The Rudolf Steiner Archive

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.

In the letter that the Committee of the Free Anthroposophical Society sent to the members of that 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 do think this matter is so important. Anyone who reads the account 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 develop a worldview through any profession, and that young people can no longer be led to any profession by their “striving for a worldview,” was on the rise at that time. Young people saw it as the flowering of the latest stage in human development. They felt 'liberated' from the extravagances of the quest for a world view and secure in the prospect of professions that rose from the 'safe' foundations of 'science'.

I too saw the “blooming” of this civilization. But I could not help feeling that no genuine fruit of humanity would be able to emerge from this bloom. My contemporaries did not feel this. They were carried away by 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 youth comrades, there lived an upper class of consciousness. It could rejoice in its fruitless blossoming because its fruitlessness had not yet revealed itself. And the blossoming 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 the present 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 young people today: 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 with a sense for spiritual beings 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 old age? That is the question of feeling that lives in the young people of the present.

Because being young has become such a human riddle, it can only find its 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 worldview that can fill one's life's work with warmth. It fears the professions that a civilization without a worldview has created. It wants to see the profession grow out of humanity, not humanity being killed by the profession. To find one's way in the world without losing one's humanity in the search, requires a living relationship between soul and world. But this can only come about through the experience of world-view. It is in this spirit that the announcement of the Executive Council of the Anthroposophical Society was made. It is in this spirit that the Council would like to unite young anthroposophists in a youth section to work towards a life of true humanity.

But there is one more thing I would like to say to the younger members. If we succeed in giving the Youth Section the right content, those who have understood in anthroposophical life how to grow old in the right way will want to make common cause with the youth. Let us hope that the young 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” will, if they take up anthroposophy in their whole being, feel the pull towards youth. 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 be able to 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.

(continued in the next issue).

Today, before going into any further explanations concerning questions of method, I should like to add something more to what I said yesterday about the teachers' conferences. We attach the greatest importance to our relationship with the parents of our Waldorf School children and in order to ensure complete harmony and agreement we arrange Parents' Evenings fairly frequently, which are attended by parents of children living in the neighbourhood. At these meetings the intentions, methods and the various arrangements of the school are discussed—naturally in a more or less general way—and, in so far as this is possible in such gatherings, the parents have the opportunity of expressing their wishes and these are given a sympathetic hearing. In this way the opportunity is provided actually to work out what we should seek to achieve in our education and moreover to do this in the whole social milieu out of which such aims have in truth their origin. The teachers hear the ideas of the parents in regard to the education of their children; and the parents hear—it is our practice always to speak with the utmost sincerity and candour—about what is taking place in the school, what our thoughts are about the education and future of the children and why it is that we think it necessary to have schools which further a free approach to education. In short, by this means the mutual understanding between teachers and parents is not only of an abstract and intellectual nature, but a continuous human contact is brought about. We feel this contact to be very important, for we have nothing else to depend upon. In a state school, everything is strictly defined. There one knows with absolute certainty the aims which the teacher must bear in mind; he knows for instance, that at 9 years of age a child must have reached a certain standard, and so on. Everything is planned with exactitude.

With us everything depends on the free individuality of each single teacher. In so far as I may be considered the director of the school, nothing is given in the way of rules and regulations. Actually there is no school director in the usual sense, but each teacher reigns supreme. Instead of a school director or headmaster we have the teachers' conferences, in which there is a common study and a common striving towards further progress. There is therefore a spirit, a concrete spirit living among the college of teachers which works freely, which is not tyrannical, which does not issue statements, rules or programmes, but has the will continually to progress, continually to make better and better arrangements, in meeting the teaching requirements. Today our teachers cannot know at all what will be good in the Waldorf School in 5 years time for in these 5 years they will have learned a great deal and out of the knowledge they will have to judge anew what is good and what is not good. This is also the reason why what associations for educational reform decide to be valuable is a matter of complete indifference in the Waldorf School. Educational matters cannot be thought out intellectually, they can only arise out of teaching experience. And it is this working out of experience which is the concern of the college of teachers. But just because we are in this situation, just because we live in a state of flux in regard to what we ourselves actually want, we need a different kind of support than is given to an ordinary school by the educational authorities, who ordain what should be done. We need the support of that social element in which the children are growing up. We need the inner support of the parents in connection with all the questions which continually crop up when the child comes to school; for he comes to school from his parents' home.

Now if the aim is to achieve an individual and harmonious relationship, the teacher is concerned with the welfare of the child possibly even more than the parents themselves to whom he looks for support. If he does not merely let the parents come and then proceed to give them information which they can make nothing much of, but if, after a parents' evening, he shows a further interest by visiting the parents in their home, then in receiving a child of school age, about 7 years old, into his class, he has taken on very much more than he thinks. He has the father, the mother and other people from the child's environment; they are standing shadowlike in the background. He has almost as much to do with them as with the child himself, especially where physiological-pathological matters are concerned. The teacher must take all this into account and work it out for himself; he must look at the situation as a whole in order really to understand the child, and above all to become clear in his own mind what he should do in regard to the child's environment. By building this bridge between himself and the parents, as he sees them in their home, a kind of support will be brought about, a support which is social in its nature and is at the same time both free and living.

To visit the parents in their home is necessary in order to foster in the parents a concern that nothing should occur which might damage the natural feeling a child must have for the authority of the teacher. A lot of work must be done between the college of teachers and the parent-body by means of an understanding imbued with feeling, with qualities of soul. Moreover the parent too, by getting to know the teachers, getting to know them pretty thoroughly, must break themselves of the tendency to be jealous of them, for indeed most parents are jealous of their children's teachers. They feel as if the teachers want to take the child away from them; but as soon as this feeling is present there is an end to what can be achieved educationally with the child. Such things, can, however, be put right if the teacher understands how to win the true support of the parents. This is what I wished to add to my previous remarks on the purpose of the teachers' conferences.

Now there is something else to be considered. We must learn to understand those moments in a child's life which are significant moments of transition. I have already referred to one such moment when the teaching, which up to this time has been imaginative and pictorial must pass over, for instance, into teaching the child about the nature of the plants. This point of time lies between the 9th and 10th year. It shows itself in the child as an inner restlessness; he asks all kinds of questions. What he asks has usually no great importance in so far as the content is concerned; but the fact that the questions are asked, that the child feels impelled to ask questions, this is undoubtedly of great significance.

The kind of relationship we establish with the child just at this time has great importance for the whole of his life. For what is it that indwells the soul of the child? It is something that can be observed in every child who is not pathological. Up to this age a child who has not been ruined by external influences accepts the authority of the teacher quite naturally; a healthy child who has not been ruined by being talked into all kinds of nonsensical ideas also has a healthy respect for every grown-up person. He looks up to such a person, taking him as an authority quite simply and as a matter of course. Just think back to your own childhood; realise what it means, particularly for the quite young child, to be able to say to himself; You may do what he does or what she does for they are good and worthy people. The child really requires nothing else than to place himself under an authority

In a certain sense this feeling is somewhat shaken between the 9th and 10th year; it is shaken simply in the course of the development of human nature itself. It is important to be able to perceive this clearly. At this time human nature experiences something quite special, which does not however rise up into the child's consciousness, but lives in indefinite sensations and feelings. The child is unable to give it expression, but it is there. What does the child now say to himself unconsciously? Earlier he said out of his instinctive feelings: If my teacher says something is good, then it is good; if he says something is bad, it is bad; if he says something is right, it is right; if he says it is wrong, it is wrong. If something gives my teacher pleasure and he says it pleases him, then it is beautiful; if he says something is ugly and it does not please him, then it is ugly. It is quite a matter of course for the young child to look upon his teacher as his model. But now, between the 9th and 10th year this inner certainty is somewhat shaken. The child begins to ask himself in his life of feeling: Where does he or she get it all from? Who is the teacher's authority? Where is this authority? At this moment the child begins to feel an inner urge to break through the visible human being, who until now has been for him a god, to that which stands behind him as super-sensible or invisible God, or Divine Being. Now the teacher, facing the child, must contrive in some simple way to confirm this feeling in him. He must approach the child in such a way that he feels: Behind my teacher there is something super-sensible which gives him support. He does not speak in an arbitrary way; he is a messenger from the Divine.

One must make the child aware of this. But how? Least of all by preaching. One can only give a hint in words, one will achieve nothing whatever by a pedantic approach. But if one comes up to the child and perhaps says something to him which as far as content goes has no special importance, if one says a few words which perhaps are quite unimportant but which are spoken in such a tone of voice that he sees: He or she has a heart, this heart itself believes in what is standing behind,—then something can be achieved. We must make the child aware of this standing within the universe, but we must make him aware of it in the right way. Even if he cannot yet take in abstract, rationalistic ideas, he already has enough understanding to come and ask a question: Oh, I would so much like to know .... Children of this age often come with such questions. If we now say to him: Just think, what I am able to give you I receive from the sun; if the sun were not there I should not be able to give you anything at all in life; if the divine power of the moon were not there to preserve for us while we sleep what we receive from the sun I should not be able to give you anything either. In so far as its content is concerned we have not said anything of particular importance. If however we say it with such warmth that the child perceives that we love the sun and the moon, then we can lead him beyond the stage at which he asks these questions and in the majority of cases this holds good for the whole of life. One must know that these critical moments occur in the child's life. Then quite of itself the feeling will arise: Up to this time when telling stories about the fir tree and the oak, about the buttercup and dandelion, or about the sunflower and the violet, I have spoken in fairytale fashion about Nature and in this way I have led the child into a spiritual world; but now the time has come when I can begin to tell stories taken from the Gospels. If we begin to do this earlier, or try to teach him anything in the nature of a catechism we destroy something in the child, but if we begin now, when he is trying to break through towards the spiritual world, we do something which the child demands with his whole being.

Now where is that book to be found in which the teacher can read what teaching is? The children themselves are this book. We should not learn to teach out of any other book than the one lying open before us and consisting of the children themselves; but in order to read in this book we need the widest possible interest in each individual child and nothing must divert us from this. Here the teacher may well experience difficulties and these must be consciously overcome.

Let us assume that the teacher has children of his own. In this case he is faced with a more direct and more difficult task than if he had no children. He must therefore be all the more conscious just in this respect and above all he must not hold the opinion that all children should be like his own. He must not think this even subconsciously. He must ask himself whether it is not the case that people who have children are subconsciously of the opinion that all children should be like theirs.

We see therefore that what the teacher has perforce to admit touches on the most intimate threads of the life of soul. And unless he penetrates to these intimate subconscious threads he will not find complete access to the children, while at the same time winning their full confidence. Children suffer great, nay untold damage if they come to believe that other children are the teacher's favourites. This must be avoided at all costs. It is, not so easily avoided as people usually think, but it can be avoided if the teacher is imbued with all those principles which can result from an anthroposophical knowledge of man. Then such a matter finds its own solution.

There is something which calls for special attention in connection with the theme I have chosen for this course of lectures, something which is connected with the significance of education for the whole world and for humanity. It lies in the very nature of human existence that the teacher, who has so much to do with children and who as a rule has so little opportunity of living outside his sphere of activity, needs some support from the outer world, needs necessarily to look out into this world. Why is it that teachers so easily become dried up? It happens because they have continually to stoop to the level of the child. We certainly have no reason to make fun of the teacher if, limited to the usual conceptual approach to teaching, he becomes dried up. We should nevertheless perceive where the danger lies, and the anthroposophical teacher is in a position to be specially aware of this. For if the average teacher's comprehension of history gradually becomes that of a school textbook—and this may well happen in the course of a few years' teaching—where should he look for another kind of comprehension, for ideas in keeping with what is truly human? How can the situation be amended? The time remaining to the teacher after his school week is usually spent trying to recover from fatigue, and often only parish pump politics plays a part in forming his attitude towards questions of world importance. Thus the soul life of such a teacher does not turn outwards and enter into the kind of understanding which is necessary for a human being between say, the ages of 30 and 40. Furthermore he does not keep fit and well if he thinks that the best way to recuperate in leisure hours is to play cards or do something else which is in no way connected with the life of the spirit.

The situation of a teacher who is an anthroposophist, whose life is permeated with anthroposophy, is very different. His perspective of the world is continually widening; his sphere of vision extends ever further and further. It is very easy to show how these things affect each other—It is indicated by the fact that the most enthusiastic anthroposophist, if, for instance, he becomes a teacher of history, immediately tends to carry anthroposophy into his conception of history and so falls into the error of wanting to teach not history, but anthroposophy. This is also something one must try to avoid. It will be completely avoided if such a teacher, having on the one hand his children and on the other hand anthroposophy, feels the need of building a bridge between the school and the homes of the parents. Even though anthroposophy is knowledge as applied to man, understanding as applied to man, there are nevertheless necessities in life which must be observed. How do people often think today, influenced as they are by current ideas in regard to educational reform or even by revolutionary ideas in this field? I will not at this moment enter into what is said in socialist circles, but will confine myself to what is thought by those belonging to the prosperous middle classes. There the view is held that people should get out of the town and settle in the country in order that many children may be educated right away from the town. Only so, it is felt, can they develop naturally. And so on, and so on. But how does such a thought fit into a more comprehensive conception of the world? It really amounts to an admission of one's own helplessness. For the point is not to think out some way in which a number of children may be educated quite apart from the world, according to one's own intellectual, abstract ideas, but rather to discover how children may be helped to grow into true human beings within the social milieu which is their environment. One must muster one's strength and not take children away from the social milieu in which they are living. It is essential to have this courage. It is something which is connected with the world significance of education.

But then there must be a deep conviction that the world must find its way into the school. The world must continue to exist within the school, albeit in a childlike way. If therefore we would stand on the ground of a healthy education we should not think out all kinds of occupational activity intended only for children. For instance all kinds of things are devised for children to do. They must learn to plait; they must carry out all kinds of rather meaningless activities which have absolutely nothing to do with life, merely to keep them busy. Such methods can never serve any good purpose in the child's development. On the contrary, all play activity at school must be a direct imitation of life. Everything must proceed out of life, nothing should be thought out. Hence, in spite of the good intentions lying behind them, those things which have been introduced into the education of little children by Froebel or others are not directly related to the real development of the children. They are thought out, they belong to our rationalistic age. Nothing that is merely thought out should form part of a school's activity.

Above all there must be a secret feeling that life must hold sway everywhere in education. In this connection one can have quite remarkable experiences. I have told you already that the child who has reached the stage of changing his teeth should have the path of learning made smooth for him by means of painting or drawing. Writing—a form of drawing which has become abstract—should be developed out of a kind of painting-drawing or drawing-painting. But in doing this it should be borne in mind that the child is very sensitive to aesthetic impressions. A little artist is hidden somewhere inside him, and it is just here that quite interesting discoveries can be made. A really good teacher may be put in charge of a class, someone who is ready to carry out the things I have been explaining, someone who is full of enthusiasm and who says: One must simply do away with all the earlier methods of education and begin to educate in this new way! So now he starts off with this business of painting-drawing or drawing-painting. The pots of paint and the paint brushes are ready and the children take up their brushes. At this point one can have the following experience. The teacher simply has no idea of the difference between a colour that shines and one that does not shine. He has already become too old. In this respect one can have the strangest experiences. I once had the opportunity of telling an excellent chemist about our efforts to produce radiant, shining colours for the paintings in the Goetheanum and how we were experimenting with colours made out of plants. Thereupon he said: But today we are already able to do much better—today we actually have the means whereby we can produce colours which are iridescent and begin to shimmer when it is dark. This chemist understood not a word of what I had been saying; he immediately thought in terms of chemistry. Grown-up people often have no sense for a shining colour. Children still have this sense. Everything goes wonderfully with very few words if one is able to read out of the nature of childhood what the child still possesses. The teacher's guidance must however be understanding and artistic in its approach, then the child will find his way easily into everything his teacher wishes to bring to him.

All this can however only be brought about if we feel deeply that school is a place for young life; but at the same time we must realise what is suitable for adult life. Here we must cultivate a sensitivity as to what can and what cannot be done. Please let no one take offence at what I am about to say. Last year in the framework of a conference on anthroposophical education the following took place. There was the wish to show to a public audience what has such an important part to play in our education: Eurythmy. This was done, but it was done in the following manner. In this particular place children gave a demonstration of what they had learned at school in their eurythmy lessons and a performance showing eurythmy as an art was only given later. Things were not arranged so that first people were given the opportunity of gaining some understanding of eurythmy, so that they might perhaps say: Ah, so that is eurythmy, that is what has been introduced into the school. It was done the other way round; the children's eurythmy demonstration was given first place, with the result that the audience was quite unconvinced and had no idea what it was all about. Just imagine that up till now there had been no art of painting: then all of a sudden an exhibition was held showing how children begin to daub with colours! Just as little was it possible for those who were outside the anthroposophical movement to see in this children's demonstration what is really intended and what actually underlies anthroposophy and eurythmy. Such a demonstration only has meaning if eurythmy is first introduced as an art; for then people can see what part it has to play in life and its significance in the world of art. Then the importance of eurythmy in education will also be recognised. Otherwise people may well say: Today all kinds of whimsical ideas are rife in the world—and eurythmy will be looked upon as just such another whimsical idea.

These are things which must lead us, not only to prepare ourselves for our work in education in the old, narrow sense, but to work with a somewhat wider outlook so that the school is not sundered from life but is an inseparable part of it. This is just as important as to think out some extremely clever method in education. Again and again I have had to lay stress on the fact that it is the attitude of mind which counts, the attitude of mind and the gift of insight. It is obvious that not everything can be equally perfect; this goes without saying. I do beg you not to take amiss what I have just said; this applies also to anthroposophists. I appreciate everything that is done, as it is here, with such willing sacrifice. But if I were not to speak in this way the following might well happen. Because wherever there is light there are also strong shadows, so wherever efforts are made to do things in a more spiritual way, there too the darkest shadows arise. Here the danger is actually not less than in the usual conventional circles, but greater. And it is particularly necessary for us, if we are to be equal to the tasks with which we shall be faced in a life which is becoming more and more complicated, to be fully awake and aware of what life is demanding of human beings. Today we no longer have those sharply defined traditions which guided an earlier humanity. We can no longer content ourselves with what our forefathers deemed right; we must bring up our children so that they may be able to form their own judgments. It is therefore imperative to break through the narrow confines of our preconceived ideas and take our stand within the all-comprehensive life and work of the world. We must no longer, as in earlier times, continue to find simple concepts by means of which we would seek to explain far-reaching questions of life. For the most part, even if there is no desire to be pedantic, the attempt is made to characterise most things with superficial definitions, much in the same way as was done in a certain Greek school of philosophy. When the question was put: what is a man?—the explanation given was as follows: A man is a living being who stands on two legs and has no feathers.—Many definitions which are given today are based on the same pattern,—But the next day, after someone had done some hard thinking as to what might lie behind these portentous words, he brought with him a plucked goose, for this was a being able to stand on two legs and having no feathers and he now asserted that this was a man. This is only an extreme case of what you find for instance in Goethe's play, “Goetz von Berlechingen,” where the little boy begins to relate what he knows about geography. When he comes to his own district he describes it according to his lesson book and then goes on to describe a man whose development has taken place in this same neighbourhood. He has however not the faintest idea that the latter is his father. Out of sheer “erudition,” based on what he has learned out of the book, he does not know his own father. Nevertheless these things do not go so far as the experience I once had in Weimar, where there are, of course, newspapers. These are produced in the way that usually happens in small places. Bits and pieces of news regarded as suitable are cut out of newspapers belonging to larger towns and inserted into the paper in question. So on one occasion, on 22nd January, we in Weimar read the following item of news: Yesterday a violent thunderstorm broke over our town. This piece of news had, however, been taken out of the Leipziger Nachrichten.

Similar things happen in life and we are continually caught in the web of their confusion. People theorise in abstract concepts. They study the theory of relativity and in so doing get the notion that it is all the same whether someone travels by car to Oosterbeek or whether Oosterbeek comes to him. If however anyone should wish to draw a conclusion based on reality he would have to say: If the car is not used it does not suffer wear and tear and the chauffeur does not get tired. Should the opposite be the case the resulting effect will likewise be opposite. If one thinks in this way then, without drawing a comparison between every line and movement, he will know out of an inner commonsense that his own being is changed when from a state of rest it is brought into movement. Bearing in mind the kind of thinking prevalent today, it is no wonder that a theory of relativity develops out of it when attention is turned to things in isolation. If however one goes back to reality it will become apparent that there is no accord between reality and what is thought out on the basis of mere relationship. Today, whether or not we are learned or clever we live perpetually outside reality; we live in a world of ideas in much the same way as the little boy in Goetz von Berlechingen, who did not know his father, in spite of having read a description of him in his geography book. We do not live in such a way as to have direct contact with reality.

But this is what we must bring into the school; we must face this direct impact of reality. We are able to do so if above all we learn to understand the true nature of man and what is intimately connected with him. It is for this reason that again and again I have to point out how easy it is for people today to assert that the child should be taught pictorially, by means of object lessons, and that nothing should be brought to him that is beyond his immediate power of comprehension. But in so doing we are drawn into really frightful trivialities. I have already mentioned the calculating machine. Now just consider the following: At the age of 8 I take something in but I do not really understand it. All I know is that it is my teacher who says it. Now I love my teacher. He is quite naturally my authority. Because he has said it I accept it with my whole heart. At the age of 15 I still do not understand it. But when I am 35 I meet with an experience in life which calls up, as though from wonderful spiritual depths, what I did not understand when I was 8 years old, but which I accepted solely on the authority of the teacher whom I loved. Because he was my authority I felt sure it must be true. Now life brings me another experience and suddenly, in a flash, I understand the earlier one. All this time it had remained hidden within me, and now life grants me the possibility of understanding it. Such an experience gives rise to a tremendous sense of obligation. And one cannot do otherwise than say: Sad indeed it is for anyone who experiences no moments in life when out of his own inner being something rises up into consciousness which he accepted long ago on the basis of authority and which he is only now able to understand. No one should be deprived of such an experience, for in later years it is the source of enthusiastic and purposeful activity in life. [Walter de la Mare has described this experience and the joy of saying: “Ah, so that was the meaning of that.”]

But let us add something else. I said that between the change of teeth and puberty children should not be given moral precepts, but in the place of these care should be taken to ensure that what is good pleases them because it pleases their teacher, and what is bad displeases them because it displeases their teacher. During the second period of life everything should be built up on sympathy with the good, antipathy for the bad. Then moral feelings are implanted deeply in the soul and there is established a sense of moral well-being in experiencing what is good and a sense of moral discomfort in experiencing what is bad. Now comes the time of puberty. Just as walking is fully developed during the first 7 years, speech during the second 7 years, so during the third 7 years of life thinking comes fully into its own. It becomes independent. This only takes place with the oncoming of puberty; only then are we really capable of forming a judgment. If at this time, when we begin to form thoughts out of an inner urge, feelings have already been implanted in us in the way I have indicated, then a good foundation has been laid and we are able to form judgments. For instance: this pleases me and I am in duty bound to act in accordance with it; that displeases me and it is my duty to leave it alone. The significance of this is that duty itself grows out of pleasure and displeasure; it is not instilled into me, but grows out of pleasure and displeasure. This is the awakening of true freedom in the human soul. We experience freedom through the fact that the sense for what is moral is the deepest individual impulse of the individual human soul. If a child has been led to a sense of the moral by an authority which is self-understood, so that the moral lives for him in the world of feeling, then after puberty the conception of duty works out of his individual inner human being. This is a healthy procedure. In this way we lead the children rightly to the point at which they are able to experience what individual freedom is. Why do people not have this experience today? They do not have it because they cannot have it, because before puberty a knowledge of good and bad was instilled into them; what they should and should not do was inculcated. But moral instruction which pays no heed to a right approach by gradual stages dries up the human being, makes out of him, as it were, a skeleton of moral precepts on which the conduct of life is hung like clothes on a coat-hanger.

If everything in life is to form a harmonious whole, education must follow a quite different course from the one usually pursued. It must be understood that the child goes through one stage between birth and the change of teeth, another between the change of teeth and puberty and yet another between puberty and the age of 21. Why does the child do this or that in the years before he is 7? Because he wants to imitate. He wants to do what he sees being done in his immediate surroundings. But what he does must be connected with life, it must be led over into living activity. We can do very much to help bring this about if we accustom the child to feel gratitude for what he receives from his environment. Gratitude is the basic virtue in the child between birth and the change of teeth. If he sees that everyone who stands in some kind of relationship to him in the outer world shows gratitude for what he receives from this world; if, in confronting the outer world and wanting to imitate it, the child sees the kind of gestures that express gratitude, then a great deal is done towards establishing in him the right moral human attitude. Gratitude is what belongs to the first 7 years of life.

If gratitude has been developed in the child during this first period it will now be easy between the 7th and 14th years to develop what must be the activating impulse in everything he does. This is love. Love is the virtue belonging to the second period of life. And only after puberty does there develop out of what has been experienced with love between the change of teeth and puberty that most inward of human impulses, the impulse of duty. Then what Goethe once expressed so beautifully becomes the guiding line for life. Goethe asks: “What is duty? It is when one loves what one commands oneself.” This is the goal to which we must attain. We shall however only reach it when we are led to it by stages: Gratitude—Love—Duty.

A few days ago we saw how things arising out of an earlier epoch of life are carried over into later ones. I spoke about this in answer to a question. Now I must point out that this has its good side also; it is something that must be. Of course I do not mean that gratitude should cease with the 7th year or love with the 14th year. But here we have the very secret of life: what is developed in one epoch can be carried over into later epochs, but there will be metamorphosis, intensification, change. We should not be able to carry over the good belonging to one epoch were there not also the possibility of carrying over the bad. Education however must concern itself with this and see to it that the force inherent in the human being, enabling him to carry over something out of an earlier into a later epoch, is used to further what is good. In order to achieve this however we must make use of what I said yesterday. Let us take the case of a child in whom, owing to certain underlying pathological tendencies, there is the possibility of moral weakness in later life. We perceive that what is good does not really please him, neither does what is bad awaken his displeasure. In this respect he makes no progress. Then, because love is not able to develop in the right way between the 7th and the 14th year, we try to make use of what is inherent in human nature itself, we try to develop in the child a real sense of gratitude, to educate him so that he turns with real gratitude to the self-understood authority of the teacher. If we do this, things will improve in respect of love also. A knowledge of human nature will prevent us from setting about things in such a way that we say: This child is lacking in love for the good and antipathy for the bad; I must instil this into him! It cannot be done. But things will go of themselves if we foster gratitude in the child. It is therefore essential to know the part gratitude plays in relation to love in the course of moral development in life; we must know that gratitude is a natural development in human nature during the first years of life and that love is active in the whole human organisation as a quality of soul before it comes to physical expression at puberty. For what then makes itself felt outwardly is active between the years of 7 and 14 as the deepest principle of life and growth in man; it weaves and lives in his inmost being. Here, where it is possible to discuss these things on a fundamental basis, I may be allowed to say what is undoubtedly a fact. When a teacher has once understood the nature of an education that takes its stand on a real knowledge of man, when on the one side he is engaged on the actual practice of such an education, and when on the other side he is actively concerned in the study of the anthroposophical conception of the world, then each works reciprocally on the other. For the teacher must work in the school in such a way that he takes as a foregone conclusion the fact that love is inwardly active in the child and then comes to outer expression in sexuality.

The anthroposophical teacher also attends meetings where the world conception of anthroposophy is studied. There he hears from those who have already acquired the necessary knowledge derived from Initiation Wisdom about such things as the following: The human being consists of physical body, etheric body, astral body and ego. Between the 7th and 14th years the etheric body works mainly on the physical body; the astral body descends into the physical and etheric bodies at the time of puberty. But anyone able to penetrate deeply into these matters, anyone able to perceive more than just physical processes, whose perceptions always include spiritual processes and, when the two are separated, can perceive each separately, such a man or woman can discern how in an 11 or 12 year old boy the astral body is already sounding, chiming, as it were, with the deeper tone which will first make itself heard outwardly at puberty. And a similar process takes place in the astral body of an 11 or 12 year old girl.

These things are actual, and if they are regarded as realities they will throw light on life's problems. It is just concerning these very things that one can have quite remarkable experiences. I will not withhold such experiences. In the year 1906 I gave a number of lectures in Paris before a relatively small circle of people. I had prepared my lectures bearing these people specially in mind, taking account of the fact that in this circle there were men of letters, writers, artists and others who at this particular epoch were concerned with quite specific questions. Since then things have changed, but at that time a certain something lay behind the questions in which these people were interested. They were of the type which gets up in the morning filled with the notion: I belong to a Society which is interested in the history of literature, the history of the arts; when one belongs to such a Society one wears this sort of tie, and since the year so-and-so one no longer goes to parties in tails or dinner jacket. One is aware of this when invited to dine where these and similar topics are discussed. Then in the evening one goes to the theatre and sees plays which deal with current problems! The so-called poets then write such plays themselves. At first there is a man of deep and inward sensibility, out of whose heart these great problems arise in an upright and honourable way. First there is a Strindberg. Later on follow those who popularise Strindberg for a wider public. And so, at the time I held these Paris lectures, that particular problem was much discussed which shortly before had driven the tragic Weininger to suicide. The problem which Weininger portrays in so childlike yet noble a fashion in Geschlecht und Charakter (Sex and Character) was the problem of the day. After I had dealt with those things which were essential to an understanding of the subject I proceeded to explain that every human being has one sex in the external physical body, but bears the other sex in the etheric body. So that the woman is man in etheric body, and the man is woman. Every human being in his totality is bi-sexual; he bears the other sex within him. I can actually observe when something of this kind is said, how people begin to look out of their astral bodies, how they suddenly feel that a problem is solved for them over which they have chewed for a long time, and how a certain restlessness, but a pleasant kind of restlessness is perceptible among the audience. Where there are big problems, not merely insignificant sensations in life, but where there is real enthusiasm, even if it is sometimes close to small talk, then again one becomes aware of how a sense of relief, of being freed from a burden, emanates from those present.

So the anthroposophical teacher always looks on big problems as being something which can work on him in such a way that he remains human at every age of life; so that he does not become dried up, but remains fresh and alert and able to bring this freshness with him into the school. It is a completely different thing whether a teacher only looks into text books and imparts their content to the children, or whether he steps out of all this and, as human being pure and simple, confronts the great perspectives of the world. In this case he carries what he himself has absorbed into the atmosphere of the classroom when he enters it and gives his lesson.

The Executive Council of the Anthroposophical Society

As you already know, we, the undersigned, took over the leadership of the Anthroposophical Society as the new Executive Council at the Assembly of Delegates of the Anthroposophical Society, which met here in Stuttgart from February 25-28. This took place with the unanimous consent of the meeting and by cooption by the old Central Council. Since we still need an active co-worker in the midst of all the work, we have coopted Dr. Walter Johannes Stein into the Council after the fact. Accordingly, he has co-signed this letter. One of our most urgent duties, as set out in the 'Draft Principles of an Anthroposophical Society', is to create a body of trusted individuals. The first step in this direction is to approach those of our friends in whom we recognize the same ideals for our cause, and by whom we ourselves wish to be guided in our work. To this end, we wish to establish two institutions:

1. an extended board of directors
2. a body of trusted individuals.

The purpose of this letter is to ask you to join the circle of trusted individuals and to let us know of your agreement. The extended board is in the process of being formed, and we will let you know which friends will be on it as soon as it has been constituted. The extended board will form a body whose relationship to the local board will develop in the course of the lively cooperation of all those involved. The members of this extended board will have to represent the views of the Society as a whole, but they will be involved in the work in the individual localities to a much greater extent than would be possible with a single central management. The members of the extended board will also have all the powers that are intended for the trusted representatives.

Since we understand our tasks entirely in the sense of the “Draft Principles of an Anthroposophical Society” ¹, what is said about this on pages 4 and 5 of the draft will also be decisive for the work of the trusted personalities. It will therefore be their “responsibility to accept the registration of members” and they will “take over the guarantee for the members they propose to the board.”

In view of the seriousness of the situation in which our society finds itself, we may well assume that you are aware of the importance of admitting new members. An unusual degree of responsibility arises here, because it is important to enable the many people who long for anthroposophy in their essential being to enter our circles, and even to find such people. But at the same time, the greatest care is needed to avoid harming our society through new members joining. Our worst opponents draw on the material provided by former members. Of course we know from our own experience how tremendously difficult it is to do the right thing when admitting members.

But surely there is a way to do justice to these tasks through a close collaboration between the trusted individuals, the leaders of the working groups and those friends who give introductory courses and public lectures on anthroposophy, insofar as these activities do not coincide. It will always be necessary for those friends who are involved in the admission of new members to make it their heartfelt concern that the newly admitted are also received in the right way within the Society. In larger working groups, special arrangements will have to be made for this. We will take the liberty of sharing some thoughts on this at the earliest opportunity, and we are always grateful for friends sharing their experiences with us.

The Anthroposophical Society draws its life from the spiritual impulses at work within it. For each person, joining our Society marks an important stage in their life. The welcome in our midst can become an expression of this spiritual fact; then we will grow in our community-building power. Dr. Steiner spoke of this community-building power in his lectures on February 27 and 28.² We must seek ways to give effect to these impulses in the handling of such concrete matters as the admission of members.

It will make the tasks of the trusted representatives easier if they see themselves as a cohesive body that can provide support to the individual in their togetherness. We would like to be in close contact with each trusted personality, but we would also be delighted if the trusted personalities of one place and neighboring districts could establish a lively relationship with each other and with the members of the extended board. Here, too, a piece of joint anthroposophical work can emerge.

We would be grateful if you would comment on the questions briefly outlined here, as this will lead to many beneficial results for the task of our society of creating space for anthroposophy in people's hearts.

With warmest anthroposophical greetings

The Executive Council of the Anthroposophical Society

Jürgen von Grone, Dr. Eugen Kolisko, Emil Leinhas, Johanna Mücke, Dr. Otto Palmer, Dr. Friedrich Rittelmeyer, Dr. Walter Johannes Stein, Dr. Carl Unger, Wolfgang Wachsmuth, Louis Werbeck.

A list of those personalities who have received the same letter is attached.

Provisional list of trusted third parties:

1. Miss Lina Arnold, Bochum, Bergstr. 125

2. Mr. Franz Alwes, Breslau, Heiligengeiststr. 7
3. Mr. Adolf Arenson, Stuttgart-Cannstatt, Paulinenstr. 13
4. Mr. Moritz Bartsch, Breslau, Gottschallstr. 8
5. Mr. Otto Baster, Düsseldorf, Kaiser-Wilhelm-Str. 12
6. Mr. Michael Bauer, Breitbrunn am Ammersee
7. Mr. Max Benirschke, Düsseldorf, Gartenstr. 99
8. Mr. Max Benzinger, Stuttgart-Ostheim, Rotenbergstr. 164 a
9. Mr. Martin Borchart, Dresden, Schnorrstr. 49
10. Mrs. Luise Cayard, Frankfurt a. M., Suchaystr. 5
11. Mr. Walter Classmann, Vohwinkel b. Elberfeld, Emilstr. 161.
12. Mr. Willi Conrad, Cologne, Hohenzollernring 37
13. Prof. Hermann Craemer, Bonn, Rheinbacherstr. 13
14. Mr. Otto Daeglau, Breslau, Schuhbrücke 81
15. Mr. Felix von Damnitz, Elberfeld, Kluserhöhe 11
16. Prof. Dr. Fritz Dauner, Konstanz, Schützenstr. 22
17. Mr. Heinrich David, Bielefeld, Freiligrathstr. 7
18. Mr. Claus van der Decken, Hannover, Bodenstedtstr. 13
19. Ms. Clara Dennhardt, Magdeburg-Werder, Zollstr. 12a
20. Mr. Dipl.-Ing. Hugo Detert, Karlsruhe, Klauprechtstr. 35
21. Mr. Anton Deutzmann, Barmen, Lindenstr. 14
22. Dr. Friedrich Doldinger, Freiburg i. Br., Reiterstr. 20
23.* Mr. Anton Dibbern, Hamburg 20, Geffkenstr. 10
24. Mr. Wilhelm Eggers, Hanover, Voßstr. 43
25. Dr. Otto Eisenberg, Kassel, Obere Königstr. 221.
26. Mr. Josef Elkan, Munich, Karlsplatz 24
27. Mr. August Everbeck, Hanover, Meterstr. 211.
28. Mr. Bernhard Gantenbein, Berlin, Krausenstr. 39/39 a
29. Mr. Ernst Gerst, Eßlingen, Ehnisstr. 2
30. Mr. Karl Greber, Heidelberg, Zähringerstr. 6
31. Mr. Wilhelm Goyert, Cologne, Habsburgerring 23
32. Baroness Gumppenberg, Munich, Neuberghauserstr. 11
33. Mr. Richard Hannemann, Wierow near Greifenhagen in Pomerania
34. Mr. Hugo Harder, Karlsruhe i. Baden, Edelsheimerstr. 5
35. Mr. Walter Hartwig, Lörrach-Stetten, Dammstr.
36. Mr. Horst von Henning, Weimar, Luisenstr. 19
37. Miss Elfriede Herrmann, Halle a. 5., Humboldtstr. 40
38. Mr. Friedrich Hirsch, Memmingen, Ulmerstr. 13
39. Dr. Caroline von Heydebrand, Stuttgart, Werastr. 13
40. Mr. Bernhard Hubo, Hamburg, Hohenfelderallee 12
41. Mr. Johannes Jung, Erfurt, Alsenstr. 18
42. Dr. Josef Kalkhof, Freiburg i. Br., Katharinenstr. 1
43. Mr. Carl Kälber, Eßlingen, Olgastr. 10
44. Mr. Carl Keyserlingk, Koberwitz near Breslau
45. Mr. Karl Kieser, Stuttgart, Schützenplatz 16
46. Miss Luise Kieser, Heilbronn, Mörikestr. 8
47. Mr. Andreas Körner, Nuremberg-Loher Moos, Heroldsbergerweg 67
48. Mr. Friedrich Kiem, Berlin-Steglitz, Hollsteinischestr. 30
49. Mr. Werner Klein, Düsseldorf, Viktoriastr. 5
50. Mr. Wilhelm Korth, Berlin-Schmargendorf, Breitestr. 3 III.
51. Mr. Eugen Kuenstler, Cologne, Belfortstr. 9
52. Mr. Georg Kugelmann, Rostock, Schröderstr. 42
53. Mr. Friedrich Kutscher, Dresden-Weißer Hirsch, Querstr. 11
54. Dr. Willibald Lehmann, Bremen, Wartburgstr. 8
55. Graf Otto Lerchenfeld, Schloß Köfering near Regensburg
56. Frl. Anna Mahn, Vitznau, Canton of Lucerne (Switzerland), at
57. Frau v. Brandenstein Herr Walter Mayen, Breslau, Lehmdamm 6811.
58. Mr. Alfred Meebold, A.-G. Stahlwerke-Weißenfels, Julisch-Venetien (Italy)
59. Miss J. Charlotte Mellinger, Frankfurt a. M., Bürgerstr. 90
60. Mr. Rudolf Meyer, Berlin, Cottbuser Ufer 25
61. Miss Anna Mollwo, Lübeck, Overbeckstr. 8
62. Mr. Emil Molt, Stuttgart, Spittlerstr. 8
63. Mr. José del Monte, Stuttgart, Spittlerstr. 8
64. Mrs. Gertrud Müller-Thalwitzer, Königsberg i. Preußen, Ht. Trag. 19
65. Mr. Emil Mund, Leipzig A, Posadowsky-Anlage 17 II.
66. Mrs. Henny Mustert, Osnabrück, Friedrichstr. 221.
67. Dr. Ludwig Noll, Stuttgart, Gänsheidestr. 88
68. Dr. Felix Peipers, Stuttgart, Gänsheidestr. 88
69. Carl Picht, Ulm a. D., Olgastr. 4
70. Dr. Hermann Poppelbaum, Frankfurt a. M., Holzhausenstr. 30
71. Mr. Hans Raether, Berlin NW 87, Solingerstr. 3
72. Mrs. Thekla von Reden, Berlin, Motzstr. 54
73. Mr. Dipl.-Ing. Alfred Reebstein, Durlach near Karlsruhe, Schloßstr. 6
74. Dr. Paul Reiche, Greifswald, Knopfstr. 4
75. Ms. Helene Röchling, Mannheim, L. 9. 10
76. Prof. Dr. Oskar Römer, Leipzig, Windmühlenweg 25
77. Miss Dorothea von Schmehling, Wiesbaden, Adelheidstr. 91
78.* Mr. J. G. W. Schröder, Stuttgart, Schwarenbergstr. 84
79. Mr. Friedrich Schuster, Essen, Papestr. 59
80. Mr. Hans Schwedes, Bensheim a. d. Bergstraße, Schönbergerstr. 35
81. Mr. Richard Seebohm, Zwätzen near Jena
82. Mr. Albert Seel, Pforzheim, Zähringerallee 25
83. Mr. Franz Seiler, Stuttgart, Champignystr. 17
84. Mr. Wilhelm Selling, Berlin, Motzstr. 17
85.* Mr. Carl Stahlbusch, Berlin-Zehlendorf, Annastr. 5 86. Mr. Carl Stavenhagen, Hamburg, Klosterallee 49
87. Mrs. Gertrud Stein, Fahr near Neuwied, Haus Hohenstein
88.* Mrs. Johanne Stockmeyer, Waldhaus Malsch, Amt Ettlingen near Karlsruhe
89. Mr. E. A. Karl Stockmeyer, Stuttgart, Kanonenweg 44
90. Mr. Dipl.-Ing. Alexander Strakosch, Stuttgart, Kanonenweg 44
91. Mr. Otto Thorwirth, Gotha, Leesenstr. 23 a
92. Mrs. Joanna Thylmann, Darmstadt, Herderweg 62
93. Mr. Wilhelm Trommsdorff, Stuttgart, Gerokstr. 65
94. Mr. Ernst Uehli, Stuttgart, Hohenheimerstr. 67
95.* Ms. Hildegard von Veltheim, Munich, Ohmstr. 15
96. Miss Toni Völker, Stuttgart, Falkertstr. 72
97. Miss Ellida Wagner, Quedlinburg a. H., Heiligegeiststr. 5
98. Mr. Günther Wagner, Frauenalb near Karlsruhe i. B.
99. Mr. Kurt Walther, Frankfurt a. O., Gurschstr. 6
100. Mr. August Wegfraß, Erfurt, Schmidstetter Ufer 4
101. Mrs. Anna Weißbrod, Freiburg, Badstr. 50
102. Mrs. Ella Weißhaar, Wildberg Castle on the Nagold
103. Mr. Wilhelm Wittkopf, Lehe on the Weser, Kronprinzenallee 40 104. Prof. Dr. Hans Wohlbold, Munich, Adalbertstr. 55 105. Mr. Max Wolffhügel, Stuttgart, Maienstr. 2
106. Mrs. Elise Wolfram, Leipzig, Karlstr. 26
107. Mr. Wilhelm Zeuch, Gera, Flanzstr. 8II.
108. Mrs. Magda Zoeppritz-Ney, Mergelstetten, Felseck, Wttbg.
109. Mrs. Clara von Zychlinski, Bonn, Schumannstr. 43

n October 1923, the definitive list of trusted persons was published in No. 8 of the “Mitteilungen”. Of the 109 names listed above, those marked with an asterisk (*) no longer appeared. The following new ones had been added:

Mr. Cornelis Apel, Stuttgart, Landhausstr. 95
Dr. Hermann v. Baravalle, Stuttgart, Landhausstr. 14
Mr. Paul Baumann, Stuttgart, Kanonenweg 44
Mr. Eugen Benkendberfer, Cannstatt, Paulinenstr. 13.
Mr. Christoph Boy, Stuttgart, Rechbergstr. 4
Colonel Max v. den Brincken, Sondershausen, Marienstraße 60
Mr. Albert Dibbern, Stuttgart, Werfmershalde 10
Miss Emmi Dresler, Siegen i. Westf., Burgstr. 5
Mr. Wilhelm Fink, Stuttgart, Ameisenbergstr. 1
Mr. Ludwig Gauf, Darmstadt, Annastr. 36
Mr. Wilhelm Gaum, Pforzheim, Nagoldstr. 9
Mr. Jürgen von Grone, Stuttgart, Villastr. 14
Mr. Max Gümbel-Seiling, Kaiserslautern i. d. Pfalz, Finkenstr. 1
Dr. Herbert Hahn, Stuttgart, Landhausstr. 95
Mr. Georg Heins, Bremen, Besselstr. 40
Dr. Karl Heyer, Stuttgart, Im Kühnle 4 B
Dr. Friedrich Husemann, Stuttgart, Gänsheidestr. 88
Countess Pauline Kalckreuth, Munich, Adalbertstr. 55 III
Mr. Georg Klenk, Munich, Arcisstr. 49 III
Mr. Rudolf Köhler, Bremen, Humboldstr. 141
Dr. Eugen Kolisko, Stuttgart, Kanonenweg 44
Dr. Bruno Krüger, Stuttgart-Obertürkh., Cannstatterstr. 20
Mr. Hans Kühn, Stuttgart, Ameisenbergstr. 1
Mr. Theodor Lauer, Stuttgart, Kornbergstr. 7
Mr. Emil Leinhas, Stuttgart, Werastr. 13
Ms. Erdwine Lindemann, Brake (Lippe-Detmold), Detmolderstr. 113
Dr. Rudolf Maier, Stuttgart, Werfmershalde 8
Baroness Nora von Malchus, Ravensburg, Rudolfstr. 8
Mrs. Meta Meier, Bremen, Humboldtstr. 133
Mr. Oskar Meyer, Freiburg i. Br., Weberstr. 4
Miss Johanna Mücke, Berlin W 30, Motzstr. 17
Mr. Martin Münch, Berlin, Zahlendorf-Mitte, Gertraudstr. 10
Dr. Otto Palmer, Stuttgart, Gänsheidestr. 88
Mr. Wilhelm Pelikan, Stuttgart, Fraasstr. 14
Dr. Kurt Piper, Stuttgart, Urbanstr. 31 A
Dr. Paul H. Praußnitz, Jena, Johann-Friedrich-Str. 1 pt.
Mr. Otto Reebstein, Stuttgart, Landhausstr. 70
Mr. Otto Rennefeld, Charlottenburg, Kantstr. 130 A
Dr. Friedrich Rittelmeyer, Stuttgart, Urachstr. 41
Dr. Ludwig Roesel, Leipzig, Georgiring 5
Miss Dr. Maria Röschl, Stuttgart, Landhausstr. 90
Mr. Wilhelm Ruhtenberg, Stuttgart, Kanonenweg 44
Mr. Diplom-Ing. Lothar Schäfer, Bremen, Osterholzerstr. 35
Mr. Franz Schäffler, Eßlingen, Urbanstr. 36
Mr. Werner Schlitte, Naumburg a.S., Friedenstr. 5
Mr. Wilhelm Schrack, Cannstatt, Teckstr. 4
Dr. Erich Schwebsch, Stuttgart, Alexanderstr. 26 B
Dr. Walter Johannes Stein, Stuttgart, Kanonenweg 44
Dr. Simon Streicher, Stuttgart, Falbenhennenstr. 5
Dr. Hans Theberath, Stuttgart, Maienstr. 5/7
Dr. Carl Unger, Stuttgart, Werastr. 13
Mr. Wolfgang Wachsmuth, Stuttgart, Bopserstr. 19
Mr. Louis Werbeck, Hamburg, Holzdamm 34
Dr. Rudolf Zoeppritz, Mergelstetten, Felseck, Wttb.

• 1. See under Notes.
• 2. Coming soon – for members only – from the Philosophisch-Anthroposophischen Verlag Berlin. More details will be provided. [Now in GA 257]

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

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.

Dear Mourners!

Now that our dear friend has been escorted by the clergy into the realms of light, words of farewell are spoken from the hearts of those who were most closely connected to our dear friend: to his dear wife, daughter and to you, dear friends, who were so closely connected to Hermann Linde. These words, which may resonate in the soul of our dear friend, are spoken:

Your soul's gentle beating of wings
Carried you, dear friend, in spiritual orbits,
Your destiny's solemn guiding hand
Brought the spiritual word to your ancestors.

Many a doubt stepped into your path,
But the strength of the heart found
through the light of life and the shadows of existence
to the goal of thought in the spiritual realm.

And so look, faithful friend soul,
in the full spiritual reality,
what you sensibly and meaningfully envisioned
as the future after your time on earth.

And in the evening of your life, you still had to Your daughter's faithful memory
Shall preserve your noble striving.

And we, united with you in spirit in our earthly existence,
We who accompany you to the new life,
Want to dwell with you in spiritual union
In the times of the future and in the vastness of the world.

Dear mourners! Our dear friend was one of the first of our spiritual community to join us in heartfelt intimacy. And we got to know his kind, good heart, whether it was in such a effectively accomplished, sacred work duty for all of us, or whether it was in walking side by side in the confession of our spiritual knowledge, we got to know this good, dear heart, we learned to appreciate it, and we should know to remain connected to it, even after our physical eye can no longer look into his physical eye. And so let our soul's eye look into his in the future, remembering him with all our heart and love, into his dear spiritual eye.

Dear friends! On his earnest path to spiritual research, Hermann Linde has found many doubts and many other soul obstacles on the way. But he has possessed a spiritually inclined, soul-warm inner heart power. With strong inner power, it led him to what he then found as his spiritual word, his spiritual insight, in which we were united with him in intimate friendship.

One could say that Hermann Linde walked in loyalty with the three epochs of anthroposophical life. First he found this spiritual life. Then came the times when he worked in Munich as one of the most effective, devoted and sacrificial collaborators on our festival mystery plays, which, together with others, were also his work. My dear friends, there are many things we have to say: at the time when we had to work on them, they would not have come about without Hermann Linde.

And then, when the call came to build the Goetheanum, which was so dear to all of us and also died on the Dornach hill, he was again one of the first to offer advice and help, giving everything he had: his art, his being, to the work. We have seen how Hermann Linde, outgrowing his artistic life, ultimately sacrificed everything he was able to give in art to the work with which he had completely identified.

And anyone who is able to appreciate and love human loyalty and human devotion could not help but appreciate and admire the quiet, gentle, and yet so energetic soul of Hermann Linde, and feel him as the dearest friend soul who walked with us on our spiritual path.

Many are the hours that come to mind's eye, when I met Hermann Linde working, working at the side of his dear wife, our friend, up in the dome of the Goetheanum, and when he sacrificed his best for the work, whose downfall he and we had to experience with such deep pain.

And when you saw Hermann Linde quietly working in his studio, completely absorbed in the Goethean idea, everything he could feel as an artist, mysteriously enmeshed in this Goethean idea, then you knew: he was one of the best who work among us.

Dear mourning friends, Hermann Linde stands before us. But we also had to accompany him in such a way that we always saw in him how a strong soul, a soul with many desires, nevertheless lived in a weak body. And this weak body took Hermann Linde from us early, much too early, for all of us: this weak body, which those who were more intimately connected with Hermann Linde knew, that everything that stood in Hermann Linde's life, that even doubts arose in him, that sometimes did not allow the intentions of the work to come into full effect, came from him. Those who were very close to Hermann Linde knew that his soul was great and that he himself often felt an inner tragedy due to his weak body,

But that is precisely why he belonged to a spiritual community that is able to look beyond everything that physical-earthly sensuality alone gives, that is able to look up to that which, as a supermundane ability, the spiritually willing soul longs for and hopes for as its great goal. And in my intimate friendship with Hermann Linde, I often had the thought: You may tell yourself that not everything you want in your earthly existence will be granted to you, but you may take comfort in the fact that in spiritual regions your will to transcend the earthly will be strengthened and that you are able to give to the earth all that you would like to give to it. But we had to remind ourselves that we cannot make the same demands on ourselves that Hermann Linde made on himself. And we were truly always in complete agreement with this gentle and quiet soul. We appreciated what he did for us as one of the best.

And, my dear mourners, Hermann Linde can be a role model for many. He wrestled in his quiet mind, wrestled with earnest strength, wrestled with solemn dignity beyond all doubt, beyond all inhibitions, to that knowledge that brings man the certainty: That which you live on earth comes from divine heights of existence. But Hermann Linde appreciated the sacredness of the divine heights of existence, Hermann Linde knew how to see through what secrets these divine heights of existence hold, and he therefore knew how little of that which we carry into this existence from heavenly heights through earthly birth enters into human consciousness of earthly existence.

It is true that we are all born of God into earthly life. But during this earthly life, the human consciousness is too thin to be permeated with divine power. And only in this death, experienced with earthly consciousness, can the divine power rediscover the strong soul power that feels connected to the impulse of Christ, give birth again, resurrect the God in the human breast, the connection with Christ.

And so did Hermann Linde feel. Just as he knew that he had been led from divine existence into earthly existence, so he knew that in earthly death the awakening Christ lives, with whom the human soul, the human heart, can connect. And so today, in this solemn hour, we look up with you, beloved soul, into spiritual regions, knowing that he who retains in earthly existence the awareness of divine origin, who conquers for earthly existence the permeation with the power of Christ, will be reawakened, will resurrect in bright, luminous spiritual heights. Dear friend soul, our friendly glances from the depths of our hearts longingly accompany you. We want to let our best thoughts, which were connected to you, follow you there. We know you in the heights of spirit in the future. It will be for us to seek again and again from the depths of our hearts the thoughts that go to you, that may unite with your thoughts of purpose in the light of spirit, that want to remain with you for all time, that you will have to go through for all the worlds, that you will have to permeate. Yes, our thoughts may be with Your thoughts, out of the earthly labor, which we could feel, with which You were spiritually connected to us through Your own choice in this earthly life.

May Your thoughts, my dear mourners, always follow the spiritually connected one in his future earthly joyful existence, preparing himself for a new earthly existence full of light. So may it be. And so may our thoughts follow you, may they stay with you, our dear Hermann Linde, and may we understand to stay with you, even when our soul must seek you in the bright heights of the spirit.

The gentle beating of your soul's wings
Carried you, dear friend, in spiritual paths,
Your destiny's solemn guiding hand
Brought the spiritual word to your ancestors.

Many doubts arose in your path,
But the strength of your heart found
Its way through the light and shadow of life
To the goal of thought in the spiritual realm.

And so look, faithful friend soul,
In the full spiritual reality,
What made sense to you, shiningly envisioned
As the future after the time on earth.

And in the evening of your life, you still had to
Deep in the soul, our great pain
from the flame;
For earthly existence, it broke your heart.

Your wife's sincere heart love,
She will follow your spiritual life;
Your daughter's faithful memory
Shall preserve your noble striving.

And we, united with you in spirit in this world,
We, who accompany you to the new life,
Want to dwell with you in spiritual union
In the times of the future and in the widths of the world.

This morning we had to see off our dear friend Hermann Linde at the gate through which he will now enter the spiritual world. At such moments, my dear friends, it is up to us to make real, in a deeper, moral-religious sense and in a deeper sense of feeling and perception, what anthroposophy can trigger in our souls, what anthroposophy can inspire in our souls. It is, after all, our whole endeavour to get to know the spiritual world, to learn to live in the soul with the spiritual world.

In the moment when a dear soul departs from physical existence and enters into that life, in order to gain knowledge of which we strive, we must also feel the strength and the power to sustain in the full sense of the word all that which should have become ingrained in us during that time while we were here on earth in a spiritual bond with a soul that has now passed away from us. And we should learn to understand in the right sense that we should maintain the community in which we have found each other, beyond the bonds that are woven through earthly life. We should be able to hold that love warmly, which connects us with such souls, even when that warmth of feeling cannot be kindled by external impulses as it can when the soul in question is still walking among us in a physical body. Only then do the powers of perception that can be triggered in us through anthroposophy have the right strength, if we are able to do so. We should also be able to keep the memories of a dear dead person alive in a different way than someone who has not taken in spiritual knowledge into the depths of his soul as we have set ourselves the goal.

And Hermann Linde is indeed bound to our souls by many beautiful memories. A large number of those sitting here know this without a doubt, some perhaps in a looser way. But Hermann Linde was a personality of whom it may be said that even those who knew him only briefly grew to love him. Those who have been part of our society for longer know Hermann Linde as one of the first to join the society in order to follow a shared spiritual path with the other friends united in it. And those who knew Hermann Linde more intimately know that he was not one of those who joined this spiritual path in a mere effervescence of feeling, in an inner-soul sensation, but that he strove, out of innermost self-knowledge, to find the possibility of uniting his path with the path of this spiritual current.

Hermann Linde was a mild nature, but a nature that also had a strong, justified critical spirit within the mildness of his soul, a nature that examined what came its way, and a nature that had to examine because other impressions that were already there had stuck in the soul in a strong way. And so Hermann Linde had to fight his soul's battles with what lived in his soul, what warmed his soul, what often filled his soul with bitter doubts on the one hand, and with what, because it differs so much from everything else that one encounters in the present, on the other hand, with anthroposophy, he had to fight his soul's battles with these two currents. And today, when his life on earth is complete, we can look back on it and say to ourselves: When a soul so noble, mild and inwardly earnest has found its way into this spiritual movement, not from overflowing sentiment but from inwardly true self-knowledge, then this spiritual movement can regard it as a kind of testimony that confirms its inner strength. A movement that is in a position to point out that good people have found the opportunity to unite with it can consider itself fortunate in the most beautiful sense.

And it was indeed the case that our anthroposophical movement in its first period could, by the nature of things, be nothing other than a place where souls found themselves and their connection with the spiritual world. In view of the tasks that the anthroposophical movement has had to take on in later times, many older members may well say to themselves: Oh, if only it had always remained so, if the Anthroposophical Movement had remained in that first epoch, when it was basically a gathering of people who interacted as people, who formed an inwardly cohesive association that initially looked to the spiritual current flowing through it.

Hermann Linde knew how to unite with his own soul that which flows through the Anthroposophical Society as a spiritual current; but he was also one of those who, with an open heart and an unlimited willingness to make sacrifices, devoted themselves to every new task that arose from this spiritual movement. And for many who enter this spiritual movement, it should be so that they look to the example of such a personality.

Hermann Linde entered the anthroposophical movement as an artist. He first placed his entire artistic being at the service of this movement and then, in the third phase of this movement, sacrificed it at the altar of the same. We look back because what happened through the personalities working within our movement must be of value to us. We look back to the time when the Anthroposophical movement in Munich, steeped in true inwardness, had to be led into artistic channels. At first we needed people who could infuse it with artistic life. And now I would like to call upon those of you who remember the Mystery performances in Munich to recall in your inmost soul how marvelously unified were the stage sets that Hermann Linde contributed to the individual scenes of these Mystery Dramas out of his, I might say, natural willingness to make sacrifices. For some of those who were present at those performances, these images will be unforgettable, for they arose out of a real experience of what was to arise at that time before the soul-vision of our anthroposophists. And the words I spoke this morning from a deeply moved heart, I would like to repeat them here: We know very well that much of what was to be done back then could not have been done without a subsidy like the one that came from Hermann Linde.

And when the idea arose in some people's minds to erect a building for the anthroposophical movement, it was again a matter of course to call upon Hermann Linde in the circle of those who wanted to devote themselves above all to the construction and management of this building, because they knew that they would find a willingness to make sacrifices, a willingness to work, above all, what is most needed: a reconciling, loving spirit that balances differences.

And so Hermann Linde joined the small community of those who, as a kind of committee, led everything that was initially connected with the intention in Munich and then with the reality here in Dornach: to build up the anthroposophical cause. And he was also one of the foremost in the ranks of those who took on the work of this construction. He was imbued with such inner love for the cause that he now linked his entire existence in these last years with this construction.

And again I would like to repeat a word that I said this morning: When I think back to the hours when I met Hermann Linde, working up in our now-defunct dome room, working in harmony with our dear friend, his wife, when I discussed the most diverse matters with him up there that were related to the management of the building and to the role he held within this leadership, then in all of this lay, firstly, the revelation of his unlimited willingness to make sacrifices, the unlimited application of his artistic skill to what was to be built there, and on the other side there was also that reconciling spirit that balanced out the contradictions, which was always there with advice, rather than criticism.

Many a person has thought that either they themselves or others – as is always the case in life – could have done better what Hermann Linde has done. But these things are vain illusions. What matters when something real is brought into the world lies much more in what Hermann Linde had in such an outstanding degree than in what some believed he did not have. It would not have been possible to work with the things that were often criticized. Hermann Linde's approach to our work, which was so self-sacrificing and lovingly conciliatory, allowed us to work on every detail and as a whole. And if we are to talk about the workers in our cause, then Hermann Linde must be mentioned in the first row.

But then it must not be concealed how great our sorrow must be that he left us so early, for a difficult time that undoubtedly lies ahead of us. But he was so intimately connected with everything that concerns us here in our earthly existence that we may hope for the help that the souls from the spiritual realm can provide for those who have remained here from him to the greatest extent possible, if only we prove worthy of this help.

Many people are unaware of the extent of the individual concerns that weighed on the leading personalities during the last few years of the Dornach building work. Today it is self-evident to point out that Hermann Linde was one of those who bore these worries in the most beautiful way, but that Hermann Linde was also one of those who followed everything that happened here with a broad-minded interest and who would have liked to see many things develop into greater fruitfulness, precisely by reconciling the differences, than has been possible so far.

Many of us will remember how Hermann Linde was always among those who had the sincere desire to bring about a union of artists here among us. He was certainly not a person who would have excluded or restricted any individual activity. Out of the infinite kindness of his heart, he wanted to create a collaboration. And much of what has been achieved in this direction can be traced back to his initiative. And the fact that many of the seeds he has planted in this regard have not come to full fruition is truly not due to a lack of his own zeal. Let us remember with what heartfelt love and devotion he reported on the progress of the artistic work at our Goetheanum during the meetings of the Goetheanum Association here in this hall. Let us remember such things as what is most intimately connected with the history of our movement. We must not forget, especially at this moment, that it was Hermann Linde, for example, who gave the impetus for the small further training school established here at the Goetheanum, and that he devoted his special care and attention to this further training school.

But this is just one of the many gaps that arise in our ranks as a result of Hermann Linde's passing away from the physical plane. And those who will have the task of filling these gaps in some way will feel what Hermann Linde meant to us. Because what we take for granted in certain areas of life – that wherever a gap is created by a person, another will step in – is not the case at all.

And finally, Hermann Linde had to go through with us the pain that affected our and his work. He had to be among those who, in a short time, saw what had been built out of love and devotion dwindle to ruin. And it is truly true in the deepest sense, as I had to speak this morning, that for his earthly existence this broke his heart. This impression, which he experienced on New Year's Eve and which was a death for much of what our cause is, was deeply burning in Hermann Linde's soul. And the short span of time that he was still granted to spend on earth after the Goetheanum fire was entirely under this impression.

The last time he spent here on earth was a time of suffering. He also felt deeply in his innermost heart all that is being done against the anthroposophical movement by various opponents. That is why the last time he was allowed to dwell on earth was a time of suffering. And if pain is what deepens life in the spiritual world that follows on from the time on earth, Hermann Linde has taken much of noble pain into the form of existence that he has now entered. All this, my dear friends, should fill our soul today. And it should be the starting point for thoughts of devotion for this soul to remain in our souls. Then we will worthily find again the dear soul that has been taken from our physical sight, but that should remain with us in the most intense way in our spiritual sight.

If we can do this, if we can love Hermann Linde with the same intensity with which we loved him here, and with an ever-increasing strength, then in this case we fulfill the anthroposophical view of life that we should be able to fulfill.

The starting point for a spiritual community with this soul should be the days when he is snatched from our physical sight. He left behind his dear wife, our dear friend, and his dear daughter. We must understand the pain they feel over his death, in true inner warmth. We must understand that we make our thoughts about him, which are devoted to him, quite precious by remaining connected in the most intimate love, as long as we are granted this on earth, with these, his friends who have survived him. We must make it our will and his spiritual joy to be for those who remain behind what can serve him, when he looks down on what is happening on the site where he worked for so long, to give him inner spiritual and soul satisfaction. This is truly practical anthroposophy for the soul. If we know in the right sense that death is not the destroyer of life but the beginning of another form of life, then we must understand in the right sense that the love that has been assigned to one who is now dead to earthly life also enters into another form of existence with this death. And if we do not understand this metamorphosis of love, then we do not understand in the right sense the metamorphosis of life, which we think we understand when we join a spiritual movement like anthroposophy.

And so let us reflect today on how beautifully Hermann Linde has realized in his own heart the conviction that what a person is and does here on earth comes from the divine: Ex deo nascimur. It should be borne in mind that he found in his heart the strength to recognize, for earthly consciousness, that in this consciousness the power of Christ must come to life, so that what begins to die in man at birth may, through the experience of the power of Christ, gain the right to a new life: In Christo morimur. And in thinking of Hermann Linde today, we share the conviction that when the consciousness of our divine spiritual descent unites with the consciousness of union with the Christ impulse, we may live in the conviction that human existence is God-conscious and imbued with Christ: Per spiritum sanctum reviviscimus.

These thoughts affirm that in us which enables us, for all time, to look up in loyal thoughts to the soul of Hermann Linde, which will continue to work in the spiritual existence as a continuation of its earthly existence. As a sign of this, my dear friends, we rise from our seats.

My dear friends, perhaps it is appropriate on this day, in the short span of time that remains to us, to reflect on an event like this. We must be clear in the innermost part of our soul about how what we live through in our physical existence on earth, and also live through in our soul, is bound to the outer senses and to what the mind makes of the impressions of the outer senses. But the outer senses, with everything that the mind makes of them, do not follow us into the after-earthly existence. We hand over the external senses to the earthly existence with physical death. What the mind makes of the impressions of the outer senses, we hand over to the etheric world a few days after physical death. It melts away from us, and in all that follows, we are dependent on continuing to live out that which is immersed in the darkness of the unconscious while we live our earthly life.

To some extent, a person lives their life in the state between waking and sleeping. They are filled with what is experienced through the senses and through the mind, and what they find extinguished with death in the form in which they experience it here on earth. Every day, people experience the other side of existence between falling asleep and waking up. But even if the experiences within are immersed in the darkness of the unconscious for earthly consciousness, what appears to some to be of little importance for earthly existence: for what comes to life in the human soul when it has passed through the gate of death, it is precisely these experiences, which then transform into full consciousness, that are the most essential part of earthly life. What we go through here on earth in unconsciousness, we carry through the long time between death and a new life on earth.

The greatest difference between what we perceive, see and think here on earth and what we see on the other side after we have passed through the gate of death is in relation to the outer nature. Anyone who believes that they can exhaust what is hidden and revealed in nature with their physical senses and earthly mind while they are awake is mistaken. They only know the smallest part of nature. Nature has another essential side, the side that we live through between falling asleep and waking up, which is deeply hidden from the conscious mind, which in the truest sense of the word represents another side of our existence. The one side of existence that nature assigns to our earthly senses and our earthly mind is extremely different from the other side, which is assigned to our soul, our spiritual nature, which belongs to eternity.

He who can form a correct idea of this radical difference, he who realizes to what a high degree it is the case that, while nature reveals to our senses a completely unspiritual, un-animated entity, seen from the other side it is through and through an infinite abundance of spiritual entities in themselves, he can also comprehend what an enormous difference there is between the human being when it is clothed here in the physical body, and the human being when it has discarded the physical and etheric bodies and lives on in its soul-spiritual part beyond the gate of death. Not only in itself, but in the whole relationship to ourselves, there is a radical difference. We face a human being in earthly life, we experience together with him what happens in earthly life. What he experiences is imprinted on our earthly thoughts. Through our earthly thoughts it becomes our memory. During our time on earth, we carry this other person within us in our memory. But every time we see him again, it is not just the earthly memory that works in us, but what flows out of his soul as a living being and is poured into this earthly memory. Consider how the memory of a person that we carry within us is enlivened when we are face to face with him in earthly life, how infinitely more alive for earthly thinking is that which streams from him into our memory than is this memory itself.

And now he leaves us, out of the physical existence on earth. We are left with the memory, to which he himself adds nothing metamorphosing, nothing transforming, nothing enlivening after his death. We are left with the memory, just as we are left with thoughts of the outer nature when we see it with our physical senses, grasp them with our physical minds, where the things of nature add nothing to our knowledge, to our thoughts, where we must keep our thoughts all the more objective, the more we want to faithfully depict that which is, and where we must not be led astray by that which could modify these thoughts from life. But just as the other side of nature is different from what it assigns to us for the senses and for the earthly mind, so is that which a human being is when it has become merely an earthly memory for us, different from what it was when it lived these earthly memories day after day, from time to time. For from this point on, this human being now appears to us, to our experience, entirely on the other side of existence.

Just as we live in our sleep, so we live with the natural beings, who are inwardly spiritually alive, in contrast to what is dead and assigns its dead countenance to us for the earthly senses. So that part of the human being that which for our earthly life has now become only a memory, lives on this other side of existence, in that realm which we experience when we are pushed into unconsciousness, into the darkness of unconsciousness, in that realm which we pass through in our sleep.

Yes, my dear friends, just as our thoughts are invigorating and our impressions are vivid when the physical human being steps before us and we consciously experience him in his earthly consciousness, so we experience — unconsciously, but no less real for that — the approach, the coexistence with us in sleep of the one who has passed from earthly existence. To the same extent that the deceased disappears from our waking consciousness, he enters our sphere of life for our sleeping consciousness. And if we human souls, based on anthroposophical knowledge, know how we have to learn to adopt a completely different attitude to life for sleep than we do for waking, then we will feel what has been said.

If we could only live in such a way that the later always follows the earlier in physical time, we would never be able to experience the true spiritual. We only learn to experience the true spiritual when we can change the direction of life in the opposite direction. As paradoxical as it may seem to the physical thinker, all life in the spiritual takes place in the opposite direction. The wheel of life comes full circle. The end comes together with the beginning at last.

This seems so incredible to people on earth only because they have distanced themselves so far from any spiritual view. But every time we fall asleep, even if it is only for a moment, we experience time running backwards. For the path leading back to the spirit from which the world originates is a path leading forward.

And even what older cultural movements recognized as correct, namely that those born later return to the forefathers in death, is more correct than the idea we have in our seemingly so enlightened time.

But then, when we set out on our journey to the spiritual realm every night, in the opposite direction to the physical, those who have gone before us in physical death are the ones who precede us. And as we enter a spiritual world every night, we find, so to speak, figuratively speaking, the entities of the higher hierarchies at the front, who never incarnate on earth, and then, below them, the procession of those souls with whom we were fatefully connected and who passed through the gate of death earlier than we did. And that part of the journey, which, if not consciously, then at least in our unconscious thoughts we are allowed to follow in every state of sleep, that is the part in reality we follow them.

And if we can keep the memory of our dear dead alive and vivid, if we also have these thoughts in a vivid imagery again and again in our waking state, then what we lovingly carry within us as memories during waking hours makes it possible for the dead to have an effect in this world, to pour their will into it, and that the will of the living continues to live in the will of the dead. But also what we fully awaken again and again in our memories during waking hours for the dead, goes with us into the state of sleep as forces with a lasting effect. It is different for the dead when we fall asleep from a life in which we have forgotten our dead, or from a life in which we have lovingly called the images of our dead to our soul again and again. For what we carry into the world of the spirit every time we fall asleep becomes a sensation for the dead. There their soul perceives the images that we carry through the portal of sleep into the spiritual world every day. And so we can bring it about that the perceptive faculty of the dead unites with the images that we faithfully preserve for them during sleep. In this way we can bring it about that the will of the dead unites with our will through our thoughts, if we cherish and care for them in loyal remembrance when we are awake. And so we can learn in a real way to live with the dead.

Then the dead will find us worthy of living with them. And only then will the true human community arise, which is instinctive only within the physical world, but which also becomes spiritual for this physical world when the extinguishing of physical life on earth does not loosen or even break any spiritually formed bonds, when everything that is bound in the soul can remain, even though the outer earthly bonds are loosened or broken. This means that through the human soul the reality of the spirit is preserved when we admit the truth to the spirit in life by not depriving it of its reality, by not surrendering to the physical and sensual alone, but by finding the possibility to live freely in the spiritual and soul, as if compelled to do so in the physical and sensual.

This is what every death, and in particular the death of a dear friend, can remind us of, what it can call us to, not just as a dead memory, but as a lasting, living sensation, memory.

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.