thereby be fashioned, unbeknownst to us, so that when the first line is intoned, we would be just at the point of origin of life on earth, where the etheric body has just been constituted.

Were we to picture this with quick inner vitality, then it would sound forth from the spirit.

I live in the dark domain of earth,

Then more or less unconsciously we hearken unto and approach in spirit the moment our etheric body was constituted. And out of pre-earthly existence, out of the existence between death and a new birth, a force is working in our hearts, which we bring to bear in simple purity.

Yearning fills me in earth’s darkness.

And yearning after the spiritual is without doubt a legacy of ours from pre-earthly existence. And it is always the same, when placed at the beginning of earth existence, what is felt within the heart and works outwardly, that is what flames up in us from pre-earthly existence.

I move in the shine of the stars,

Here we again align with the beginning of our life on earth. The proper consolation, perceived by us, can be given to us by the shining of the stars. Through it, we will be placed back into our hearts’ answer.

Comforting me is the stars’ shine.

Again, there is a return to one’s beginnings on earth:

I read in the spirits’ deeds,

The heart remembers being instructed by high spiritual beings in pre-earthly existence.

Teaching me are the spirits’ deeds,

under whose care and among whom I lived and moved, before I descended down upon the earth.

I hear in the gods’ speech.

We hearkened unto the gods between death and a new birth. We perceive now that what is spoken by the gods is not to be imparted as that which is spoken by men and women. We bear witness, we recognize⁷ that the gods’ speech is fashioning, creating, quickening, making:⁸

Making me is the gods’ speech.

Finally, if and when we can appreciate it, then the right sense also comes into lines 9,10,11, and 12.

I live in the dark domain of earth,
Yearning fills me in earth’s darkness.

[Line 9 was written down once again, just to the right of the curved line connecting lines 1 and 5 together.]

The earth’s darkness would put me out,

it puts out, extinguishes my present earth-life, as I am transported back past the time between death and being reborn, back into my earlier incarnation. Then I understand, this is why my awareness has been extinguished, for until now my awareness was that of the present incarnation. The moment I fall asleep I will be transported back again, so that I can divine and sense myself moving within my earlier earth-incarnation.

I move in the shine of the stars, Comforting me is the stars’ shine,

[Line 10 was written down once again, just to the right of the curved line connecting lines 2 and 6 together.]

The stars’ shine would wake me,

I will be placed back as I was then, as I was in the preceding incarnation, if it were to wake me. For me, it depends on karma, it depends on what is appropriate for my destiny, for me it depends on the other side.

I read in the spirits’ deeds,
Teaching me are the spirits’ deeds.

[Line 11 was written down once again, just to the right of the curved line connecting lines 3 and 7 together.]

The spirits’ deeds would summon me,

summon me to the fulfillment of my karma, with the forces that stem from my prior life on earth.

I hear in the gods’ speech.
Making me is the gods’ speech.

[Line 12 was written down once again, just to the right of the curved line connecting lines 4 and 8 together.]

The gods’ speech would deliver me.

All that I am becomes clear to me, when into my present existence, my earlier earth existence floods in, gleams, moves, rumbles, becomes enmeshed. Then there I am. At first, I am present merely as a future becoming, germinative, only to achieve full apparency when eventually passing through the portal of death. Then from the previous earth existence into the present something gleams, interpenetrates, works effectively, making me into the human being I really am, summoning me to be the human being I really am.

Thoroughly infused with this, with its reality, so that really, while we seem to be in the customary world of physical earth existence, our soul takes the journey back, back until it arrives at the former earth life, then we will come to know the importance of what we experience in such a thing. And in the awareness of this importance, that as a gleaming-stream washes through the whole of our thinking, feeling, and willing, in this awareness we will then be infused in our meditation with the feeling of enchantment. This enchantment is essential, for in this way the meditation works effectively in the right way. One may name it an inner feeling of enchantment, a magical feeling, on the grounds that nowhere else on the earth do we find such a comparable feeling, for this feeling is totally disconnected from all corporeality. Even if we cannot yet come out of the physical body with our thinking, with our imagination, this feeling of enchantment, this magical feeling that we experience, coming out of the importance of all that we are doing soulfully, this stands there in the pure spiritual world. In this feeling of enchantment, in this magical feeling we experience the pure spiritual-soulful element. There we stand, drawn into the spiritual-soulful world.

In such manner, as we experience it, esoteric striving is fulfilled for us. And that, for the time being, that is what I have attempted to lay before your souls today, my dear brothers and sisters.

• 1. webe: Luther translated Acts 17:28, Denn in ihm leben, weben und sind wir, but Tyndale at the same time translated it, “For in him we live and move and have our being.” Weave in this sense is somewhat archaic in English except for the idiom “to weave a web of lies”.
• 2. Schaffend ist mir: making me is not only English-derived, but carries the emotional theme of this line better than the Latin-derived fashioning me (with which it is cognate), creating me (which is too conceptual), or quickening me (which is archaic).
• 3. The verbs in lines 9-12 are all in the autocausative or subjunctive tense, emphasizing willful intentionality and possibilities. Using would as the auxiliary verb correctly emphasizes the willful nature of these lines.
• 4. erwecket mich is transitive “the stars’ shine would wake me”, again showing intentionality, and is not the intransitive erwachen “I awaken in the shine of the stars”.
• 5. Rufen mich means to call me or to summon me; in a trial a judge says to call or to summon the next witness.
• 6. zeuget is cognate with segue, a transition from one state to another, so “beget, sire, produce, engender, and bring forth” could all be used, but “deliver” has the same double meaning as the German, as in a judge saying “deliver the witness,” and as in a midwife “delivering a child.” Zeugen means both “to testify” and “to procreate.”
• 7. vernehmen
• 8. schaffend

In including some contemporary historical observations in the present discussions, it is really not my intention to criticize or to find fault with this or that. Rather, what it is about is to tie in with external phenomena of the physical plane in such a way that one can see how certain great aspects, which we do indeed consider from a spiritual-scientific point of view, are shown to be true in this or that individual phenomenon. For it is my concern that, precisely in these reflections, we gain an understanding of the essential in the transition from the fourth to the fifth post-Atlantic period, how the forces that have been at work in the last few centuries are flowing into our present and how they can and must be observed by those who really want to understand how spiritual science has a specific task for each individual in our present. I shall only include such episodes to illustrate the larger points of view when I insert such contemporary historical observations.

I would also like to point out that those of our contemporaries or their immediate predecessors who, after all, must be presented in a certain way in their powerlessness in the face of real spiritual impulses, that these, which must apparently be criticized, are not intended to be criticized in order to somehow personally offend them, but to show how such people are captured, as it were, by the offshoots of the materialistic world view and world shaping. For it is indeed not easy for the modern human being to find the path to real spiritual-scientific insight. The way the spiritual culture of our time has developed makes it difficult for many people to find a connection, as it were, to what spiritual science has to give to our present and immediate future. From a certain point of view, it is easy to see how people who are now completely absorbed in contemporary thinking cannot find any connection between their thinking and that which must after all underlie our movement, must underlie it as a real engagement with the spiritual worlds. One can see that even people who are well-disposed towards our movement often say: Well, what these people want to achieve by elevating idealism and ethical human culture is all very well, but in doing so, these anthroposophists — as even well-disposed people say — go so far as to come up with all kinds of fantastic theories about the spiritual worlds. Even well-meaning people do not realize that this engagement with the spiritual worlds must really be the foundation on which work must be done today, and they cannot see it if they cannot free themselves from certain prejudices of our time.

It is extremely difficult for someone who is so completely immersed in the intellectual life of the present day to imagine that the human being itself is a kind of switch for impulses that flow down from spiritual beings into the world of physical life and have an influence on this physical life. And we can particularly well imagine this if we point out the difficulties that stand in the way of understanding the spiritual world for people who, with great dedication and also with certain insights taken from contemporary culture, devote themselves to reform ideas or similar endeavors with regard to contemporary life. It is true that today, and for a long time, there have been many people who know that social conditions in the world have become such that the rest of life has also become the same, and that many things need to be tackled in order to give life, especially the social structure, a new shape. We, who recognize the nerve of spiritual science, must be clear about the fact that the most incisive questions of the present can only be grasped by our soul in the right sense if they are based on the foundation of spiritual-scientific insight. But many people who are working energetically in the present cannot come to this insight, to this knowledge. And so they are left without a foundation on the one hand, and on the other hand they are left in such a way that they cannot be given an answer to the most important questions. Let us also present an example in this regard.

There was a man who, more than any other, was sincere about the great social problems of the present day: Jaurès, who met a mysterious death on the eve of that ill-fated war, a death that may never be fully explained by external investigation. Jaurès, the socialist, who was certainly one of the most honest of the ambitious personalities of the present, was intensively concerned with all the fundamental questions of social life in the present. And it can be said that he gathered together for his understanding everything that a person today can gather from knowledge of nature, from history, from social observation, in order to arrive at views on what needs to be done to solve the issues facing people today in a practical way. Jaurès was not one of those superficial people who develop a social system out of a few subjective ideas they happen to like, a system they then want to impose on the world. He was not someone who just wanted to get to know contemporary human life in order to gain social insight; rather, J Jaurès was one of those people who also look at history, at how various social and other problems in the lives of different peoples have developed and led to crises and change, so that we can see what becomes of certain conditions when they are shaped in this way. Jaurès carefully studied these things.

Now, for a person who is considering such things, the most important thing is to understand what has happened in the course of human life in the last three to four centuries. For if, on the one hand, a transformation of all human striving in the field of knowledge has taken place in these three to four centuries and the two one-sided impulses, as I have presented them to you in these reflections, have gradually emerged for knowledge, it is equally true, on the other hand, that a similar development has taken place for social currents and social longings. Anyone who wants to understand the situation in which humanity finds itself today, one can already say the whole earth, must understand how the impulses that now dominate people's minds have gradually crept into the human soul since the beginning of the fifth post-Atlantic period, largely unconsciously, they know nothing about it. But when people like Jaurès, who could not but build his honest endeavors on the materialistic outlook of the present, look at this period in particular, questions arise for him everywhere, which he does not really know how to deal with. Thus, I would say, in the case of such an honest endeavor as Jaurès', we can discover two remarkable dark spots – among others that we cannot list here – that should be considered from a spiritual-scientific point of view.

Before Jaurès' soul, as he surveys the life of the past five post-Atlantic periods, stands as a question: What has actually led the people of the present time to the members of a certain caste, class, having this or that feeling, and another class or caste having different feelings? Such a person looks at what preceded the fifth post-Atlantean period, looks at life, which was confined within narrow limits in those days. One need only recall how much has changed in the world of human life since the 14th or 15th century; how much impact was made by the discovery of America, by more recent scientific discoveries and institutions, by the art of printing, and so on. What has come upon humanity! Think back to the times when there was no printing, when people could not read the Bible, but only gathered in their own church and heard what had been personally communicated to them by those who wanted to convey something to them personally in a very specific direction. Far too little attention is paid to this very different way of life before the beginning of the fifth post-Atlantic period. And what lives in the souls today, what forms the principles of governments today, what forms the principles of those who lead the commercial, industrial and other enterprises, what forms the principles of those who in turn educate people for these enterprises, but what also forms the principles for those who, as the working population, are involved in these undertakings, what principles are for those who own the land and so on, all this, as it lives in the soul today, has only emerged over the course of the last few centuries. The radical difference between the present thinking and feeling of even the simplest peasant and what it was in the past is far too little considered. But of course, people who face the great, burning social questions realize this.

And so we see that Jaurès is faced with the following question: What has actually caused this peculiar thinking of civilized humanity today? What has happened since the relatively small circle of people who used to have direct access to the spiritual life and who led the others now only guides the others with regard to the external material life, but in a certain way no longer guides them with regard to feelings and emotions? There is a great difference, an enormous difference, when we think of earlier conditions, where the person who provided people with work also provided them with a chaplain who said what needed to be said, what they needed to be told according to his meaning, compared to later times, when certain things became accessible to everyone. The question arose in Jaurès' soul: How has the thinking and feeling of modern humanity actually changed in this regard? — Admittedly, this question arose in his soul first in a form that is completely colored by the color nuance that modern socialist thinking has; but we can detach it from that. Jaurès first asks himself: why should we accuse the people in the small circle who give work to the others, so that we might say: well, they have made the means of education available to the people who are supposed to work for them, in schools and through reading and so on, precisely in order to get more profit out of them. – Certain socialists have always repeated that it was actually a ruse of the employing population to make the means of education accessible to the workers, because educated workers work more and work more rationally than the other way around. But Jaurès does not agree with the thoughts of some socialists. Therefore, in a certain way, what he has to think becomes an unsolvable problem for him. And it is very interesting to see how Jaurès comes to terms with the question of how to deal with the impulses of feeling, thought and soul that have emerged in recent centuries.

In one of Jaurès' most interesting political writings, we find the following passage. He says:

"That the bourgeoisie in these times of their development believed they were being fair to the workers is proven by the fact that they gave them schooling from the very beginning: that is, they wanted to give them as much education as possible. The Reformation, of which the bourgeoisie was a powerful agent, was enthusiastic about popular education. If the bourgeoisie had had secret pangs of conscience, it might have doubted the judgment that the workers, whom it rigorously educated through the power of its example as well as the compulsion of laws, would pass on it and its work: it would have kept them in ignorance as much as possible. At the risk of obtaining less useful labor from an untrained mass, she would not have exposed herself to the terrible judgment of the proletariat she exploited. She would not have opened up for her work of injustice all those thousands of eyes that were accustomed to long darkness."

So Jaurès says to himself: No, the bourgeoisie cannot be accused of wanting to dupe the workers in order to make useful tools out of them; on the contrary, it wanted everyone to be able to read. And now comes the significant part, the part that, so to speak, opens the eyes of a modern, educated person, who is fully immersed in knowledge, and immediately closes them again because he has not come to spiritual science. He says:

"But on the contrary, it wanted everyone to be able to read. And what book! The same one from which it also drew life. From the reading of the Bible, which was translated everywhere into the vernacular, the nations should learn to think: From that Bible full of struggle and harshness, full of grumbling, of the cry and rebellion of an unlearned people, whose pride, even when it chastises and breaks it, seems to love God; from that Bible, in which even the chosen leaders are continually haranguing the people and in which they must win the right to command by their service; in that strangely revolutionary book in which the dialogue between Job and God is such that God appears as the defendant, who can only defend himself against the righteous man's outcry with the crude noise of his thunder; from that Bible in which the prophets have left their appeal to the future and their curses against the unjust rich, their Messianic dream of universal brotherhood, all the heat of their anger and hope, the fire of all the glowing coals that burned on their lips. This terrible book has put the industrial bourgeoisie into the hands of the people, into the hands of poor workers in the cities and villages - the same ones who were or were to become their laborers - and told them: See for yourselves, hear for yourselves! Do not rely on intermediaries; the connection between God and you must be direct. Your eyes must see his light, your ears must hear his word! I repeat: how could a class that doubted itself, the word and the justification of its work, have freed the conscience of the people it was preparing to guide for their own good from all sense of authority? If it had a 'guilty conscience', if it had come into the world like a thief, it would have come by night, fur in nocte. But her first concern was, on the contrary, to increase the light. She was obviously convinced that the order of work, activity and strict moral discipline, which she brought to a world full of laziness, superstition, disorder and infertility, was useful precisely for those who occupy the lowest rank in this order."

Then we see the question raised by a reformist thinker of our own time, who asks: How did all the ideas that dominate the masses today come into the world? — They came about, we can now discard political nuances, because people got their hands on the Bible, the most revolutionary book the world has ever known; it is so revolutionary because it is so effective. Jaurès finds in the minds of men the consequence of reading the Bible, which only came about because Bibles were printed; for in earlier centuries the people did not have the Bible, and the church even carefully guarded that the people did not get their hands on the Bible. It is far too little considered that all newer questions are connected with the fact that only since the times of the fifth post-Atlantean period have the people known the Bible, known it in such a way that the Bible impulses have now become impulses in the souls of people. Christianity was handed down to the people in a completely different way in the past than through the Bible. So a thinker who is completely immersed in the present looks at the development of the fifth post-Atlantic age and asks: Yes, what actually happened? What is the connection between the fact that the Bible has been made accessible to people and the other facts that we now see around us? He finds no real connection. Incidentally, he expresses this very precisely. He says:

He does not ascribe this to himself. So you even see, admittedly, the powerlessness of one of the most honest seekers to solve the question: What have souls become in the present day?

The other point we must consider is that, of course, a person striving in this way cannot have the intuitive and divinatory gift that would be necessary for this problem because he is quite distant from the basic problem of spiritual science. To understand how the spiritual flows down from the spiritual worlds, as it were through the switch, through the human soul, and flows into the physical world, this real flowing down of spiritual impulses from the forces and labors of the beings of the higher hierarchies, is indeed quite far removed from such a mind. Therefore, such a spirit sees that and that has been going on since the beginning of modern times, since the beginning of the fifth post-Atlantic period. But he does not see what lives and weaves in it; nor does he see, in a concrete case, the conscious penetration of spiritual impulses, as it were, from the undertakings of the beings of the higher hierarchies. This can only be traced with spiritual science. But everything is preparing itself. The world was never without spirit, even if this spirit has worked unconsciously in one way or another. I have often drawn your attention to the fact that everything that has flooded over a certain area of modern Europe has been deeply influenced by spiritual powers. From external history, too, it can be shown that at a certain time, at the beginning of the fifth post-Atlantic period, something truly wonderful actually happened, something that the materialistically thinking person must regard as a fantasy if the matter is taken seriously. But again, if he does not take it seriously, he cannot explain the whole course of modern history.

This event, to which I have often referred, is the appearance of the simple country girl with a great historical task, Joan of Arc, the Maid of Orleans. The map of Europe today would be quite different – the historian knows this very well – if Joan of Arc, the Maid of Orleans, had not appeared. Why are people today amazed — one need only think of Anatole France — by an impulse, or even a system of impulses, sent from the spiritual worlds through a kind of half-tavistock, half-visionary clairvoyance at a time when this could not yet consciously happen? But they cannot do anything with it! A man like Anatole France, of course, comes to terms with it by saying, “Well, it does happen that people do all sorts of things under the influence of suggestion, of fantastic powers that come from people like the Virgin of Orleans.” Such a point of view recalls that of modern theologians, who curiously resign themselves to the emergence of Christianity through Paul's vision before Damascus, who declare this Pauline suggestion before Damascus as a proven fact and should ultimately be able to trace all of Christianity back to it, but they are careful not to do so, because otherwise they would have to admit that Christianity stems from a suggestive experience of Paul's. And they would be careful to avoid saying that. This half-heartedness is extremely detrimental to the entire intellectual life; this half-heartedness is an expression of the fact that one is powerless in the face of such questions. It is good to look around for an answer on this point from someone as honest as Jaurès.

He is trying to understand the significance of the impulses that emanated from the landowners in the fifth post-Atlantic period, and those that emanated from the urban population. We do not need to touch on this socialist nuance again; I just want to point out that Jaurès believes that during this period it matters less whether the social question is considered by the landowning class or by the industrial class: this is not the issue here. Peasant uprisings were the movements dependent on land ownership; these are not the most important thing to him. And that is precisely what he wants to see in Joan of Arc, that although she is a peasant girl, she does not work for the landowning population, that is, the peasant population, but for the larger group of the urban population. Jaurès says:

"Joan of Arc fulfills her mission and sacrifices herself for the salvation of the fatherland in a France where land is no longer the only source of vitality; the municipalities already play an important role, Louis IX had sanctioned and solemnly proclaimed the letters of craftsmanship and the guild law, the Parisian Revolution under the governments of Charles V and Charles VI, had seen the mercantile bourgeoisie and the artisanry emerge as new powers on the scene. The most far-sighted among those who wanted to reform the kingdom dreamed of an alliance between the bourgeoisie and the peasantry against lawlessness and arbitrariness. In this modern France, which was soon to be ruled by the “citizen king” – the son of the ruler whom Jeanne d'Arc was about to save - was about to reign, in this diverse, sophisticated and refined country, touched by the delicate, literary pains of Charles d'Orleans, whose captivity touched the heart of the good Lorraine, in this society, which was rural rather than anything else, Joan of Arc appeared.

So she appeared, in a sense, to Jaurès, not for the peasant population, not for the population that was connected to land ownership, but precisely for that which was connected to modern life, to urban life. Jaurès says:

"She was a simple country girl who had seen the pains and hardships of the peasants around her, but to whom all these afflictions were only an example of the greater and more sublime suffering that the plundered kingdom and the invaded nation were enduring. In her soul and in her thoughts, no place, no piece of land plays a role; she looks beyond the Lorraine fields. Her peasant heart is greater than all peasantry. It beats for the distant, good cities that the stranger surrounds. To live in the fields does not necessarily mean to be absorbed in the questions of the soil. In the noise and bustle of the cities, Jeanne's dream would certainly have been less free, less bold and less comprehensive. Solitude protected the boldness of her thinking, and she experienced the great patriotic community much more intensely because her imagination could fill the silent horizon with a pain and a hope that went beyond, without confusion. She was not inspired by the spirit of peasant revolt; she wanted to liberate the whole of France in order to consecrate it to the service of God, Christianity and justice. Her goal seems so lofty and pleasing to God that in order to achieve it she later finds the courage to oppose even the church and to invoke a revelation that she claims is superior to all others.

Thus the other, I would say, is immediately evident to Jaur&s. He lets his gaze wander over what has happened and finds that what has happened there happened under the influence of a spiritual impulse, so to speak, was switched through the soul of Joan of Arc and penetrated into the physical world. But it is self-evident that a person who thinks in this way cannot fully recognize that spiritual impulses and spiritual forces are the most important things. So he again does not know what to do with what is even vividly shown to him. You see, the failure to recognize what is actually there, even by the best minds of the present day, the failure to recognize the spiritual impulses that they grasp with their hands, that is, the failure to recognize what can be grasped historically with hands, lies at the root of the great life-lie of modern times, which has infected even the best striving people. They want to grasp what is there; but they cannot grasp it because they cannot see the spirit at work in it. Those who think like Jaurès cannot do that. But neither could the others, even in the time of Joan of Arc, who, based on traditional wisdom, stood before the direct appearance of a spiritual fact in the Maid of Orleans, because, as paradoxical as it sounds, the fact that someone is a theologian does not make him a spiritualist, and the fact that someone defends theological dogmas does not make him a recognizer of the spiritual world.

The theologian, of whom I gave you some examples yesterday, is of course not a recognizer of the spiritual world, but is just as much a materialist as Büchner or Moleschott, except that Büchner and Moleschott were truer than such a theologian with his materialism. What you say is not important, but what you absorb in your living experience is important: whether you really recognize the spiritual when it comes to you. But even the theologians could not do that when they were confronted with Joan of Arc, and this fact is something that Jaur&s points out very well when he says:

“Her goal seems so high and pleasing to God that in order to achieve it, she later finds the courage to oppose even the church and to invoke a revelation that stands above all other revelations. To the theologians who urge her to justify her miracles and her mission from the holy books, she replies—”

So the theologians, these exponents of spiritual life, who once had a revelation of spiritual life before them, did not argue about this revelation of spiritual life, but came with the parchment, which is the source from which divine revelation flows, and said: “Prove to us from the Holy Scripture that what you tell us can be true.” Not from the living connection with the spiritual world was the Maid of Orleans to be allowed to prove that she had any mission, but she was to prove it from the old books. And she answers:

"There is more written in the Book of God than in all your books.” Jaurès says: “A wonderful saying, which in a certain respect stands in contrast to the soul of the peasant, whose faith is rooted above all in tradition. How far removed is all this from the dull, narrow-minded, limited patriotism of the landowner! But Jeanne hears the divine voices of her heart by looking up to the radiant and gentle heights of heaven.”

Imagine on the one hand honesty and on the other profound falsehood; for of course, a person of the present day recognizes only as self-suggestion, as fiction, what is in the Virgin of Orleans, and only pictorial, poetic expressions he sees in what he says:

These divine voices of her heart are something quite abstract for such a man. It is not something real that flows down: the powers of life flowing in through a source like the Virgin of Orleans, so that one absorbs it in order to do reformist social science with this spiritual impulse! No, Joan of Arc speaks of it; but if he wants to do anything, he does not look up to what flows in from the radiant heights of heaven, but he sums, divides, potentiates and reasons abstract terms, purely materialistic thoughts. That is the profound untruth that people do not even realize, that does not even occur to the best of them.

Examples such as these make it clear how people who are immersed in the intellectual life of the present cannot possibly arrive at an appreciation of the most important thing: the spiritual facts themselves, which they must consider fantastic in the light of contemporary life. I said: In the 19th century, what has been indicated here, the prevalence of the materialistic attitude, experienced a crisis. It came to a certain climax. And it is good to see how things are looming; for you will have seen from the example of a theologian just yesterday how 'theology is most strongly influenced by what has emerged from the materialistic attitude of natural science. It is most fatally influential because it most strongly leads to insincerity, to unconscious insincerity. That is the important thing to realize. And a theologian like the one who represented the reformed Christianity in Aarau in May of this year, who said that we all want to unlearn thinking and that we all want to become Christs, is just a personality who stands on the ground of the same attitude. For example, his pamphlet contains the view that these people want to explore the mysterious; but that is precisely what we do not want, this man believes from his point of view, the mysterious is valuable precisely because it remains mysterious. We want to leave the mysterious as it is; we do not want to reveal it. For if we are once confronted with the revealed mystery, then it is no longer mysterious and that is irreligious, that is unchristian to reveal the mystery. — The man takes this view.

And yet, in a sense, this man is typical, also for our time, which develops intellectual defects right into the sphere of moral defects; for what he says about our understanding of the Christ-principle and much of what he says otherwise borders not merely on misunderstanding, but on conscious deliberate falsification, since he could know otherwise and does not feel conscientiously enough obliged to look at this other, to get to know it, but instead says what is incorrect: the intellectual misunderstanding begins to become a moral defect, which then draws itself quite fatally into the souls. What he said there is so right a plant of our time, and it is still interesting to realize how it was not always so. If you look at things in detail, you can see that it has not always been so. This brochure reproduces a lecture given in Aarau on 22 May 1916 on the subject of “Modern Mysticism and Free Christianity” at the Swiss Reform Day. So that is the attitude that was incorporated into the aura of Aarau in May 1916.

Now, in such a case, it is good to really study and look in the same aura to see how things have developed: In Aarau, in 1828, with Heinrich Remigius Sauerländer, Dr. Troxier's “Naturlehre des menschlichen Erkennens” (Natural History of Human Cognition) was published! So we see that this 'Natural Science of Human Cognition' found a place within the same aura in those days, in 1828. At least most of you know Troxler from my last book 'The Riddle of Man'. This Troxler was born in Switzerland, was first a professor in Lucerne, then in Basel and in Bern, and died in 1868. He is not yet on the standpoint of present-day spiritual science, that is to say, he lacks the possibility of presenting the worlds that spiritual science can describe to people in concrete terms. But he is, I would say, on the way. And it is interesting to see how the same subject was once spoken of differently. For this, I will just quote a few passages from Troxler that I am bringing before you today so that you can see how differently the same subject was spoken of. I would like to say first that Troxler admittedly does not yet have spiritual science, but that he does put forward concepts that are initially like hypotheses, which may not be accurate, but can essentially be found again when viewed from the standpoint of spiritual science. There we speak of the physical body, of the etheric body, of the astral body and of the I. These four concepts roughly correspond, even if Troxler has no concept, with what he calls the body in man, the body, the soul and the spirit. He divides man into four parts: body, soul, and spirit, and he sharply criticizes the philosophers who have worked before him for not realizing that it is nonsense to say that man consists of spirit and body, but that one only understands man when one regards him as this four-part system: body and soul as the internal, body as the external, lower, spirit as the upper. And as I said, even if Troxler did not advance as far as spiritual science, he still managed to recognize the human being to a high degree through an insight into the mind. And from this point of view, the man says the following, for example. Referring to earlier philosophers who had mixed up everything in man, he says:

"In general, we criticize this philosopher, as well as all the philosophers and theologians mentioned above, for drawing their anthroposophy more from reflection and speculation, or authority and dogmatics, than from their original consciousness, or their own spirit perfected in religion. Only the original and direct knowledge of the divine in its nature leads man to self-knowledge of his essential personality and living spontaneity, for which only individual derived and indirect works and forms of subordinate and one-sided species and degrees of consciousness have been regarded so far."

He continues:

"The theosophists are as little united among themselves as the philosophers. Thus, for example, Daumer opposes Boehme, Schelling and Baader in the following, which seems to me to be a very correct observation that approaches our view. He says on page 39: “It is to be noted that in the case of Böhme, as in that of Schelling, there is a confusion of the God who has been divested (the Ungrund) with the unconditional in God, and the error prevails as if God had found and investigated Himself through the reason.”

So, once again, the confusion of these very things that are at issue here.

“Here it is also worth mentioning how mysticism, while usually losing the human being in God, and philosophy, while losing God in the human being, has transferred this primal relationship of human nature, which the human being should content himself with fathoming anthroposophically, to God himself in theosophical speculations” and so on.

This was the most intense endeavor of this Troxler, especially in the area I have indicated: to work towards an anthroposophy. One might say that Troxler appears as a kind of harbinger in this area in particular. Now just consider how things would be different if Troxler, who worked in Lucerne, Bern and Basel, had been heard at the time when he wanted to introduce anthroposophy, albeit in his own way. If that had gained ground, how different it would be now that anthroposophy, which has progressed to the point of concrete spiritual knowledge, is being presented here with a building. When you consider such things, especially when you study this wonderful case of direct anthroposophy, which was taught in the 1930s by name, wanting to appear again, and as now in the same Aarau, where this book was published, in which the sentences about anthroposophy are found as they could be at that time, a lecture is given on “Recent Mysticism and Free Christianity”, in which it is said: These anthroposophists want to make it their principle to unlearn thinking and become all Christs - if you think about it, you will get an idea of the materialistic crisis that occurred in the course of the 19th century. And it is good to get an idea of such things, to know that today, when one stands on the ground of the outer spiritual life, one has no right to speak otherwise than by being aware that one is expressing a Wagnerian spirit and not a Faustian spirit when one says:

It is a great pleasure
to place oneself in the spirit of the times,
to see how a wise man thought before us,
and how we have then finally come so wonderfully far.

For just imagine, the man who spoke in Aarau, looking at Troxler, who had his book published in Aarau, would now say – he would certainly say it from his point of view – the present-day speaker on newer mysticism and free Christianity:

It is a great delight
to place oneself in the spirit of the times,
to see how a wise man thought before us,
and how we have then finally come so gloriously far!

The Troxler, who has not yet come so far as to realize that these anthroposophists want to unlearn thinking and become all Christs, that they want to reveal the secret and not leave the secret, and thereby rebel against all honest, human endeavor. Troxler would not say: I have finally realized that these anthroposophists are to be condemned because they all want to become Christs, want to give up thinking and feeling and want to reveal the secrets; but man is not there to research anything, but he is there, as the theologian believes, to think, which the anthroposophists want to give up!

As you can see, mutual understanding will not be possible; but it is still an example of whether or not there was a crisis, a materialistic crisis, in the 19th century, and to what extent it is true that we have come “so wonderfully far”! I believe that we have come wonderfully far from Troxler to Joß in the field of the Aarau aura! But not forward, but backward! We will continue this discussion tomorrow.

Dr. Steiner: I have called you together to discuss the recent situation that occupies you so much. Otherwise we could have waited a few days. It seems important to me that we do not discuss such things as a specific case. We cannot do that, but instead we need to treat all of these things in this difficult time for us in connection with the anthroposophical movement. We should be careful that it is not used against the anthroposophical movement. We are actually sitting in a glass house and should avoid all such things that can lead to all kinds of opposition to the anthroposophical movement. What is now important is that we gain some clarity about what occurred and how we should judge it.

A group of students from the 9th, 10th, and 11th grades had been involved in some lying, thefts, and drunkenness. One of the students had given another student some injections and attempted to hypnotize her. Upon discovery of what had been occurring, the faculty had discussed the situation with Dr. Steiner in Dornach by telephone. The faculty then questioned the students in detail and sent Dr. Steiner a detailed report. The students involved were temporarily suspended from school.

Dr. Steiner asks about the age of each of the students involved, about which class they were in and about how long they had been in the school. He also asks about the parents and the home environment.

Dr. Steiner: When was the first time that something was said against these children? How did you discover what had been happening?

A teacher: Through the business with the hypnotizing by G.S. One student wanted to speak with me alone and told me that there were things that occurred in S.’s house that we should know about.

Dr. Steiner: In your opinion, had G.S. ever hypnotized anyone?

A teacher: No, at least not completely, although he has often attempted it with various students.

Dr. Steiner: We can hardly assume that if he did not exercise some unfavorable influence, that he could have caused any real harm with those he attempted to hypnotize. There was certainly moral damage, but he did not do things that would cause real damage. In any event, there is not much to be done with this whole hypnotizing business. I had the impression from the report that this whole thing was simply a bunch of dumb tricks that got out of hand due to G.S.’s craziness. Does anybody know anything about this hypnotizing that is more serious?

A detailed report is given about G.S. and his home situation. Among other things, one teacher reports that the boy has been interested in such things since he was ten years old and that his father has some books about such matters. The boy likes to experiment and has made a small laboratory.

Dr. Steiner: Other than the fact that he was very diligent, is there nothing more to say about how G.S. is at school?

A teacher: I used to be quite satisfied with him, but he has slacked off in the last three or four months.

Dr. Steiner: To the extent that G.S. is concerned, the business with the injections seems to be like that of the hypnotizing. We should now take a look at how things are with H.B. From all that I have read, he seems to be a real gang leader and is behind a number of things. It also appears that he was the main motivator in this socalled club. Were you satisfied with him here at school?

A teacher: He did not participate with much interest. He avoided conflicts, but was not really with things.

There is then a detailed discussion about the student.

Dr. Steiner: What does N.G. say to all this? Why was he readmitted to school after he had already left?

A number of teachers report.

Dr. Steiner: Now there is one other thing I would like to know. I had asked Mr. J. about some report or another and he told me about an evening where there was a discussion between the students and teachers. How is it that a student association has a chairman and the teachers met with them and asked the student president to speak? I nearly fell off my chair.

There is a discussion about this.

Dr. Steiner: Now N.G., O.R., U.A., and F.S. have been suspended because they are cutting school. H.B. and S.K. were suspended because of their black-market activities, and G.S. has been expelled. How is it possible that there has been so little contact with the students in these upper grades recently? The lack of contact was what caused these classes to come to me in May. What is happening here?

The discussion I had with them showed me that the teachers no longer had any contact, particularly with the 10th grade. Why is that? Undoubtedly, there is a considerable difference between these classes and the lower grades where there has always been a strong contact between the class teacher and the children. There is a significant difference in the way that the relationship developed toward these 9th- and 10th-grade classes. There is no doubt that these classes have gotten out of the control of the faculty. That evening discussion did not lead to the faculty gaining control over the children. Instead, it is quite clear that the students have taken the helm. To have such discussions!

A number of teachers report about the discussions between the students and faculty.

Dr. Steiner: It must have begun somewhere. Mr. S. has left. Somewhere, there must be a beginning.

The difficulty is that there is a whole group of students that we do not need here at school, but if we throw them out, then the same sort of thing will happen as did earlier. The whole situation will result in a new affair connected with the anthroposophical movement. Of course, the thing with N.G. is not so easy. He must have known that old G. was planning some activities against the anthroposophical movement. He is not really so bright, but he is planning something nevertheless, and that should have been a warning for us to be cautious with regard to N.G. It is certainly a difficult thing for the other students to reject the student association.

N.G. is a rascal, the result of an unbelievable family life. There are a number of cases where the home situation is not good, but this particular situation is one of the worse excesses to be seen in modern social life. He grew up in that and is now psychopathic, totally sick. It is really difficult to decide which one is worse, F.S. or N.G.

I have to admit that it is really a problem that these children did not find it possible to gain a natural connection to the faculty. They had no trust in the faculty. I certainly need to say that in fact these children were not filled with any trust in the faculty.

You will seldom find a boy who is inwardly so torn apart as N.G. is, in spite of the fact that there are today so many children who are torn apart. What you have told me about are simply stupid, boyish tricks, and you certainly know that there are such boys in every school. However, there are certain inner or soul things here but what you have told me about today belongs in the category of things that occur in every school.

There appears to be a misunderstanding of the situation here. You have told me that N.G. and G.S., and perhaps some of the others, have been impertinent and that they asked how it is that people say that there is no anthroposophy in the instruction. How did you understand that? What did you think about all those questions?

A teacher: When N.G. asked about those things, I had the feeling that he wanted to know the truth, but that he also wanted to trip us up.

Dr. Steiner: The situation with N.G. is such that he is now grown up. At the time when he was a small child and learning to speak, he did not hear one true word in his family. His mother is a complete lie, just as his father is. They were totally contradictory, so that N.G. one day when he was quite young, perhaps only seven or eight years old, asked himself, “What is the world, then? My father, who is such a terrible boor, still made it through graduate school. How is that possible?” Now, N.G. is in the school where he also found that all the teachers are boors. He came here and said to himself that it is said that the teachers here at the Waldorf School are not boors, but I want to see for myself if they are boors or not. Everybody told him time and again that there is no Anthroposophy in the instruction. But Anthroposophy is just what he wanted. It would have been just the thing for him as he sought the opportunity to learn about Anthroposophy. He wanted to know why everyone withheld that and he perceived it as an untruth. He then soon left and worked to earn money.

After a long time, N.G. came to me and said, “I don’t know what I should do. I had a great hope that I would become a better human being when I went to the Waldorf School. I rode my bicycle over to Dornach and had a look at the building there. That building made me into a better human being, but I am not getting anywhere. I do not see any difference between good and evil and I see no reason why I should be good now. Why should I not be a person who is intent upon destroying everything?” Now recently since he returned again, something has happened to the boy. Either we should not have accepted him again, or he should have been able to gain some trust in the faculty. He is in a terrible position. Think about what kind of trophy that is for people who gather data against the anthroposophical movement.

I have to admit that as I learned of the situation I thought of it as being one situation at school like many others. You would have to really look for schools where such things do not come up. It is also easy for other schools to cope with such things. For us it is not so easy because we have to really be aware of how the anthroposophical movement is affected by such things. We thus have the choice between removing the student from the school with all justification and publicly, or of coping with such cases. The opinion that the world has about us in such cases needs to come from us.

We need to stop turning people away because of the difficulties they bring, since they become our enemies. A reason for expelling a student is really something quite different from what we now have before us. There is not much that we can do with the information we now have. The things that G.S. has done were really just stupid, boyish pranks and lead to the situation where people could ask what kind of a school this is that would allow the children so much time that they could get drunk.

A teacher: The children have forty-four hours of school per week.

Dr. Steiner: If you look at what you have presented, it would appear as though the children had no time at all to come to school. It is not only the fact that the children do not have any feeling that they are at school, it is also the fact that they do not feel that they are at a school where they cannot do such things.

I think that this is something you should have noticed. Here in the report, you state how G.S. formed a detective club over Christmas. This all occurred outside the school, but was there no effect upon the school? You should certainly be able to notice when there is a student of the sort who would form a detective club.

Now people can say that the children have been thrown out. I was in the 10th and 11th grade classes today, and I think they are quite well-behaved. You should be able to do anything with them.

A teacher: It is now really enjoyable to work with the class.

Dr. Steiner: The 11th-grade class is very upright and you should be able to do anything with them. To what extent has the situation with these children who have left affected the remainder of the class?

A teacher: They are all terribly happy about it.

Dr. Steiner: If you were to ask them, what would they say?

A teacher: They would say that they are happy the others are gone.

Dr. Steiner: The impression I have from all the questioning is that these delinquents did nothing more during the questioning than to lie out of both sides of their mouths, and certainly not much can result from that. It was rather unpleasant for me today to hear the discussion that someone had with one N.G.’s school comrades. What was said points to things that occurred last Christmas. I need to ask if you noticed nothing about all the things that this schoolgirl said.

It is really difficult to find a way to rectify things in this case. What would you do if in six months time one of those members of that clique of clerics were to handle H.B.’s case in the following way? H.B. is an upright student until he went to the Waldorf School. Afterward, he was also quite honorable. It took three years until he began his black-market activities. It is quite clear in this instance that it was not immediately possible to make such an honorable student into something so bad. It took three years of Waldorf School indoctrination—what would you say if that were to be said?

A teacher: I would see no possibility of working with such people in the school.

Dr. Steiner: What was actually the cause of all this? The reason is that contact was lost with the boys and girls. I had thought that after I spoke so seriously and that in some way we should again try to accept N.G. into the school, that a connection would then form with him. There must be some reason that we lost the boy. N.G. has been at school for two years.

A teacher: We could never find the proper relationship to him. I have often had the impression that we place ourselves above the children and not alongside of them.

Dr. Steiner: Why do you say that you have placed yourself above the children? What should have happened is that the children placed you above themselves. That is how things should be. The children should place you above them as a matter of course. That is the only possible proper relationship as then there will no longer be any discussions in which the children tell you that they reject the whole school.

We cannot glue things together again. We must nevertheless remove eight of the children. We cannot mend things in any other way. Nothing else can be done. We need to be able to justify the situation and represent it in such a way that it cannot be used against us. We must have the possibility of treating the situation in such a way that we can justify that we have expelled these eight children. It is really very difficult to cope with this situation. We need some firm ground under our feet, but what is important is that people hear how the situation is with the remainder of the class.

A teacher: The experience has been a relief and a freeing for the children in the 11th grade.

Dr. Steiner: Then we can handle it in the following way. We must come to a decision in the next few days. Tomorrow morning I will have a look at the 11th-grade class and then the tenth. The whole thing is so frustrating. It’s a dead end. It was a major mistake that the situation was handled by individuals. It should have been done with groups. I told that to Mr. R. and in spite of it I received this interrogation report. Just look at this report about S.H. Four-and-a-half pages long. Look at the report and you will see that it was just a joke for her. She said things and then laughed behind her hand. I do not think that she thought for one moment that the teachers stand above her. I need to look at the 10th- and 11th-grade classes.

A teacher: Did I understand you properly that it would be less of a blemish were we to keep the children?

Dr. Steiner: You cannot keep the children, but how can we get out of this? We cannot simply decide to expel them if we have no reasons for doing so. We need to find a reason. There must be some way of stopping a repetition of this. There must be some way of not allowing the children in the upper grades to get out of the faculty’s control, but that has now happened. If there is no will to keep the children under control, then they will get out of our control, especially due to the advantages of our methods. The disadvantage of those methods is that the children become too clever. Laziness occurs in other schools also, but with the understanding common among the students and teachers in those schools, this loss of control does not occur there. The real error lies in the way you have held discussions.

We need to protect ourselves from those people who seek every opportunity—and you cannot imagine how much attention is paid by them—to rid the world of the anthroposophical movement. We need to be able to counter that by avoiding such things in the future. I am not totally convinced that they will not recur. I can only believe that the boys and girls by the time they reach the age of fifteen or sixteen will time and again slip out of the teachers’ hands. We need to undertake something that will give a breath of life throughout the instruction. I don’t want to be preaching, but a breath of life must go through the teaching and into the classes. There is still some breath of life in the lower grades and it could also be in the upper grades. Basically, we have really quite good students here. These two classes made a quite good impression upon me. It is very frustrating when no one understands that the whole thing should be coming from another impulse. It should be impossible that students come to you and say that they reject the whole school. There needs to be some will to change such things.

A teacher: Couldn’t you say some more about that? We are confronted here with our own lack of ability.

Dr. Steiner: There is no will. If you were to concentrate your entire will upon this matter, then things would go differently. From an external perspective, there is a noticeable difference between the lower and upper grade classes. In the lower classes, what occurred with Miss U. occurs often and the children make quite a spectacle so you do not have the feeling that they are asleep. That was really a quite noteworthy example in your class. In the upper grades, the class is asleep. They don’t know anything, not even the simplest things. There was not one person there who knew that there had been the crusades. I understand something different with the idea of being awake. They had no idea at all about how the Crusades began.

We need to have a different kind of will. At a certain point in time, we come out of the proper understanding of the class and fall into simply lecturing. We leave the living connections behind.

Things would have been more understandable had you brought up Jakob Böhme today. You should not bring up so many details that one covers up the other. At 10:00 o’clock there was a whole lot of dictation and questioning. You need to round it out to form a picture and it is the picture that should remain. Had you added Jakob Böhme to everything else today, then they would certainly have been confused. Why is it that when we have three hours one after the other, what is done in the second hour wipes out what was done in the first? In history, you could do an hour and a half of something new and then illuminate it through other things the children have already learned. We need to develop the will to keep the children lively, so that they will have something from all these things when they learn them. That is something that we need to achieve, since otherwise we cannot dare to keep these higher grades. I am not saying all of this simply to complain. The fact is that the class is asleep.

This book is about how to obtain super-sensible knowledge, or knowledge of “higher” worlds. It contains ten lectures on that theme given by Rudolf Steiner to different audiences in different places, but arranged here in a certain evolving depth of content.

In a time like the present, therefore, when so many people are looking for a spiritual understanding of life—and when many are being led astray by unscrupulous teachers—it is a matter of no little importance that such a book should appear now, a book that demands nothing of the reader but an independent, open-minded judgment of what it has to say.

As this book is likely to come to the attention of those who know little or nothing about Rudolf Steiner, and perhaps even less of super-sensible knowledge, it may be well to introduce it by saying something about both its author and his subject. This kind of prospective reader will then be better able to adapt himself to what it has to say, while those more familiar with Steiner can plunge straight into the book without spending any more time with this introduction.

Rudolf Steiner was a philosopher with a strong scientific background who attracted a great deal of attention in the first quarter of this century with his books and lectures on the nature of the super-sensible. He not only gave detailed descriptions of higher worlds and their beings that are inaccessible to ordinary sense-perception, but he explained how knowledge of these worlds could be acquired by anyone willing to follow a strict and guided development of the ordinary powers of cognition. Steiner based all that he said on the ability of the human mind to know. He would have nothing to do with any method that imposed strange, mystical practices on the aspirant for higher knowledge, or that demanded implicit obedience to the will of a teacher or guru. Everything he suggested can be explored only on the basis of the consciousness that modern man has acquired in the pursuit of knowledge of nature.

We are accustomed to calling this knowledge of nature “scientific,” and though this knowledge was to Steiner merely the outer aspect of a world of phenomena and beings active “behind the scenes,” as it were, he was so much in accord with the basic principles of scientific methodology that he called this higher knowledge spiritual science. The spiritual scientist directs thinking to what is given, as does the natural scientist, but does not confine himself only to that which is given to the senses. He applies thinking to thought itself as the primary manifestation of super-sensible reality.

The world that spiritual science explores, therefore, is the world of creative purposes and intentions in contrast to the world of sense-perceptible phenomena, or the “wrought work,” as Steiner called it on one occasion. Knowledge of these higher worlds is, therefore, “occult,” hidden from ordinary consciousness, and hence the term “occultism” used in the opening lines of this book to distinguish this knowledge from the comprehensive term “anthroposophy,” which Rudolf Steiner uses to describe his work as a whole.

Now occultism, referring as it does to something ordinarily inaccessible to us, has a strong fascination for some people. Others, of course, are just as strongly repelled by it. As it is the former who are likely to be attracted to this book (the others will hardly get beyond the title), we can proceed at once to offer certain cautionary remarks to the former, for just because of this strong fascination one might attempt to embark forthwith upon the discovery of this extraordinary knowledge without further reflection. It should be remembered, however, that Steiner had already written a book on this subject, Knowledge of Higher Worlds and Its Attainment, and the people who heard the lectures reproduced here would, for the most part, have been familiar with that book, and with anthroposophy in general.

To begin with, then, it needs to be said that as these higher worlds are indeed “hidden” from ordinary knowledge and consciousness, the reader would be well advised to get some information about them before embarking on a quest for higher knowledge. Rudolf Steiner's two books, Theosophy and Occult Science, an Outline, are excellent sources of such information.

There are several reasons for this suggestion. One is that Steiner himself held it as a sine qua non for the acquisition of higher knowledge that the aspirant should get some idea beforehand of these worlds from those able to speak of them from firsthand experience. This is not only important in light of much that is referred to in the book itself, but it is also a matter of common sense. Anyone contemplating traveling to a part of the world that he has never visited will invariably find out as much about it as he can beforehand from those who have already been there. He will then not only know what to expect, but he is likely to understand all the better what he sees when he gets there. This is even more relevant in the quest for knowledge of higher worlds, for one is seeking access to worlds that not only one has never seen, but that are utterly unlike anything one could see with physical eyes.

There is another and even more pressing reason. Such a study of the information about the higher worlds, already existing in what are called the “five basic books” of anthroposophy, is itself the first step to such knowledge. A reading of the first chapter of Occult Science, an Outline will do much to explain this. If the reader finds in such a preliminary study something to which he can with sound judgment say, Yes, he will be able to proceed on solid foundations with what this book has to offer. The reader will discover by such study the reality of something with which he has long been familiar as a figure of speech, but which he now recognizes as an inner faculty—his sense of truth. He will have learned something of the knowledge-potential of the inner nature of thought, and what can happen in thinking will take on a new depth of meaning for him. If he can combine this with a study of Steiner's The Philosophy of Freedom, he will find his confidence in thinking enhanced, even in thinking about matters of which he has as yet no direct experience. This is important, because he will find as he reads this book that thinking itself is not only a super-sensible activity, but is the very vehicle by which he finds his way to experience of these worlds.

There is something else the reader will have to determine for himself before he takes up a quest such as this book describes—that is, whether he is both ready and able to embark upon it. While this might seem to call into question the statement already made that anyone can take this path, it does not really. The exercises outlined in this book are indeed such that anyone can practice them, but they are not easy. One must be aware of this. They are quite strict, and no one should embark on them without carefully weighing what that strictness involves.

We have already touched on the fact that the occult has a fascination for people. Many would like to have such knowledge, but it is of the utmost importance to understand why one wants to obtain this knowledge. The aspirant must be able to put that question to himself and to answer it with the utmost honesty and sincerity, for if anything of the nature of mere curiosity or personal advantage should lie at the root of that desire, harmless as that might be in itself, it will become an obstacle in the attainment of higher knowledge.

We touch here on the moral aspect of the acquisition of higher knowledge, a matter to which the reader will find Rudolf Steiner calls attention again and again throughout this book. It is not a matter, however, of Steiner laying down moral injunctions, but rather of the aspirant discovering the morality which is implicit in the attainment of knowledge. Here the strictest scientific integrity, demanding the exclusion of all personal gratification and desire, is essential. If the aspirant is not yet ready to accept that morality, then it would be better for him to continue studying the literature of spiritual science (which he should be doing in any case) until he is ready. Here self-knowledge precedes self-development, and if that knowledge is objective and thorough enough, it will be found to be essential to self-development. As Carl Unger, a pupil of Rudolf Steiner, once put it, “Every knowledge transforms the knower,” and the path to higher knowledge is primarily a transformation of the self.

A word or two on what was meant by being “able” to embark on this quest would not come amiss here, particularly regarding the “strictness” already mentioned.

Being “able” refers primarily to regularity in carrying out the exercises described by Steiner. Once having embarked on this path there should be no, but no, “letup.” Whether the reader has the ability to do that, especially if he is young, is something that needs careful reflection. “Able” here has nothing to do with superior intelligence; it is exclusively a matter of the will. This is why Steiner sets such a modest time limit on the duration of these exercises: a quarter of an hour, or even five minutes, is enough if used properly. But the exercises must be done every day. Regularity is everything; and if one considers all the eventualities that might upset that regularity, one might well reflect on whether one will be able to carry this through. There is nothing quite so discouraging as having to face having reneged on such work as this, even with the best reason in the world. It is like dropping from a great height a ball of string that one has just carefully wound, and having to face the prospect of winding it all up again.

The reader should also be aware of what will be happening to him if he decides to follow this path, and although Steiner makes this abundantly clear, it will not hurt to underline one thing. One is engaged in transforming the soul into an organ of perception, and one is doing this largely as the result of exercises based on thinking. We usually imagine perception and thinking to be two entirely different activities, but we cannot really keep them apart. One need only recall how, after a strenuous bout of thinking, when the concept for which we are searching at last appears, we invariably say, “Ah! Now I see!” to realize that perceiving (in this case, perceiving concepts) is closely interwoven with thinking. One does “see” the concept that has appeared in consciousness; and it is this seeing in thinking that the aspirant will be exercising in everything he does. “As color is to the eye,” says Steiner in Goethe the Scientist, “and sound to the ear, so are concepts and ideas to thinking: it [thinking] is an organ of perception.”

Finally, one must discover that the satisfaction in doing these exercises should be in the feeling they engender. There can be no setting a goal for oneself, such as, “I will do these exercises for a certain length of time, and then see what happens,” or of drawing an imaginary chart to plot one's progress, as business executives do to show whether their profits are going up or down. Paradoxical as it may seem, although one undertakes these exercises in order to achieve a certain result, that result should be the last thing with which one is concerned. For, again paradoxically, that result is not something one can acquire; it is something that is given when the higher powers deem that the time is ripe for enlightenment to be given. And that is something no man can foresee. It may take months, it may take years. The satisfaction, therefore, that one can legitimately hope to feel is only that which can be found in the work itself. It is “love for the action” that must be discovered. One must come to the point where one would rather omit anything else in the course of the day than miss the satisfaction which comes from this work. Then and then only will one become aware that something is beginning to happen in the soul, a genuine intercourse between oneself and higher worlds; and although one may still not be able to “see a thing,” that will not be important. One will know that such seeing will and must come, as come it only can, “in God's good time.”

There is just one more thing that should be said about this book and that should recommend it regardless of what the reader does about the book otherwise: that is, the way it reveals what I can only describe as the inner logic of knowledge. No one who reads this book with an open mind and the attention it deserves can lay it down without being convinced not only that such knowledge is possible, but that it is only really possible in the way the author describes. The reader may not want to advance to such knowledge himself—there may be reasons best known to him why he should not attempt it yet—but there can be no doubt that this knowledge is possible to anyone who has the determination to see it through. And to know just that from reading such a book is something unique. Furthermore, the material in this book is offered by a man who knows from personal experience what he is talking about, who “lays all his cards on the table” with regard to what is involved, and yet never once uses that authority to impose upon the freedom of the reader as to what he does about it.

There are two things with which our time has yet to come to grips: one is the extension of man's knowledge and human consciousness into regions of the mind hitherto declared forever inaccessible; and the other is the real nature of human freedom. In this book the author lays out a plan of approach for the one, and by the way he does so he acknowledges the indisputable existence of the other.

Alan Howard

In these lectures, which were given in Christiania (Oslo) in June 1910, I ventured to give a sketch of the psychology of the development of peoples. The lectures are based upon the teachings of Anthroposophy which can be found in my books Theosophy, Occult Science—an Outline, Riddles of Man, Riddles of the Soul,¹ etc. I was able to build upon this foundation because my hearers were familiar with the scientific views which are presented in my publications. That is the external reason for the choice of my point of view; there is however a further reason, an inner reason. The orthodox study of anthropology, ethnology, or even history cannot provide an adequate framework for a true psychology of the various folk characters. Neither the information provided by orthodox science, nor the study of anatomy and physiology suffice for an understanding of the psychic life of man. If we wish to understand the inner life of an individual we must study the soul as well as the body, and if we desire to gain real insight into national characteristics we must explore the psychic and spiritual element underlying them. This psychic and spiritual element, however, reflects not merely the activity of individual human souls working in concert, but has its origin in a higher order. The higher spiritual element is a province in which modern science is a total stranger. Before the bar of science it is paradoxical to speak of Folk Souls as real entities in the sense that we speak of the reality of thinking, feeling and willing in individual human beings; and it is equally paradoxical to relate the evolution of peoples on Earth to the forces of the heavenly bodies in space. But the matter ceases to be paradoxical if we recall that one does not look for the forces which determine the north-south direction of a magnetic needle in the needle itself. One attributes the deflection of the needle to the effect of the Earth's magnetic field but looks to the Cosmos for the causes of this deflection. Shall we not therefore have to seek the reasons for the development of folk characters, folk migrations, etc. in the Cosmos outside the peoples themselves? Apart from the anthroposophical view which considers higher spiritual Beings to be a reality, a totally new element is introduced into these lectures which sees a higher spiritual reality behind the evolution of peoples and seeks the forces which direct this evolution in this spiritual reality. We then investigate the facts which are manifested in the life of the peoples and we find that these facts become intelligible on this basis. The conditions in the life of the various peoples, as well as their mutual relationships, can thus be clearly understood, whereas without this basis there can be no true understanding of this approach. Either one must seek a basis for the psychology of peoples in a spiritual reality or one must abandon such a psychology in toto.

I have not hesitated to use the traditional names of the early centuries of Christianity to describe the higher spiritual Beings. An Oriental would choose other names. Nevertheless, although the use of this terminology may be regarded as rather unscientific today, there seems to be no reason to fight shy of it. In the first place, we thereby acknowledge the essentially Christian character of our Western civilization, and secondly, if entirely new names were chosen, or if an oriental terminology were adopted whose real meaning could only be fully comprehended by one who is spiritually at home in that civilization, we should be in danger of misapprehension. It seems to me that whoever wishes to investigate these spiritual relationships, assuming he does not reject our whole approach, will not object to names such as Angels, Archangels, Thrones, etc. any more than physical science objects to terms such as positive and negative electricity, magnetism, polarized light, etc.

Whoever relates the content of my earlier lectures to the painful trials of mankind at the present time will find that what I then said throws a flood of light upon what is taking place now. (February 1918.) Were I to give these lectures now you could well imagine that in the light of the present world-situation these earlier investigations were a necessity. Thus for example on page 23 of the first lecture you will find the following passage: “ ... we have every reason, especially at the present time, to speak quite impartially about the mission of the individual Folk Souls. Just as it was justifiable to maintain complete silence about their mission hitherto, so it is in order today to begin to speak of this mission. This is particularly important because the destiny of mankind in the near future will bring men together in far greater measure than has hitherto been the case in order to fulfil a mission common to all mankind. But the members of the individual peoples will only be able to offer their proper, free and positive contributions if they have, above all, an understanding of their ethnic origin, an understanding for what we might call ‘the self-knowledge of the folk’. ” No doubt the time has now come when the fate of humanity itself demonstrates the truth of this view.

Perhaps it is precisely the theme of the “Folk Souls” which shows how spiritual investigation which penetrates into the super-sensible reality of existence provides at the same time a practical view of life which also throws light upon the most diverse problems of life.

This is not possible for a view of life which only uses such concepts as are valid in the sphere of natural science in order to describe the nature and development of peoples. This mechanistic-physical science has been highly successful in exploiting the mechanical, physical and chemical resources for the benefit of civilization; but in order to promote the spiritual life of mankind we need a science which is spiritually orientated. Such a science is the first demand of our age.

• 1. Riddles of Man was not yet (1970) published in English. A translation of a section of Riddles of the Soul is published with the main title of The Case for Anthroposophy, with an Introduction by Owen Barfield.

Towards⁵⁶ the end of the meeting, Dr Steiner spoke the following words:

In addition to what I took the liberty of saying at the close of the last course which I was able to hold for the Swiss teachers, I have perhaps only a few more remarks to make in connection with the difficulties of the Swiss school movement. It seems to me that things do in part indeed depend on how the educational movement connected with Anthroposophy is run here in Switzerland.

The Waldorf School in Germany has remained essentially in a position of isolation. Though there have been one or two further foundations, in Hamburg, Cologne and so on, the Waldorf School in Germany, in other words in a relatively extensive area, has remained a solitary example. It will remain to be seen, therefore, whether what is to be started in England as a kind of Waldorf school, and also the school with three classes that already exists in Holland, will also to begin with remain as solitary examples.

Apart from everything else it has to be said that the reason why these schools are still only isolated examples, and also why it can be expected that they will remain so for a long time, is simply that the present social circumstances really do make it impossible for an attitude to come about that could lead to the financing of a larger number of such schools. Experience over the years has shown this quite clearly. And this challenges us to think carefully about the whole direction we should take with our educational movement.

This is especially necessary with regard to Switzerland. For Switzerland is pervaded by a very strong sense for everything represented by the state. And now that the Swiss school association for independent education has been founded, I do believe that the chief difficulties will arise from this Swiss sense of statehood. Even less than anywhere else will it be possible here in Switzerland to find an opening for the belief that a truly independent school could be an example for a model method of education, or that schools such as this could be founded on a larger scale. We should not allow ourselves to be under any illusion in this respect. Aversion to a system of education that is independent of the state is very great here.

Of course what Herr Gnädiger has just said is right, namely that there will be interest in how things are done in a model school.

Least of all here in Switzerland can you expect the president of the Schweizerischer Schulverein, of whom you have spoken, to have any interest in the school other than that pertaining to its status as a model. Perhaps his interest will turn out to be such that he would like to influence Swiss state schools to take up certain methodological aspects from this model school. But this seems to me to be the only aspect that can be counted on to attract interest here in Switzerland. That is why it seems to me to be important to take up these two things wherever educational associations of the kind you have mentioned are founded; and also that many such associations should be founded, more and more of them!

Another aspect is that the crux of anthroposophical education is its method. The schools apply a certain method. It is not a question of any particular political direction but purely and simply of method. It is also not a question of any particular religious creed, or of seeing Anthroposophy somehow as a religious creed. It is simply a question of method.

In the discussion that followed my lecture cycle⁵⁷ my answer to questions on this was simply that the educational method represented here can be applied anywhere, wherever there is the good will to introduce it.

If this is done on the one hand, and if on the other hand—in order to create an understanding in wider circles—it is clearly emphasized that this is the proper method and that it is being applied in a school that can serve as a model, if these two points are given the main emphasis in the programme, if it is stressed that every school could use these methods and that a model school could demonstrate how fruitful they are, and if things are worked out neatly, then I believe that something could be achieved even in Switzerland. And then on the basis of these two points educational associations ought to be founded everywhere. But it would have to be made clear to everyone that the aim was not to found as many private schools as possible to compete with the state schools. In Switzerland such a thing would be regarded as something very peculiar and it would never be understood. But there would be an understanding for a model school which could be a source of inspiration for a method of education. Progress cannot be made in any other way. It is important to present these things to people in principle again and again and wherever the opportunity arises.

I believe it would be a good thing if you could always give the greatest prominence to these two aspects. They are perfectly true, and much damage has been done to us by the constant repetition of the view that Waldorf education can only be carried out in schools apart from the main stream, whereas I have constantly repeated that the methods can be applied in any school.

This is what I wanted to say, for everything else is linked to this. I also believe that a financial basis will only be won when there can be an understanding of these things. There will be very little understanding in Switzerland for independent schools if they are not linked to what I have just been saying. But if this is done, I believe that our efforts could lead to a greater degree of success than has been the case hitherto. So far the existing financial situation is not sufficient basis for the founding of a school in Basel.

• 56. ‘Schulverein für freies Erziehungs- und Unterrichtswesen in der Schweiz’, later ‘Goetheanum-Schulverein’, Dornach. Founded 1922. From 1924, after the Christmas Foundation Conference, under the directorship of Rudolf Steiner.
• 57. See Rudolf Steiner Swiss Teachers' Course, Report by Albert Steffen. English text available in typescript only. GA 306.

Newsletter from the Youth Section of the School of Spiritual Science.

In the letter which the committee of the General Anthroposophical Society sent to the members of the Society in response to my announcement of a youth section, there is a reference to the fact that I consider “being young to be so important that it can become the subject of a spiritual scientific discipline in its own right”. |

I really do consider this matter to be so important. Anyone who reads the description of my life in the weekly journal “Goetheanum” will understand why I think so. When I myself was as young as those who speak in this letter, I felt lonely with the state of soul that I now find alive in broad circles of young people. My contemporaries felt differently than I did. The life of civilization, of which this letter says that it no longer allows young people “to arrive at a worldview through any profession” and that young people “can no longer be led to any profession” through their “striving for a worldview,” was on the rise at that time. It was felt by young people as the latest stage in the development of humanity. They felt “liberated” from the extravagances of the ideological striving and secure in the prospect of professions that rose above the “safe” foundations of “science”.

I too saw the “bloom” of this civilization. But I could not help sensing that no genuine fruit of humanity would be able to arise from this bloom. My contemporaries did not feel this. They were carried away in the experience of “blooming”. They did not yet lack the fruit because they wasted their enthusiasm at the sight of the barren bloom.

Now everything has changed. The flower has withered. Instead of the fruit, an alien structure has appeared that freezes humanity in man. Youth feels the cold of civilization without a worldview.

In my contemporaries, there was an upper class of consciousness. They could rejoice in the fruitless blossom because its fruitlessness had not yet been revealed. And the blossom was radiant “as a blossom”. The joy of radiance covered the deeper layers of consciousness; the layers in which the yearning for true humanity lives inexorably in man. The youth of today can no longer find joy in the withered blossom. The upper layers of consciousness have become barren, and the deeper layers have been laid bare; the longing for a worldview is evident in the hearts, and it threatens to wound the soul life.

I would like to say to today's youth: do not scold the “old people” who were young with me forty years ago too much. Of course, there are superficial people among them who even today vainly flaunt their emptiness as superiority. But there are also those among them who, in resignation, bear the fate that has denied them the living experience of their true humanity.

This fate placed them in the last phase of the “dark” age, through which the grave of the spirit was dug in the experience of matter.

But youth is placed at the grave. And the grave is empty. The spirit does not die and cannot be buried.

Being young has become a mystery for those who experience it today. Because in being young, the longing for the spirit is laid bare. But the “light” age has dawned. It is just not felt yet because most people still carry the after-effects of the old darkness in their souls. But anyone who has a sense of the spiritual can know that it has become “light”.

And the light will only become perceptible when the riddles of existence are reborn in a new form.

Being young is one of the first of these riddles. How do you experience being young in a world that has become frozen in growing old? This is the question of feeling that lives in young people today.

Because being young has become such a human riddle, it can only find a living solution in “a spiritual scientific discipline of its own”.

In such a discipline, being young will not be spoken of in empty phrases, but the light that must fall on being young will be sought in it, so that one can perceive oneself in one's humanity.

Today, being young means wanting a world view that can fill one's life's work with warmth. It fears the professions that a civilization without a world view has created. It wants to see the profession grow out of humanity, not humanity crushed by the profession. To find one's way in the world without losing one's humanity in the search, requires a living relationship of the soul to the world. But this only awakens in the experience of the world view. The announcement of the Executive Council of the Anthroposophical Society was made in such an attitude. In such an attitude, the Council would like to unite young anthroposophists in a youth section to work towards a life of true humanity. But there is something else I would like to say to our younger members. If we succeed in giving the Youth Section the right content, those who have understood in their anthroposophical lives how to grow old in the right way will want to join forces with the youth. Let us hope that the young people will not then say: we will not sit at the same table with the “old”. For Anthroposophy should have no age; it lives in the eternal that brings all people together. Let the young find in the Anthroposophical Society a field in which they can be young. But the “old”, if they take up Anthroposophy in their whole being, will feel the pull of the young. They will find that what they have conquered through old age is best communicated to young people. After all, young people will struggle in vain for true humanity if they flee the humanity into which they must one day enter. In the course of the world, the old must rejuvenate itself again and again if it does not want to fall prey to the formless. And young people will find what they need with the genuine “old” anthroposophists, if they do not want to arrive one day at an age of their own, from which they would like to flee, but cannot.

As you know, when the human being goes through the portal of death, he first lays aside his physical body; then he is in possession of what we call the ego. Besides this he has his astral body, and at the beginning, although only for a short time, the etheric body also. This brief period during which the human being still has an etheric body is devoted to a retrospective view of his last earth life, which appears before his soul like a panorama. This period ends when the etheric body is, one might say, pushed upward into cosmic space, just as the physical body is pushed downward towards the earth.

The human being is then left with his astral body. In this astral body we still find the after-effects of the etheric body, that is to say, all that this astral body has experienced by being linked in the last earth life with the etheric body, and also with the physical body. As you know, considerable time elapses before the astral body is also stripped off.

I have already drawn attention in our literature to the fact that one cannot simply speak sweepingly of dissolution of the etheric and the astral bodies, but that this dissolution is in reality a releasing into the cosmos of those forces which the human being has within himself. The etheric body bears within itself, as it were, the imprints of all that the human being has gone through in life. This is an aggregate of what I would call form structures. This aggregate of form structures, becoming ever more widely diffused, actually stamps itself upon the cosmos; what has thus happened in our life and what has imprinted itself upon the etheric body actually continues to work within the cosmos as forces. We commit to the cosmos the nature and mode of our behavior towards the etheric body. Our life is not without moment for the entire universe. It is precisely through the knowledge of anthroposophical spiritual science that the human being acquires a strong feeling of responsibility, because he is compelled to realize how that which he incorporates into his etheric body by means of his intellectual life, his feeling life, his will, that is, by means of his morality, is imparted to the whole cosmos. In the cosmos is contained, if I may put it that way, the conduct of those human beings who have lived in former times. That which through our conduct in life contributes to the configuration of the etheric body, detaches itself in a certain way only to be gathered up into the whole great universe. In reality we participate in the making of the world! And we must develop this sense of responsibility that makes us feel ourselves as participants in the creation of the world.

That which we continue to bear as our astral body must not be looked upon as something merely to be dispersed later on, merely to be dissolved in the cosmos. This is not the case. The astral body also imparts itself to the universe, though to be sure, to the spirit-soul part of the universe.

And when the ego has freed itself from this astral body, after the transition through the soul world has been accomplished, then what we have incorporated into our astral body is to be found outside in the universe,—only now the ego and the astral body take separate paths. The astral body, divided from the ego, now goes its own way, and in a similar manner the ego takes its own course. We cannot, however, speak of the destruction of the astral body; on the contrary, this astral body continues to evolve. Through its interrelationship with the universe, it continues to evolve simply as a result of our having implanted into it the effects of certain moral impulses; and with the form it has acquired as the result of these moral impulses, it imparts itself to the cosmos,—it inserts itself, so to speak, into the spirit-soul part of the universe with which it enters into reciprocal activity. Indeed one can even put it this way (although half figurative, it, nevertheless, corresponds to the facts): the astral body expands more and more, but it reaches a certain limit in this expansion; and when it can expand no further, it begins to contract. And the speed or slowness with which it expands or contracts depends essentially upon what has been incorporated into it in the course of life. One can thus say that the astral body imparts itself to the universe; if I may use the expression, it strikes against the outer limits of our spiritual-soul cosmos and is thrown back again.

The ego follows its path in a world very different from that of the astral body. As I expressed it in yesterday's lecture,¹ the ego develops a certain kind of inward craving. And it is chiefly this craving that makes the ego feel attracted to just this particular returning astral body, which however has now become something different. Indeed there takes place a kind of union between the metamorphosed, transformed astral body and the ego. It thus comes about that when the human being approaches the time for his return to earth, he acquires certain inclinations, I might say, in divers directions.

I have indicated how the astral body expands into the universe, then returns, and how the ego in a certain way finds it again. We can follow this up in the outer human form, if we look at the being of man in its totality.

For we must imagine that the human being, as he appears when he is born on earth, is really formed from two directions. I have described to you just now how the astral body expands into the universe and how it returns again; this astral body, so to speak, now meets the ego. Figuratively speaking, it approaches in the form of a hollow sphere,—a sort of hollow sphere that grows ever smaller and smaller. Thus it approaches the ego. It has kinship with the planetary system. The ego on its way between death and a new birth develops quite another kind of longing. Although it has a longing for the astral body, it develops an even greater longing for a certain spot on earth, for a certain people, a certain family. On the other hand there is a drawing together of what comes from without as the transformed astral body, and the ego after having completed the period between death and a new birth with its strong inclination toward the earthly realm, toward a people, a family, and so forth. If we look at the human being after birth with special reference to the outer surface of his body, we can see just what is subject to the forces of the metamorphosed astral body. What is organized from without, from the skin inwards, including the sense organs, is built for us from out of the cosmos. But what is brought forth organically through the ego's feeling itself linked with the earth, feeling itself drawn toward the earth, creates the organization from within outwards, which is counter to the other organization; it creates rather the bone-muscle organization, and so forth, the part which radiates from within, so to speak, against what radiates inward from the skin and the senses. So far as the outer periphery of our body is concerned, we are organized by the macrocosm, but what streams through our ego, what grows from within outward against the skin-sense formation, is organized by the earth.

Thus the human being is really born out of the universe. And his sojourn in the maternal body provides only the opportunity for these two forces, one a macrocosmic and the other an earthly force, to unite. But man is definitely a being who does not spring from one point alone, from the germ. He is rather the fusion of the extra-earthly forces, which are held together by his metamorphosed astral body, and that force which, bearing the influence of the earth, grows counter to these extra-earthly forces. What we call our mental faculty, our intellect, our power of forming mental pictures, is deeply akin and intimately connected with what comes to us from the cosmos. Our power of forming mental pictures points in fact to our previous earth life. We acquire this power of forming mental pictures by virtue of the fact that what we have woven into our astral body in our previous earth life has expanded into the cosmos, has come back again, and now chooses our head, so to speak, as its chief organ, our head which has been formed from without as a skin-sense organ. The rest of the skin-sense organization is, so to speak, only an appendage of the head. Our will organization, however, expresses itself in what is related to the earth forces, because the human ego on approaching birth feels attracted to a particular spot on earth. So we can say that when we are reborn, we receive our mind from the heavens; our will from the earth. Between the two lies feeling, which is given to us neither by heaven nor by earth, but is based on a kind of continuous swinging back and forth between earth and heaven, and which has its outward organ chiefly in the rhythmic system of man, the breathing system, the blood circulation, and so forth. It stands in the middle between the head organization proper, which is essentially the product of the macrocosm acting upon the great circuit of the former astral body, and our will organization, which comes to us from the earth. Between these two stands our rhythmic system, stands our feeling life, which can develop on the foundation of this rhythmic system and which, I might say, we also bring to outer visible expression between heaven and earth. Our head points more to our extra-earthly origin; our will is intimately related to what is ours from the earth. Between the two stands our feeling life and, from a physical point of view, our circulation, our breathing life.

No thorough and comprehensive view of man can be taken one-sidedly either from the soul aspect or from the physical aspect, for these two, the soul and the physical nature in such a total view, must interpenetrate one another.

Furthermore, because we are connected with the entire macrocosm, bearing within us just in our head organization something formed by the macrocosm, we can see that we are directed back to our past through our intellect; only, with our ordinary consciousness we do not discover how we are thus referred to our former earth lives.

In the ancient oriental striving for wisdom, the pupils of the initiates tried to establish a connection between their rhythmic life and their head life. For the epoch in which the ancient oriental wisdom flourished, it was natural to seek a higher stage of human development by making breathing a conscious process, and thereby also the process of circulation; breathing in accordance with definite rules raised the breathing process as well as the circulation to consciousness. The old Oriental could do that because his soul and spirit were not yet so intensely linked to the body as they are in the man of today. If, applying a sort of anachronism, anyone were simply to practice this old oriental method today, without attaining to higher knowledge, he would, more or less, ruin his human body; for it would be interfering too much with the health of the physical body, now that the human being is so much more intimately connected with his body than was once the case, for instance, at the time when the ancient Indian sought after wisdom.

But what did a student acquire by going through these exercises in ancient India? He made the breathing process into something conscious, that is, he inhaled consciously. Through these exercises he gradually acquired the possibility of following the process that takes place when the pressure of inhalation causes the brain fluid to oscillate toward the brain through the spinal canal, and to strike, as it were, against the brain. It is this impact of the brain fluid against the solid parts of the brain (this brain fluid, which rushes upward during inhalation, falling again during exhalation), it is this impact that causes mental pictures to arise. The production of mental pictures is something much more complicated than is imagined today, when everything is thought out materialistically. Today it is thought—or at least it was until recently, for today people are no longer interested in thinking in clear concepts—it is thought that some kind of evolution, some nerves underlie the forming of mental pictures. This is nonsense. The real fact is that there is actually a constant striking of the brain fluid against the nerve system taking place which starts off those processes underlying the forces of the nervous system. The ancient Indian student of wisdom raised this activity to consciousness. What did he learn by following this whole process consciously? He learned from it how the underlying processes which had formed his brain really point back to former earth lives. Through his present rhythmic system he experienced, so to speak, his former earth life; this past earth life became a certainty to him. For such a student of wisdom it was simply self-evident that he had had a previous earth life. He could perceive it, you understand, by raising his breathing process to consciousness. Today this must be accomplished in another way. It cannot be brought about today by meditation that arises from a special way of shaping the breathing process; for this method must not be used by the modern human being. Quite the contrary, meditation today should proceed from a quiet dwelling on mental pictures: thus it starts out from the opposite side, and thereby takes into consideration the fact that modern man is much more closely united with his physical body. But by dwelling quietly on a mental picture, we learn to know this nuance of the rhythmic system from the other side, from the spirit-soul side. We come to know the process from the other side; in such a way, however, that we do not penetrate deeper into our body, as did the ancient Indian,—indeed we must not do so, because we have already penetrated into it deeply enough; but by freeing ourselves from the corporeal nature, we trace out the whole cosmos in the realm of spirit and soul, and the cosmos teaches us how the former earth life is connected with this life.

You can see, my dear friends, the statements made in Anthroposophy are not abstract and fanatical, but are founded upon a penetrating knowledge of the human organization as seen from within; they are not based on an external examination of the organism as a corpse,—or, even if not as a corpse, still from without—but upon a knowledge of it coming from within, from intimate contact with both aspects, the reciprocal action between the rhythmic and nerve-sense systems on the one hand and on the other between the rhythmic and metabolic systems (for the rhythmic system also has an impact upon the metabolism). And by coming to know from the other side this interweaving of the rhythmic with the metabolic processes, we become certain that the germ of the next earth life lies buried within us, for the metabolism in its spiritual aspect contains the germ of the next earth life. Even though it is the lowest part of the human organism for this earth life, from the spiritual aspect it contains the germ of the next earth life. Thus we rise to a consideration of the human being as a whole.

You see, in this respect those people especially who are living within the realm of western civilization are often really like a blind man confronting color. Perhaps what I am about to say is far from the thoughts of many of you, but I should like to call your attention to the following: All that we conceive as mathematics, all that comes into play in linear or angular forms, in the vertical or the horizontal, as well as all that we measure, all that we conceive mathematically, we develop really out of our inner being; it is the foundation of our inner life. The moment we learn to perceive what underlies our inner being, we no longer speak in the Kantian fashion, simply pouring that which springs up within the inner being of man into some kind of unintelligible expression. Mathematics is said to be “knowledge a priori.” A priori! Now, that is a word for you, is it not? It means “there from the very beginning,” a priori. But if one learns to see inwardly, then one knows whence this curious mathematical knowledge springs. The astral body has gone through the mathematics of the whole universe, and all this has condensed again. We simply let that rise out of the soul which we have experienced in a former incarnation, which has then passed through the whole cosmos, only to emerge once more in the purity of mathematical-geometrical lines.

You thus see that in this a priori conception of the world is expressed analogous to the blind man's conception of color, Otherwise one would have to say that what is called in the Kantian sense “a priori” arises out of our former incarnations and appears in this incarnation in a metamorphosed form, after having gone through the entire macrocosm.

I have been speaking to you here, my dear friends, about the laws underlying the whole human being which reveal themselves when we consider life as it passes through repeated incarnations. Our modern age is very reluctant in giving heed to such things. That is why our present world conception remains external. I should like to make this clear to you by an illustration.

Let us assume that we are now examining—according to the prevailing method—a people belonging to a certain locality on earth. Now what do we do today as historians? We say: there lives the present generation; another preceded it; this generation was in turn preceded by one still further back. We thus go back to former centuries, back to the Middle Ages, and, I might say, we follow the blood streams down through the generations, follow all that is transmitted down through external heredity, and come to the conclusion that what lives in the present people can be traced back to the earlier phases of development of this people.

Thus is history regarded today. If a typical historian wishes to follow German, French, or English history as far back as possible, he does so by going back through the chain of ancestors according to their physically inheritable characteristics. What a present-day generation of a certain people manifests in life is supposed to be understood from what former generations of this people have experienced, that is, from what can be inherited physically; this is the way people talk. This is, however, nothing but materialistic thinking applied to history. For if you consider what anthroposophical spiritual science offers you, not as a mere theory, but as something to carry over into your view of life, then you must not be content to speculate upon the repetition of earth lives, to consider as something isolated the fact that your soul has gone through previous earth lives, and will go through others in the future, but you must also consider with this in mind what takes place all over the earth. For if we look at one or another generation living today, we can certainly trace it back to former generations through the blood—through external, physically inheritable characteristics; these former generations may have lived in the same part of the earth or, if we consider the streams of migrations, they may be traced back to ancestors who at an earlier age lived in another part of the earth; but in doing all this we remain entirely in the realm of the physical-material.

There is, however, more to it. In this present age we have before us a generation of people who, in regard to what concerns its physical bodily nature, descends from its ancestors; but the souls that dwell in the individual human beings need not at all be related to these ancestors. In fact the soul has not co-experienced with them on earth what has happened in the course of the many generations, and what outwardly represents the destiny of these ancestors; this the soul has experienced in the spirit-soul world during life between death and a new birth.

We look back upon our grandfather, great-grandfather, great-great-grandfather. Well, we were then not yet born; our soul was still in the spiritual world. Our body has inherited from all of them, but our soul—nothing! It has lived in an entirely different world during all this time; in its own experiences it need have nothing to do with what our body has inherited from our forefathers. And if research into these things is made in the realm of the spirit, the results often appear paradoxical to outer observance. In general one must clearly realize that speculation or philosophizing on the true facts of life usually gives rise to absurdity. Spiritual perception alone reveals the truth. And a spiritual researcher is often himself astonished at his own results. Indeed he finds in the very surprise awakened by his results a sort of verification of them; for, if he found only what he had already anticipated in his thoughts, he might not feel so strong a confirmation. Just the fact that things are, for the most part, different from what one imagines, usually makes it possible to see that, by being devoted to true spiritual research, one is working not in a subjective, but in an objective realm.

From this source, you will see, something comes to light relating to the historical in humanity. I have pointed to it before, and what I have said will not in any sense be corrected here, but only amplified, for we are moving in a very complicated realm. We have said on an earlier occasion, and this is in a certain respect perfectly true, that we have for instance among the peoples of Europe numerous personalities who as souls previously lived in the south during the first Christian centuries, and now live more in the north—they are, to be sure, incarnated in Europe, but more in the north, This is entirely true, but it does not apply to the majority of the population. In regard to this, we must seek elsewhere in order to learn the actual facts. In the case of the majority, chiefly of the present western, but also of the middle, European peoples, and even part of the Russian population, spiritual scientific research leads us back to those times at which the conquistadors subdued the aborigines of America. These original Americans, these American Indians had strange inner soul qualities. As a rule we fail to do justice to such things, if we, egotistically boasting of our “higher culture,” regard all this as mere barbarism; we fail to do justice, if we do not take into account the entirely different characteristics of those people who were conquered and exterminated after the discovery of America; if we do not regard them as having special qualities of their own, but merely look down upon them from the bird's-eye view of a higher culture. These early inhabitants of America, the American Indians had, for instance, remarkable pantheistic feelings. They worshipped the “Great Spirit” who pervaded all being. Their souls were permeated by the belief in this all-pervading Great Spirit. Through all that was bound up with this belief in the feeling-life of these people, these souls were predestined to go through a relatively short existence between death and a new birth. But the relationship that had developed, on the one hand, between them and their whole environment, their native land, and on the other between them and the destiny they suffered in being exterminated was decisive for their life between death and a new birth. And from this it has happened that the majority—no matter how paradoxical it may sound, it is simply a fact—that the majority of the western, the middle, and even a part of the eastern Europeans (not all, but a great part of them) have souls that once dwelt in the bodies of the old American Indians, although they certainly descend from physical forbears in the Middle Ages as far as their blood is concerned. Although this may sound paradoxical, it is, nevertheless, true in regard to the majority of the European population. This feeling, once experienced for the Great Spirit, reacted with that which admittedly lies in the external historical development of lineal descent, and which we take up with the first feelings of love in childhood, especially when we practice this out of our inner being through imitation. What we thus take up is to a great extent something absorbed from without. It enters into reciprocal activity with what arises in the soul from former incarnations. And European life is not understood rightly if it is considered only one-sidedly from a point of view lacking in reality, that is, according to inherited characteristics. It can be understood only when we know whence come the souls who have united themselves with these inherited characteristics in order to bring about a reciprocal activity. And what has now become reality in European history was formed only as a result of this cooperation between what the souls are through their former earth lives and what they have received in this life through inheritance; also through education, but education in its broadest sense.

These peoples have been extensively intermingled with souls who lived in the south during the first centuries of Christianity and who then also reincarnated in this western and eastern Europe; but all that has taken place in social life, and especially what is taking place more and more now in these catastrophic days, hints at the fact that the reality of this European life is a complicated one. And the spiritual researcher finds that it is made especially complicated because the reincarnated American-Indian souls unite with what appears as inherited characteristics in the various nationalities.

We must contrast this with another European population, which we find in the first Christian centuries, at the time of the migrations of peoples—speaking in terms of outer history. I refer to that European population of the past which as barbarians absorbed Christianity as it advanced from the south, transforming it into something entirely different from what in the first centuries had developed as Christianity in the Greek and Roman world. These souls who belonged to the time of the migrations of the peoples and also those of the following centuries were so constituted that, in addition to their original tendencies, they showed themselves deeply impressed by Christianity as it made its way northward from the south. We must clearly realize that this population of Europe which absorbed Christianity at the time of the folk migrations brought to the surface very special qualities. There was in this people a notably strong tendency to form the physical organism in a way that made the ego-consciousness appear with a special vigor. And the ego-consciousness that thus manifested itself was united with the selflessness of Christianity. As a result the soul was shaped in a special manner. These then were souls who, so to speak, absorbed Christianity a few centuries after it had come into existence. Although the souls who have incarnated in the majority of the European population of today have learned about Christianity in an external way through education, as well as through what can be inherited as feelings, they had not in their former lives in America, as Indians, absorbed anything of Christianity. We can easily understand the relation of the present day European population to Christianity once we have discovered that these souls for the most part have experienced nothing of Christianity in their former incarnations; that Christianity with them is merely a matter of education, of a tradition handed down through generations,—a tradition perpetuated by education.

But there is yet another aspect: those souls who came to know Christianity in Europe, that is, in its early development, incarnated, as the present times approached, more toward the east, more toward Asia. So that in fact those souls who were once somewhat permeated with Christianity now swing in the other direction, and absorb what has remained in the Orient of the old oriental traditions and which has fallen there into decadence. The Japanese, if studied in a spiritual-scientific way, are often typical reincarnations of souls who once lived in Europe at the time of the migrations.

What is more, we can develop an understanding for prominent personalities if we know such facts. Try to understand the strange personality of Rabindranath Tagore from this point of view.‘ What was educated into him of Orientalism, especially of Indian tradition, comes to him through heredity. Thus what is given to him through heredity, through education, comes to him from outside. This is for the most part decadent, and for this reason has such an “artful” character. For in a certain way, what one hears from Rabindranath Tagore is formulated in an extremely “artful” fashion. But at the same time the European feels something in Tagore that glows warmly through all that is presented in such an artful manner. And that comes from the fact that this soul lived in a former incarnation among a people who had accepted Christianity.

You can see that it is no less abstract to observe the external world from a merely materialistic viewpoint than it is to develop some other unreal life conception. What do we know of present day humanity if we know only about its blood relationship, about its blood descent, if we are not able to take into consideration what the souls have brought with them from a former incarnation? This element, you can see, merges with the external elements of heredity and education into a single totality.

Those souls who dwelt in Middle Europe at the time of the folk migrations were predestined through the entire configuration of their souls, and, above all, through their inward permeation with Christianity, to remain longer than usual in the spirit world between death and a new birth, in order to experience this realm more intensely.

When the spiritual researcher investigates the present, he is led back to the time of the Mystery of Golgotha, or shortly before or shortly after the event. In Asia, the population had absorbed nothing of this Mystery of Golgotha. Oriental wisdom, nevertheless, that wisdom which blossomed in the oriental character as a result of devotion, laid the foundation for whatever understanding was brought to Christianity in its earliest times. The Mystery of Golgotha stands there for us as a unique fact. When viewed from the various epochs, it can be understood in the most varied ways. The people of the first centuries of Greek and Roman development approached this Mystery by applying to it the wisdom coming to them from the Orient. From oriental wisdom they received the concepts through which they understood the incarnation of Christ in the man, Jesus of Nazareth.

The people, however, who lived in Asia before, at the time of, and even after the Mystery of Golgotha, were still endowed with a far more active creative force than can be found in the present-day Orient, although it had already at that time become somewhat tenuous. These people, who then dwelt in Asia, at least a large part of them, are incarnated today in the greater part of the American population. As a result of their specially developed oriental culture, just this part of humanity had to spend a long time in the life between death and a new birth; they are thus in reality old souls. They are being born in America in bodies in which, if I may say so, they do not feel very comfortable, and which they, therefore, prefer to consider more from the outside than from the inside. That is why we find in America today a special predilection for an external view of life. Thus the curious paradox reveals itself: those souls who lived in the Orient, who had not yet accepted Christianity, but who had a fine spiritual culture, live now in American bodies. A part of these, I should say, shows in an isolated phenomenon how these things really work. The Oriental had an inclination toward the spiritual in the world. As these souls appear again today in America, they develop a special predilection for the spiritual world, but this has now become abstract, has no more the inward, living quality. In times gone by, in previous incarnations, all experiences dealing with the spirit world were connected with a neglect of the physical world, with a disregard for things physical. Among the adherents of Christian Science this appears in a decadent form; the existence of matter is denied, they do not wish to look at matter. One feels that these people, in a certain way, continue to pay homage to the old, but once living spirituality, which has now become more deadened, more corpse-like, has now taken on a spiritually corpse-like form. But this applies only to a distinguishable few among the population. In general, one can see in the American point of view how the souls do not sit quite solidly within their bodies, how they consequently try to apprehend the body from without, how even the science of psychology in America takes on a character in which there is no true concept of the ego. Because the soul was once accustomed to feel itself in the super-earthly, this embodiment of the ego, as it now takes place in the west, is not carried out as it should be. From this it comes about that one thought is not properly linked to another. This then is called the “psychology of association.” In it the human being becomes a sort of plaything, tossed about by the thoughts as they associate with one another. And here, curiously enough, something crops up that could be expressed by a phrase often used disparagingly by certain people in referring to our doctrine of repeated earth lives; they speak of the “transmigration of the soul.” But we must not use the phrase: “transmigration of the soul” when referring to repeated earth lives, unless we do, indeed, intend to speak disparagingly. For in speaking of repeated earth lives, we are dealing with an evolution, with a development of the soul, not with what we are accused of teaching, But in another sense we can speak of soul-transmigrations, for in fact the souls who inhabit one part of the earth during a certain period, do not remain on the same spot on earth in the next epoch, but are at a different place. Hence we find the souls who were incarnated in the south during the first Christian centuries now incarnated in western, middle, and eastern Europe, more toward the north; but this population is now interspersed with other souls who were incarnated in American Indian bodies. Over in Asia we find the souls who lived in Europe at the time of the folk migrations, or even before and afterward; and in America are to be found those souls who lived in Asia at the very time the Mystery of Golgotha took place.

We are now undoubtedly facing an era in which people will develop a longing to penetrate full reality. Today there still exists a strong opposition to this penetration of full reality, not only in the theoretical realm, but also in the realm of outer life. Only consider how I have had to characterize again and again from the most various angles this illness of intellectualism, which has appeared in the last years. Often even in public lectures I have had to point in sharp terms to this deception of a large part of humanity by intellectualism. In this we also find something hinted at, but in an already quite abstract form, which has of course appeared gradually in social thinking as the outcome of materialism. Slowly in the course of the nineteenth century the principle of nationality arose, this emphasizing of the nationality, this wish to live only in the nationality. This represents the antithesis of the soul-spirit nature; for this soul-spirit nature does not trouble itself with nationality. Many of the souls who today live in Europe were formerly incarnated in America. The souls who today live chiefly in Japanese bodies should not point to their ancestors, as far as their souls are concerned, but to the time of the folk migrations in Europe. Yes, indeed, the Americans should not pride themselves on their forebears, their European blood ancestry. Rather they should point to the fact that they once lived in Asia at the time of the Mystery of Golgotha, and there went through a culture which was not yet permeated by Christianity; thus they are also those who accept Christianity through external tradition and external education. There is still a strong opposition from this quarter to a soul-spiritual conception of the world.

It is not only in science that we find materialism, but throughout all external civilization. And what politicians want to make of Europe today, this new map of Europe, is entirely created out of materialistic feeling, out of materialistic impulses. Humanity will only awaken, when it adds to these nationalistic impulses—which are materialistic, based solely on an observation of the external continuity of the generations—the social-historical consideration of life in its true reality. We shall then see the souls, as well, who live in present day bodies. These souls have only as an outer sheath what is transmitted through successive generations by means of physical heredity or what is handed down to them through tradition as spiritual culture and merely accepted as such through education.

In the depths of human souls, the longing is already prevalent to go beyond what a purely materialistic conception can provide. Of course, the results of true spiritual research, when compared with the customary thinking of today, often seem paradoxical. But anyone who wishes to look deeply into life, especially into present-day life, (which is indeed full of hardships) will see, for instance, that many a thing becomes understandable when he is willing to listen to what the spiritual researcher says out of his exact, conscientious research. People are accustomed to attach some value to what is communicated to them by astronomical observatories or the like. If somewhere an astronomical discovery has been made, people do not say they accept it upon authority. They are not conscious that they do indeed accept it upon authority—although in connection with sound human reasoning which considers that what is given out to the rest of the world by an observatory is not senseless; that things are organized in a sensible way, so that there is no reason for people to doubt the truth of what is communicated to them. The fabric of life is such that we need not say that we accept something merely on authority. But we should also think the same way when occasional spiritual researchers appear, as do occasional astronomers, and announce the results of their spiritual research; for we shall find these results verified everywhere in life if we are willing to apply sound common sense.

Anthroposophical spiritual science would certainly remain theoretical and abstract in reference to life, if it did not permeate each separate branch of human life. You must not imagine that history, for example, ought to be influenced by spiritual science in such a way that we now develop only—although somewhat more profoundly—the history of epochs, of generations or the like; that is not the intention. But spiritual research should be combined with the outer facts of the pragmatic or other view of history, and from this should spring a vision of the complete reality.

However great the longing may be in the unconscious depths of human life for such a vision of life, one corresponding with reality, there exists nonetheless just as strongly, and indeed in the more conscious part of human life, the opposition to our views. And in order to give the appearance of justification, these opponents of ours seek out all ways and means. They do not shrink from any sort of defamation. I showed you yesterday in an example how untruthfully these opponents proceed, how they simply lie, stating the objective untruth. [*Bern, December 13, 1920, public lecture: The Results of Spiritual Science and Their Relationships to Art and Religion. (In this lecture reference is made to the falsity of certain statements made by theologians in Basel concerning the plastic group at the Goetheanum.)] Quite apart from the fact that these are attacks on anthroposophical spiritual science—which does not concern us much—what human qualities are thus revealed to us!

All the more, my dear friends, must we draw strength from sources which, in spite of all this, give us a picture of the world needed by humanity at present, and which will need it even more in the near future, especially that part of it which is still in its prime today. It will no longer be able to live with the old picture of the world! We should draw strength from such a vision of the world as it broadens the historical outlook, and speaks of the origin of souls, not merely of the origin of bodies. And in addition, we should acquire the strength to stand up for Anthroposophy, wherever we can. Anthroposophy, my dear friends, will need people who stand up for it. What appears today as opposition to our work will not diminish and will not assume pleasanter forms in the future. On the contrary, this opposition will embrace worse and worse forms. Whoever is conscious of what Anthroposophy signifies will be able through this very awareness really to find the basis from which he, in his position in life, can work in an adequate way. For what is done through Anthroposophy is really not for any personal ends; it is done for the good of humanity. And we must not let ourselves be disheartened by the fact that our opponents are going to become stronger and stronger and ever more vicious—by the fact that already today many unsavory methods are employed. The meanness of our opponents will continue to increase. If, for this reason, we lose courage, we do not really understand what Anthroposophy means for the future development of mankind.

With these last words it was my wish to draw your attention to something which ought to be considered within our Movement. I have purposely connected these last words with the important study we have undertaken today concerning the progress of the souls through repeated earth lives, and the way our human organization is being built up from two directions, from the great universe and from the earth. What external science knows about these things is indeed very little. This external science has limited itself to the consideration of what is, after all, only the final picture of the really active forces—ectoderm, endoderm, and so forth—without knowing what macrocosmic significance the ectoderm has, what telluric significance the endoderm has, how these, again, are connected with mental image and will. Having no regard for these far-reaching interrelationships, a materialistic method of perception really considers only externalities, only facts which are external to the last degree. And the same applies in the historical field, where the eye is fixed on what, I might say, streams through the blood of the generations, and is to be observed through tradition in the course of the linear continuity of historical development in any territory you might name. Whereas the fact is that the full reality can be understood, if we ask ourselves not only what blood flows in a person's veins, but whence comes the soul which only uses this blood. We must strive after a total consideration of humanity, after a true vision of reality; for this is what is demanded by the world and will be demanded more and more. Anthroposophy is ready to give this.

This is what I wished to say to you today. Let us hope that we shall soon see each other again so that we can continue such studies, which can lead up to an understanding of the present and of the future, to an understanding of human nature and of the universe in so far as man is born out of it.

• 1. Bern, December 13, 1920; The Results of Spiritual Science and Their Relationships to Art and Religion

Many people who are naturally fitted to receive Anthroposophy in our present age will find it necessary to clear away various contradictions that may arise in their minds. In particular, the soul can be brought up against a certain contradiction when it wants to take seriously the memories of such a season of festival as that which includes Christmas and the New Year. When we take these memories seriously, then it becomes clear to us that at the same time as we try to gain knowledge, we must penetrate into the spiritual history of mankind if we are to understand rightly our own spiritual evolution. We need only take a certain thought, and we shall find it on the one hand full of light, while on the other it makes us disturbingly aware of how contradictions, difficulties, must pile up before the soul of anyone who wants to accept in the right sense our anthroposophical knowledge concerning man and the evolution of the world.

Among the varied forms of knowledge that we try to reach through our anthroposophical studies we must of course include knowledge of the Christ; knowledge of the fundamentally important impulse—we have called it the Christ Impulse—which came in at the beginning of our era. And we are bound often to ask ourselves how we can hope to penetrate more effectively, with deepened anthroposophical knowledge, into the course of human evolution, in order to understand the Christ Impulse, than those who lived at the time of the Mystery of Golgotha were able to do. Was it not much easier for them to penetrate into this Mystery, whose secret is specially bound up with the evolution of humanity, than it is for us, at this great distance in time? That might be a troublesome question for persons who want to seek an understanding of Christ in the light of Anthroposophy. It might become one of those contradictions which have a depressing effect just when we want to take most earnestly the deeper principles of our anthroposophical knowledge. This contradiction can be cleared away only when we call up before our souls the whole spiritual situation of humanity at the beginning of our era.

If we try—at first without any kind of religious or similar feeling—to enter into the psychic disposition of man at that time, we can make a most peculiar discovery. We can say to ourselves that we will rely on what cannot be denied even by minds most given over to externals; we will draw on the old tradition as found in history, but we will try to penetrate into that part of it which embraces the purest spiritual life. In this way we may hope to lay hold of essential elements in the evolution of humanity. Let us therefore try to enter quite historically into the endeavours that were made by men, say two hundred years before the Mystery of Golgotha and a hundred and fifty years after it, to deepen their thinking in order to understand the secrets, the riddles, of the world. Then we realise that during the centuries before and after the Mystery of Golgotha a change of far-reaching significance occurred in the souls of men with regard to the life of thought. We find that a large part of the civilised world received the influence of that which Greek culture and other deepened forms of thinking had achieved some centuries previously.

When we consider what mankind had accomplished in this way by its own efforts, not in response to any impulse from without, and how much had been attained by men called “sages” in the Stoic sense (and a good many personalities in Roman history were so ranked), then we are bound to say: These conquests in the realm of thought and ideas were made at the beginning of our era, and Western life has not added very much to them. We have gained an endless amount of knowledge concerning the facts of Nature and have been through revolutions in our ways of thinking about the external world. But the thoughts, the ideas themselves, through which these advances have been made, and with which men have tried to discern the secrets of existence in external, spatial terms, have really developed very little since the beginning of our era. They were all present—even those of which the modern world is so proud, including the idea of evolution—in the souls of that period. What might be called an intellectual laying hold of the world, a life of ideas, had reached a certain summit, and not only among particular individuals, such as the pupils of Socrates a little earlier; it had become popular in a limited sense and had spread widely over Southern Europe and other regions. This deepening of thought is truly astonishing.

An impartial history of philosophy would have to pay special attention to this triumph of human thinking at that time.

But if we now take these highly significant advances in the realm of ideas, and on the other hand the secrets bound up with the Mystery of Golgotha, we become aware of something different. We realise that as the story of the event on Golgotha became known in that age, an immense wrestling of thought with that Mystery occurred. We see how the philosophies of the period, especially the Gnostic philosophy in its much profounder form, struggled to bring all the ideas it had gained to bear on this one purpose. And it is most important to let this struggle work upon us. For we then come to recognise that the struggle was in vain; that the Mystery of Golgotha appeared to human understanding as though it were dispersed through far-distant spiritual worlds and would not unveil itself.

Now from the outset I would like to say that when in these lectures I speak of the Mystery of Golgotha, I do not wish to invest this term with any colouring drawn from religious traditions or convictions. We shall be concerned purely with objective facts that are fundamental to human evolution, and with what physical and spiritual observation can bring to light. I shall leave aside everything that individual religious creeds have to say about the Mystery of Golgotha and shall look only at what has happened in the course of human evolution. I shall have to say many things which will be made clear and substantiated later on.

In setting the Mystery of Golgotha by the side of the deepest thought of that time, the first thing that strikes one is what I expressed by saying: The nature of this Mystery lies far, far beyond what can be reached by the development of thinking. And the more exactly one studies this contrast, the more is one brought to the following recognition. One can enter deeply into the thought-world that belongs to the beginning of our era; one can try to bring livingly before one's soul what thinking meant for those men of Greece and Rome; one can call up before one's soul the ideas that sprang from their thinking, and then one comes to the feeling: Yes, that was the time when thought underwent an unprecedented deepening. Something happened with thought; it approached the human soul in a quite new way. But if then, after living back into the thought-world of that time and recreating it in one's soul, one brings clairvoyant perception to bear on this experience, then suddenly something surprising emerges. One feels that something is happening far, far away in the spiritual worlds and that the deepening of thought is a consequence of it.

We have already called attention to the fact that behind our world lie other worlds—the Astral, the Devachanic, and the Higher Devachanic. Let us first remind ourselves that these three worlds lie behind our own! Then, if the clairvoyant state of soul is raised to full activity within oneself, the impression is received that neither in the Astral world nor in the lower Devachanic world can a complete explanation of the deepening of thought at that time be found. Only if one could place one's soul in the higher Devachanic world—so says clairvoyant insight—would one experience what it is that streams through the other two worlds and penetrates right down into our physical world.

On this physical plane there is no need to be aware, while steeping oneself in that past world of ideas, of anything told concerning the Mystery of Golgotha. One can leave that quite out of account and ask simply: No matter what happened over there in Palestine, what does external history indicate? It shows that in Greece and Rome an infinite deepening of thought took place. Let us put a circle round this Greek and Roman thought-world and make it an enclosed island, as it were, in our soul-life—an island shut off from everything outside; let us imagine that no report of the Mystery of Golgotha has reached it. Then, when we inwardly contemplate this world, we certainly find there nothing that is known to-day about the Mystery of Golgotha, but we find an infinite deepening of thought which indicates that here in the evolution of humanity something happened which took hold of the innermost being of the soul on the physical plane. We are persuaded that in no previous age and among no other people had thinking ever been like that! However sceptical anyone may be, however little he may care to know about the Mystery of Golgotha, he must admit one thing—that in this island world that we have enclosed there was a deepening of thought never previously known.

But if one places oneself in this thought-world, and has a clairvoyant faculty in the background, then one feels truly immersed in the individual character of this thought. And then one says to oneself: Yes, as this thinking flowers into idea, with Plato and others, as it passes over into the world we tried to enclose, it has a quality which sets the soul free, which lays hold of the soul and brings it to a loftier view of itself. Whatever else you may apprehend in the external world or in the spiritual world makes you dependent on those worlds; in thinking you take hold of something which lives in you and which you can experience completely. You may draw back from the physical world, you may disbelieve in a spiritual world, you may refuse to know anything about clairvoyant impressions, you may shut out all physical impressions—with thoughts you can live in yourself; in your thinking you lay hold, as it were, of your own being!

But then—and it cannot be otherwise if one enters with clairvoyant perception into this sea of thought, as I might call it—a feeling of the isolation of thought comes over one; a feeling that thought is still only thought; that it lives first of all only in the soul, and that one cannot draw from it the power to go out into a world where the ground of the rest of our being—the ground of what else we are—is to be found. In the very moment when one discerns the grandeur of thought, one discerns also its unreality. Then one can see also how in the surrounding world that one has come to know through clairvoyance, there is fundamentally nothing to sustain thought.

Then why should thought be there at all? The physical world can do nothing but falsify it. Those who wish to be pure materialists, who refuse to ascribe to thought any primal reality of its own, should really prefer to prohibit it. For if the natural world is the only real world, thought can only falsify it. It is only because materialists are illogical that they do not embrace the only theory of cognition that goes with monistic Materialism—the refrain-from-thinking, think-no-more theory. But to anyone who immerses himself with clairvoyant perception in the world of thought there comes this disquieting awareness of the isolation of thought, as though he were standing quite alone with it. And then only one thing remains for him; but it does remain. Something comes towards him, even though it be from a far spiritual distance, separated from him by two worlds; and it becomes apparent—so the clairvoyant soul says to itself—that in this third world lies the true origin, the fountain-head, of that which is in the life of thought. For clairvoyant souls in our time it could be a powerful experience to immerse themselves, alone with their thinking, in the time when thought underwent its deepening; to shut out everything else, including knowledge of the Mystery of Golgotha, and to reflect how the thought-content on which we still nourish ourselves came forth in the Graeco-Roman world.

Then one should turn one's gaze to other worlds and feel rising over the Devachanic world a star that belongs to a higher spiritual world; the star from which rays out the power that makes itself felt in the thought world of Graeco-Roman antiquity. Then one feels oneself here on Earth, but carried away from the world of today and plunged into the Graeco-Roman world, with its influence spreading out over other regions at that time, before the Mystery of Golgotha. But as soon as one lets the spiritual world make its impression on one, there appears again, shining over Devachan, the star (I speak symbolically), or the spiritual Being of whom one says to oneself: Yes, the experience of the isolation of thought, and of the possibility of thought having undergone such a deepening at the beginning of our era—this is a consequence of the rays that shine out from this star in the higher spiritual world. And then comes a feeling which at first knows nothing of the historical tradition of the Mystery of Golgotha but can be expressed thus: Yes, you are there in the Graeco-Roman world of ideas, with all that Plato and others were able to give to the general education of mankind, with what they have imparted to the souls of men—you feel yourself living in the midst of that. And then you wait ... and truly not in vain, for as though deep in the background of spiritual life appears the star which sends forth its rays of power; and you can say that what you have experienced is a result of that power.

This experience can be gone through. And in going through it one has not relied on any kind of tradition, but has quite impartially sought the origin of what took place in the Graeco-Roman world. But one has also had the experience of being separated by three worlds from understanding the root-causes of that Graeco-Roman world.

And then, perhaps, one turns to the men of that time who tried in their own way to understand the change. Even the external scholarship of today has come to recognise that in this period of transition at the beginning of our era some religious-philosophic geniuses lived. And they can best be encountered by looking at Gnosticism. The Gnosis is known in the most varied ways. Externally, remarkably little is really known about it, but from the available documents one can still get an impression of its endless depth. We will speak of it only in so far as it bears on our present considerations.

Above all we can say that the Gnostics had a feeling for what I have just described; that for the causes of what happened in that past epoch one must look to worlds lying infinitely far away in the background. This awareness was passed on to others, and if we are not superficial we can, if we will, see it glimmering through what we may call the theology of Paul, and in many other manifestations also.

Now, anyone who steeps himself in the Gnosis of that period will have great difficulty in understanding it. Our souls are too much affected and infected by the fruits of the materialistic developments of the last few centuries. In tracing back the evolution of the world they are too readily inclined to think in terms of the Kant-Laplace theory of a cosmic nebula, of something quite material. And even those who seek for a more spiritual conception of the world—even they, when they look back to the beginning of time, think of this cosmic nebula or something similar. These modern people, even the most spiritual, feel very happy when they are spared the trouble of discerning the spiritual in the primal beginnings of cosmic evolution. They find it a great relief, these souls of today, when they can say to themselves: “This or that rarefied form of material substance was there to start with, and out of it everything spiritual developed side by side with everything physical.” And so we often find souls who are greatly comforted when they can apply the most materialistic methods of inquiry to the beginning of the cosmos and arrive at the most abstract conception of some kind of gaseous body.

That is why it is so difficult to enter into the thoughts of the Gnosis. For what the Gnosis places at the beginning of the world carries no suggestion of anything at all material. Anyone thoroughly attuned to modern education will perhaps be unable to restrain a slight smile if he is invited to think in the sense of the Gnosis that the world in which he finds himself, the world he explains so beautifully with his Darwinism, bears no relation to a true picture of how the world began! Indeed, he will hardly be able to help smiling when he is asked to think that the origin of the world resides in that cosmic Being who is beyond all concepts, not to be reached by any of the means that are applied nowadays to explaining the world. In the primal Divine Father—says the Gnosis—lies the ground of the world, and only in what proceeds from Him do we find something to which the soul can struggle through if it turns away from all material conceptions and searches a little for its own innermost depth. And this is Silence: the eternal Silence in which there is neither space nor time, but silence only.

It was to this duality of the primal Father and the Silence preceding time and space that the Gnostic looked up; and then, from the union of the primal Father with the Silence, as it were, he conceived other existences proceeding: one can equally well call them Worlds or Beings. And from them others, and again others, and again others—and so on through thirty stages. And only at the thirtieth stage did the Gnostic posit a condition prior to our present mentality—a condition so delightfully explained by Darwinism in terms of that mentality. Or, strictly speaking, at the thirty-first stage, for thirty of these existences, which can be called Worlds or Beings, precede our world. “Aeon” is the name generally given to these thirty Beings or Worlds that precede our own.

One can get a clear idea of what is meant by this Aeon-world only by saying to oneself: To the thirty-first stage there belongs not only what your senses perceive as the external world, but also the way in which your thinking as physical man tries to explain the sense world. It is easy enough to come to terms with a spiritual conception of the world if one says: Yes, the external world is certainly Maya, but with thinking we penetrate into a spiritual world—and if one hopes that this thinking really can reach the spiritual world. But according to the Gnostic this is not so; for him, this thinking belongs to the thirty-first Aeon, to the physical world. So not only sense perception, but human thinking, lies outside the thirty Aeons, who can be looked up to through the stages of spiritual evolution, and who reveal themselves in ever-mounting perfection.

One can easily imagine the smile that comes to a Monist, standing at the summit of his time, if he is asked to believe in thirty preceding worlds—thirty worlds with a content entirely different from anything his thinking can conceive. But that was the view of the Gnostics. And then they asked themselves: How is it with this world?

We will disregard for a while what we have ourselves said about the world in the sense of the early twentieth century. What I am now telling you must not be taken as offering a convincing world-picture. In the Anthroposophy of the twentieth century we have naturally to get beyond the Gnosis, but just now we want to sink ourselves in it.

Why is this surrounding world, including the human faculty of thinking about it, shut off from the thirty Aeons? We must look, said the Gnostic, to the lowest but still purely spiritual Aeon. And there we find the Divine Sophia, the Divine Wisdom. She had evolved in a spiritual way through the twenty-nine stages, and in the spiritual world she looked up to the highest Aeon through the ranks of spiritual Beings or Worlds. But one day, one cosmic day, it became evident, to her that if she was to maintain a free vision into the spiritual world of the Aeons, she had to separate something from herself. And she separated from herself that which existed in her as desire. And this desire, being no longer present in the Divine Sophia, the Divine Wisdom, now wanders through the realms of space and permeates everything that comes into being in the realms of space. Desire does not live only in sense perception, but also in human thinking, and in the longing that looks back to the spiritual world; but always as something cast out into the souls of men. As an image, but as an image of the Divine Sophia cast out from her, lives this desire, Achamod, thrown out into the world and permeating it.

If you look into yourself, without raising yourself into spiritual worlds, you look into the desire-filled world of Achamod. Because this world is filled with desire, it cannot disclose within itself that which is revealed by looking out into the world of the Aeons. Far, far away in the world of the Aeons—so thought the Gnosis—the pure spirituality of the Aeons engenders what the Gnostics called the Son of the Father-God, and also what they called the pure Holy Spirit. So we have here another generation, as it were, another evolutionary line, different from that which led to the Divine Sophia. As in the propagation of physical life the sexes are separate, so in the progression of the Aeons another stream took its origin from a very high level in the spiritual world: the stream of the Son and the Holy Spirit stemming from the Father. So in the world of Aeons there was one stream leading to the Divine Sophia and another to the Son and the Holy Spirit. If one rises through the Aeons, one comes eventually to an Aeon from whom there arose on the one hand the succession leading to the Divine Sophia, and on the other the succession leading to the Son and the Holy Spirit. And then we ascend to the Father-God and the Divine Silence.

Because the human soul is shut off with Achamod in the material world, it has in the sense of the Gnosis a longing for the spiritual world, and above all for the Divine Sophia, from whom it is separated through being filled with Achamod. This feeling of being separated from the Divine, of not being within the Divine—this feeling is actually experienced, according to the Gnostic, as the material world. And the Gnostic sees originating from the divine-spiritual world, but bound up with Achamod, what one might call (to borrow a Greek word) the Demiurgos, the cosmic Architect.

This Demiurgos is the real arch-creator and sustainer of that which is permeated with Achamod and the material. The souls of men are woven into his world. But they are imbued also with longing for the Divine Sophia. As though in the far distance of the Aeon-world appear the Son and the Holy Spirit in their pure divine spirituality, but they appear only to someone who has—in the sense of the Gnosis—raised himself above everything in which is embodied Achamod, the desire that pervades space.

Why is there this longing in the souls that have been drawn into the world of Achamod? Why, after their separation from the divine-spiritual world, do they feel a longing for it? The Gnostics also asked themselves these questions, and they said: Achamod was cast out from the Divine Wisdom, the Divine Sophia, but before Achamod had completely become this material world, where men now live, there came to her something like a brief raying-out of light from the Son of God; and then immediately the light vanished again. For the Gnostic this was an important concept: that Achamod—the same Achamod that lives in the souls of men—had been granted in the primal remote past a glimpse of Divine light, which had then immediately disappeared. But the memory of it lives on today in human souls, however deeply enmeshed in the material world the soul may be. “I live in the world of Achamod, the material world”, such a soul might have said. “I am surrounded with a sheath drawn from the material world, but when I sink into my inner being, a memory comes to life within me. The element that holds me bound to the material world longs after the Divine Sophia, the Divine Wisdom; for the being of Achamod, which lives in me, was once illuminated by a. ray from the Son of God, who dwells in the world of the Aeons.”

We should try to picture clearly to ourselves such a soul as this, a disciple of the Gnosis. There were such souls: they are not a hypothetical invention. Anyone who studies history with understanding will come to realise through the external documents that many souls of this kind lived in that period.

. We need to see clearly why there are such strong objections nowadays to what I have been saying. What will a thoroughly level-headed man of today have to say about the Gnosis? We have already had to listen to the view that the theology of Paul gives an impression of rabbinical subtleties, far too intricate for a sensible Monist to concern himself with—a Monist who looks out proudly over the world and draws it all together with the simple concept of evolution or with the still simpler concept of energy, and says: “Now at last we have grown up; we have acquired the ideas which give us a picture of the world based on energy, and we look back at these children, these poor dear children, who centuries ago built up the Gnosis out of childishness—they imagined all sorts of spirits, thirty Aeons! That is what the human soul does in its time of nursery play. The grown-up soul of today, with its far-reaching Monism, has left such fancies far behind. We must look back indulgently at these Gnostic infantilisms—they are really charming!”

Such is the prevailing mood today, and it is not easily teachable. One might say to it: Yes, if a Gnostic, with his soul born out of the Gnosis, were to stand before you, he might also take the liberty of expressing his outlook, somewhat like this: “I understand very well how you have become so proud and arrogant, with your ideas of evolution and energy, but this is because your thinking has become so crude and simple and primitive that you are satisfied with your nebulae and your entirely abstract concepts. You say the words ‘evolution’ and ‘energy’ and think you have got something, but you are blind to the finer spiritual life that seeks its way up into that which rises through thirty stages above anything you have.”

But for us the antithesis mentioned at the beginning of this lecture becomes all the sharper. We see on the one hand our own time, with its quite crude and primitive concepts, and on the other the Gnosis. And we have seen how the Gnosis employs endlessly complicated concepts—thirty Aeons—in order to find in the course of evolution the Son of God and the Holy Spirit, and to find in the soul the longing for the Divine Sophia and the Holy Spirit.

Then we ask ourselves: Is it not from the deepening of thought in the Graeco-Roman world that we have gained what we have carried so splendidly far in our thoughts about energy and evolution? And in this Gnosis, with its complicated ideas, so unsympathetic to the present day, are we not looking at something quite strange? Are not these colossal contrasts? Indeed they are. And the contradiction, lying like a weight on the soul, becomes even greater if we reflect on what was said about clairvoyant souls: that they can transpose themselves into the thought-world of the Greeks and Romans, and then see the world with the star, of which we have spoken. And mingled everywhere with this deepening of Greek thought we find that other deepening which the Gnosis exemplifies. Yet when we look at this with the aid of what Anthroposophy should give us today, and are yet powerless to understand what the star should signify, separated as we are from it by three worlds—and if we ask the Gnostics: Have you understood what happened at that time in the historical evolution of humanity? ... then, standing on the ground of Anthroposophy, we cannot take the answer from the Gnostics, for it could never satisfy us; it would throw no light on what is shown to the clairvoyant soul.

It is not my wish that you should treat our considerations today as offering an explanation of anything. The more you feel that what I have told you is not an explanation; the more you feel that I have put before you contradiction after contradiction and have shown you only one occult experience, the perception of the star, the better will you have understood me for today. I would wish you to see clearly that at the beginning of our era there appeared in the world something which influenced human understanding and was yet far, far from being understood; I would like you to feel that the period at the beginning of our era was a great riddle. I want you to feel that in human evolution there happened something which seemed at first like a deepening of thought, or a discovery of thought; and that the root causes of this are a profound enigma. You must seek in hidden worlds for that which appeared in the Maya of the physical sense-world as a deepening of Graeco-Roman thought. And it is not an explanation of what we have heard, but the setting out of a riddle, that I wished to give you today. We will continue tomorrow.

From what I have said as to the way. in which we should teach the child about Nature, about plant and animal, I think you will have realized that the aim of the Waldorf School is to adapt the curriculum exactly to the needs of the child's development at the successive stages of growth. I have already spoken of the significant turning-point occurring between the ninth and tenth years. Only now does the child begin to realize himself as an individual apart from the world. Before this age there is in his life of thought and feeling no sense of separation between himself and the phenomena of the outer world. Up to the ninth year, therefore, we must speak of plants, animals, mountains, rivers and so on in the language of fairy-tales, appealing above all to the child's fantasy. We must make him feel as if his own being were speaking to him from the outer world, from plant, mountain and spring.

If you will bear in mind the way in which after this age we lead on into botany and zoology, you will realize that the aim of the teaching is to bring the child into a true relationship with the world around him. He learns to know the plants in their connection with the earth and studies them all from this point of view. The earth becomes a living being who brings forth the plants, just as the living human head brings forth hair, only of course the forms contained in the earth, the plants, have a much richer life and variety. Such a relationship with the plant world and with the whole earth is of great value to the well-being of the child in body and soul. If we teach him to see man as a synthesis of the animal species spread over the earth, we help to bring him into a true relationship with other living beings standing below him in the scale of creation. Until the age of eleven or twelve, the mainspring of all Nature-study should be the relationship of the human being to the world.

Then comes the age when for the first time we may draw the child's attention to processes going on in the outer world independently of man. Between the eleventh and twelfth years, and not until then, we may begin to teach about the minerals and rocks. The plants as they grow out of the earth are in this sense related to stone and mineral. Earlier teaching about the mineral kingdom in any other form than this injures the child's mobility of soul. That which has no relationship with man is mineral. We should only begin to deal with the mineral kingdom when the child has found his own relation to the two kingdoms of nature which are nearest to him, when in thought and feeling he has grasped the life of the plants and his will has been strengthened by a true conception of the animals.

What applies to the minerals applies equally to physics and chemistry, and to all so-called causal connections in history and geography, in short, to all processes that must be studied as only indirectly related to the human being in the sense of which I spoke yesterday. The teaching of all this should be postponed until the period lying between the eleventh and twelfth years.

The right age for a child to begin his school life is when he gets his second teeth, i.e. at about the seventh year. Until then, school is not really the place for him. If we have to take a child before this age, all kinds of compromises are necessary. I will however, explain certain basic principles When the child first comes to school, we teach him in such a way that as yet he makes no distinction or separation between himself and the world at large. Between the ninth and tenth years we begin to awaken a living understanding through a knowledge of the plants, and to strengthen his will through a knowledge of the animals. In mineralogy, physics, and chemistry we can only work through the intellect, and then as a necessary counterbalance art must be introduced. (I shall be speaking more of this in tomorrow's lecture.) From the eleventh or twelfth year onwards we shall find that the child is able to form a rational, intellectual conception of cause and effect and this must now be elaborated by physics and chemistry. These processes which should gradually lead into the study of astronomy must not however be explained to the child before he has reached the age of eleven or twelve. If we describe simple chemical processes—combustion for instance—before this age, our descriptions must be purely pictorial and imaginative. Abstract reasoning from cause to effect should not be introduced until the child is between eleven and twelve years of age. The less we speak of causality before this time the stronger, the more vital and rich will the soul become; if, on the other hand, we are constantly speaking of causality to a younger child, dead concepts and even dead feelings will pass with a withering effect into his soul.

The aim of the Waldorf School has been on the one hand to base the whole curriculum upon the actual nature of the human being; thus we include in the curriculum all that answers to the needs of the child at each of the different life-periods. On the other hand, we strive to enable the child to take his rightful part in the social life of the world.

To achieve this we must pass on from physics and chemistry to various forms of practical work when the child has reached the fourteenth and fifteenth years. In the classes for children of this age, therefore, we have introduced hand-spinning and weaving, for these things are an aid to an intelligent understanding of practical life. It is good for boys and girls to know the principles of spinning and weaving, even of factory-spinning. They should also have some knowledge of elementary technical chemistry, of the preparation and manufacture of colours and the like.

During their school life children ought to acquire really practical ideas of their environment. The affairs of ordinary life often remain quite incomprehensible to many people to-day because the teaching they receive at school does not lead over at the right moment to the practical activities of life and of the world in general. In a certain direction this is bound to injure the whole development of the soul. Think for a moment of the sensitiveness of the human body to some element in the air, for instance, which the organism cannot assimilate. In the social life of the world of course conditions are not quite the same. In social life we are forced to put up with many incongruities, but we can adapt ourselves if at the right age we have learnt in some measure to understand them.

Just think how many people nowadays get into a train without having the least idea of the principles governing its motion, its mechanism. They see a railway every day and have absolutely no notion of the machinery of an engine! This means that they are surrounded on all hands by inventions and creations of the human mind with which they have no contact at all. It is the beginning of unsocial life simply to accept these creations and inventions of the mind of man without understanding them. At the Waldorf School therefore when the children are fourteen or fifteen years old, we begin to give instruction in matters that play a role in practical life. This age of adolescence is nowadays regarded from a very limited, one-sided point of view. The truth is that at puberty the human being opens out to the world. Hitherto he has lived chiefly within himself, but he is now ready to understand his fellow-men and the social life of the world. Hence to concentrate before puberty on all that relates man to Nature is to act in accordance with true principles of human development, but at the age of fourteen or fifteen the children must be made acquainted with the achievements of the human mind. This will enable them to understand and find their right place in social life. If educationalists had followed this principle some sixty or seventy years ago, the so-called “Social Movement” of to-day would have taken a quite different form in Europe and America. Tremendous progress has been made in technical and commercial efficiency during the last sixty or seventy years. Great progress has been made in technical skill, national trade has become world trade, and finally a world-economy has arisen from national economies. In the last sixty or seventy years the outer configuration of social life has entirely changed, yet our mode of education has continued as if nothing had happened. We have utterly neglected to acquaint our children with the practical affairs of the world at the time when this should be done, namely, at the age of fourteen or fifteen.

Nevertheless at the Waldorf School we are not so narrow-minded as to look down in any way on higher classical education, for in many respects it is extremely beneficial; we prepare pupils whose parents desire it, or who desire it themselves, both for a higher classical education and for final certificates and diplomas. But we do not forget how necessary it is for our age to understand the reason that induced the Greeks, whose one purpose in education was to serve the ends of practical life, not to spend all their time learning Egyptian, a language belonging to the far past. On the other hand, we make a special point of familiarizing our boys, and girls too, with a world not of the present but of the past. What wonder that human beings as a rule have so little understanding of how to live in the world of the present.

The world's destiny has grown beyond man's control simply because education has not kept pace with the changing conditions of social life. In the Waldorf School we try to realize that it is indeed possible to develop the human being to full manhood and to help him to find his true place in the ranks of humanity.

Our endeavour to develop the child in such a way that he may later reveal the qualities of full manhood and on the other hand be able to find his true place in the world is more especially furthered by the way in which languages are taught.

So far as the mother-tongue is concerned, of course, the teaching is adapted to the age of the child; it is given in the form I have already described in connection with other lessons. An outstanding feature of the Waldorf School, however, is that we begin to teach the child two foreign languages, French and English, directly he comes to school, at the age of six or seven. By this means we endeavour to give our children something that will be more and more necessary in the future for the purposes of practical life. To understand the purely human aspect of the teaching of languages we must remember that the faculty of speech is rooted in the very depths of man's being. The mother-tongue is so deeply rooted in the breathing system, the blood circulation, and in the configuration of the vascular system, that the child is affected not only in spirit and soul, but in spirit, soul and body by the way in which this mother-tongue comes to expression within him. We must realize however that the forces of languages in the world permeate man and bring the human element to expression in quite different ways. In the case of primitive languages this is quite obvious; that it is also true of the more civilized languages often escapes recognition.

Now amongst European languages there is one that proceeds purely from the element of feeling. Although in the course of time intellectualism has tinged the element of pure feeling, feeling is nevertheless the basis of this particular language; hence the elements of intellect and will are less firmly implanted in the human being through the language itself. By a study of other languages then, the elements of will and intellect must be unfolded. Again, we have a language that emanates particularly from the element of plastic fantasy, which, so to say, pictures things in its notation of sounds. Because this is so, the child acquires an innately plastic, innately formative power as he learns to speak. Another language in civilized Europe is rooted chiefly in the element of will. Its very cadences, the structure of its vowels and consonants reveal that this is so. When people speak, it is as though they were sending back waves of the sea along the out-breathed air. The element of will is living in this language.

Other languages call forth in man to a greater extent the elements of feeling, music, or imagination. In short each different language is related to the human being in a particular way.

You will say that I ought to name these various languages, but I purposely avoid doing so, because we have not reached a point of being able to face the civilized world so objectively that we can bear the whole impersonal truth of these things!

From what I have said about the character of the different languages, you will realize that the effects produced on the nature of man by one particular “genius of speech” must be balanced by the effects of another, if, that is to say, our aim is really a human and not a specialized, racial development of man. This is the reason why at the Waldorf School we begin with three languages, even in the case of the very youngest children; a great deal of time, moreover, is devoted to this subject.

It is good to begin teaching foreign languages at this early age, because up to the point lying between the ninth and tenth years the child still bears within him something of the quality characteristic of the first period of life, from birth to the time of the change of teeth. During these years the child is pre-eminently an imitative being. He learns his mother-tongue wholly by imitation. Without any claim whatever being made on the intellect, the child imitates the language spoken around him, and learns at the same time not only the outer sounds and tones of speech, but also the inner, musical, soul element of the language. His first language is acquired—if I may be allowed the expression—as a finer kind of habit which passes into the depths of his whole being.

When the child comes to school after the time of the change of teeth, the teaching of languages appeals more to the soul and less strongly to the bodily nature. Nevertheless, up to the ages of nine and ten the child still brings with him a sufficient faculty of fantasy and imitation to enable us to mould the teaching of a language in such a way that it will be absorbed by his whole being, not merely by the forces of soul and spirit.

This is why it is of such far-reaching importance not to let the first three years of school-life slip by without any instruction in foreign languages. On purely educational principles we begin to teach foreign languages in the Waldorf School directly the child enters the elementary classes.

I need hardly say that the teaching of languages is closely adapted to the different ages. In our days men's thinking, so far as realities are concerned, has become chaotic. They imagine themselves firmly rooted in reality because of their materialism, but in point of fact they are theorists. Those who flatter themselves on being practical men of the world are eminently theorists; they get it into their heads that something or other is right, without ever having tested it in practical life. And so, especially in education and teaching, they fall with an utterly impracticable radicalism into the opposite extreme when anything has been found wrong. It has been realized that when the old method of teaching languages, especially Latin and Greek, is based entirely on grammar and rules of syntax, the lessons tend to become mechanical and abstract. And so exactly the opposite principle has been introduced simply because people cannot think consistently. They see that something is wrong and fall into the other extreme, imagining that this will put it right. The consequence is that they now work on the principle of teaching no grammar at all. This again is irrational, for it means nothing else than that in some particular branch of knowledge the human being is left at the stage of mere consciousness and not allowed to advance to self-consciousness. Between the ninth and tenth years the child passes from the stage of consciousness to that of self-consciousness. He distinguishes himself from the world.

This is the age when we can begin gradually of course to teach the rules of grammar and syntax, for the child is now reaching a point where he thinks not only about the world, but about himself as well. To think about oneself means, so far as speech is concerned, to be able not merely to speak instinctively, but to apply rational rules in speech. It is nonsense, therefore, to teach languages without grammar of any kind. If we avoid all rules, we cannot impart to the child the requisite inner firmness for his tasks in life. But it is all-important to bear in mind that the child only begins to pass from consciousness to self-consciousness between the ages of nine and ten. To teach grammar before this age, therefore, is absolutely irrational.

We must know when the change occurs between the ninth and tenth years in order to lead over gradually from an instinctive acquiring of language to the rational element of grammar. This applies to the mother-tongue as well. Real injury is done to the child's soul if he is crammed with rules of grammar or syntax before this eventful moment in his life. Previously the teaching must appeal to instinct and habit through his faculty of imitation. It is the task of speech to inaugurate self-consciousness between the ninth and tenth years and generally speaking the principle of self-consciousness comes to light in grammar and syntax. This will show you why at the Waldorf School we make use of the two or three preceding years in order to introduce the teaching of languages at the right age and in accordance with the laws of human development.

You see now how Waldorf School education aims, little by little, at enabling the teacher to read, not in a book and not according to the rules of some educational system, but in the human being himself. The Waldorf School teacher must learn to read man—the most wonderful document in all the world. What he gains from this reading grows into deep enthusiasm for teaching and education. For only that which is contained in the book of the world can stimulate the all-round activity of body, soul and spirit that is necessary in the teacher. All other study, all other books and reading, should be a means of enabling the teacher ultimately to read the great book of the world. If he can do this he will teach with the necessary enthusiasm, and enthusiasm alone can generate the force and energy that bring life into a classroom.

The principle of the “universal human,” which I have described in its application to the different branches of teaching, is expressed in Waldorf School education in that this school does not in any sense promulgate any particular philosophy or religious conviction. In this connection it has of course been absolutely essential, above all in an art of education derived from Anthroposophy, to remove from the Waldorf School any criticism as to its being an “anthroposophical school.” That certainly it cannot be. New efforts must constantly be made to avoid falling into anthroposophical bias, shall I say, on account of possible over-enthusiasm or of honest conviction on the part of the teachers. The conviction of course is there in the Waldorf teachers since they are anthroposophists. But the fundamental principle of the Waldorf School education is the human being himself, not the human being as an adherent of any particular philosophy.

And so, with the various religious bodies in mind, we were willing to come to a compromise demanded by the times and in the early days to confine our attention to principles and methods to be adopted in a “universal human” education. To begin with, all religious instruction was left in the hands of the pastors of the various denominations, Catholic teaching to Catholic Priests, Protestant teaching to Protestant Priests. But a great many pupils in the Waldorf School are “dissenters,” as we say in Central Europe, that is to say they are children who would receive no religious instruction at all if this were limited to Catholic and Protestant teaching. The Waldorf School was originally founded for the children of working-class people in connection with a certain business, although for a long time now it has been a school for all classes of the community, and for this reason a large majority of the children belonged to no religious confession. As often happens in schools in Central Europe, these children were being taught nothing in the way of religion, and so for their sake we have introduced a so-called “free religious instruction.” We make no attempt to introduce theoretical Anthroposophy into the School. Such a thing would be quite wrong. Anthroposophy has been given for grown-up people; one speaks of Anthroposophy to grown-up people, and its ideas and conceptions are therefore clothed in a form suitable for them. Simply to take what is destined for grown-up people in anthroposophical literature and introduce that would have been to distort the whole principle of Waldorf School education. In the case of children who have been handed over to us for free religious instruction, the whole point has been to recognize from their age what should be given to them in the way of religious instruction.

Let me repeat that the religious teaching given at the Waldorf School—and a certain ritual is connected with it—is not in any sense an attempt to introduce an anthroposophical conception of the world. The ages of the children are always taken into fullest account. As a matter of fact the great majority of the children attend, although we have made it a strict rule only to admit them if their parents wish it. Since the element of pure pedagogy plays an important and essential part in this free religious teaching, which is Christian in the deepest sense, parents who wish their children to be educated in a Christian way, and also according to the Waldorf School principles, send them to us. As I say, the teaching is Christian through and through, and the effect of it is that the whole School is pervaded by a deeply Christian atmosphere. Our religious instruction makes the children realize the significance of all the great Christian Festivals, of the Christmas and Easter Festivals, for instance, much more deeply than is usually the case nowadays. Also the ages of the children must always be taken into account in any teaching connected with religion, for infinite harm is wrought if ideas and conceptions are conveyed prematurely. In the Waldorf School the child is led first of all to a realization of universal Divinity in the world.

You will remember that when the child first comes to school between the ages of seven and ten, we let plants, clouds, springs, and the like, speak their own language. The child's whole environment is living and articulate. From this we can readily lead on to the universal Father-Principle immanent in the world. When the rest of the teaching takes the form I have described, the child is well able to conceive that all things have a divine origin.

And so we form a link with the knowledge of Nature conveyed to the child in the form of fantasy and fairy-tales. Our aim in so doing is to awaken in him first of all a sense of gratitude for everything that happens in the world. Gratitude for what human beings do for us, and also for the gifts vouchsafed by Nature, this is what will guide religious feeling into the right path. To unfold the child's sense of gratitude is of the greatest imaginable significance. It may seem paradoxical, yet it is nevertheless profoundly true that human beings should learn to feel a certain gratitude when the weather is favourable for some undertaking or another. To be capable of gratitude to the Cosmos, even though it can only be in the life of imagination, this will deepen our whole life of feeling in a religious sense. Love for all creation must then be added to this gratitude. And if we lead the child on to the age of nine or ten in the way described, nothing is easier than to reveal in the living world around him qualities he must learn to love. Love for every flower, for sunshine, for rain this again will deepen perception of the world in a religious sense. If gratitude and love have been unfolded in the child before the age of ten, we can then proceed to develop a true sense and understanding of duty. Premature development of the sense of duty by dint of commands and injunctions will never lead to a deeply religious sense. Above all we must instil gratitude and love if we are to lay the foundations of morality and religion.

He who would educate in the sense of true Christianity must realize that before the age of nine or ten it is not possible to convey to the child's soul an understanding of what the Mystery of Golgotha brought into the world or of all that is connected with the personality and divinity of Christ Jesus. The child is exposed to great dangers if we have failed to introduce the principle of universal divinity before this age, and by ‘universal divinity’ I mean the divine Father-Principle. We must show the child how divinity is immanent in all Nature, in all human evolution, how it lives and moves not only in the stones, but in the hearts of other men, in their every act. The child must be taught by the natural authority of the teachers to feel gratitude and love for this ‘universal divinity.’ In this way the basis for a right attitude to the Mystery of Golgotha between the ninth and tenth years is laid down.

Thus it is of such infinite importance to understand the being of man from the aspect of his development in time. Try for a moment to realize what a difference there is if we teach a seven-or-eight-year-old child about the New Testament, or, having first stimulated a consciousness of universal divinity in the whole of Nature, if we wait until he has reached the age of nine or ten before we pass to the New Testament as such. In the latter case right preparation has been made and the Gospels will live in all their super-sensible greatness. If we teach the child too early about the New Testament it will not lay hold of his whole being, but will remain mere phraseology, just so many rigid, barren concepts. The consequent danger is that religious feeling will harden in the child and continue through life in a rigid form instead of in a living form pervaded through and through with feeling for the world. We prepare the child rightly to realize from the ninth and tenth years onwards the glory of Christ Jesus if before this age he has been introduced to the principle of universal Divinity immanent in the whole world.

This then is the aim of the religious teaching given at the Waldorf School to an ever-increasing number of children whose parents wish it. The teaching is based on the purely human element and associated moreover with a certain form of ritual. A service is held every Sunday for the children who are given this free religious instruction, and for those who have left school a service with a different ritual is held. Thus a certain ritual similar in many respects to the Mass but always adapted to the age of the child is associated with the religious teaching given at the Waldorf School.

Now it was very difficult to introduce into this religious instruction the purely human evolutionary principle that it is our aim to unfold in the Waldorf School, for in religious matters to-day people are least of all inclined to relinquish their own point of view. We hear a great deal of talk about a ‘universal human’ religion, but the opinion of almost everyone is influenced by the views of the particular religious body to which he belongs. If we rightly understand die task of humanity in days to come, we shall realize that the free religious teaching that has been inaugurated in the Waldorf School is a true assistance to this task.

Anthroposophy as given to grown-up people is naturally not introduced into the Waldorf School. Rather do we regard it as our task to imbue our teaching with something for which man thirsts and longs: a realization of the Divine, of the Divine in Nature and in human history, arising from a true conception of the Mystery of Golgotha.

This end is also served when the whole teaching has the necessary quality and colouring. I have already said that the teacher must come to a point where all his work is a moral deed, where he regards the lessons themselves as a kind of divine office. This can only be achieved if it is possible to introduce the elements of morality and religion into the school for those who desire it, and we have made this attempt in the religious instruction given at the Waldorf School in so far as social conditions permit to-day. In no sense do we work towards a blind rationalistic Christianity, but towards promoting a true understanding of the Christ Impulse in the evolution of mankind. Our one and only aim is to give the human being something that he still needs, even if all his other teaching has endowed him with the qualities of manhood. Even if this be so, even if full manhood has been unfolded through all the other teachings, a religious deepening is still necessary if the human being is to find a place in the world befitting his inborn spiritual nature. To develop the whole man and deepen him in a religious sense; this we have tried to regard as one of the most essential tasks of Waldorf School education.