The Rudolf Steiner Archive

The Earthly, the Cosmic and the Present Christ

My dear friends!

Before I say anything else, please allow me to give you a brief report on the last few weeks. I will mention only a few things so that you here at the Goetheanum may be informed about what is going on in our movement.

After I had left Dornach and had dealt with other, internal matters in Stuttgart, the beginning of my public activity was on November 19 in Berlin, where I had to give the second lecture — the first is known to you - in the great hall of the Philharmonie, which was again filled to capacity. Then, after a eurythmy performance in Berlin, the Kristiania tour began. The first lectures in Copenhagen were on November 23 and 24. These two lectures were held at the request of the Pedagogical Association in Copenhagen. In them I had to discuss the principles and methods of anthroposophical education and didactics and to say something about the way the Waldorf School is run in Stuttgart. These lectures took place at the “Nobel Institute” and were very well attended. They were mainly attended by teachers; only a small number of seats had been allocated to members of our society. The second lecture — that was on Thursday, November 24th — was preceded by a lecture on the Vidar branch in Kristiania.

On the 25th, I then had to give a public lecture in Kristiania, organized by the student body, on “The Paths to Supernatural Knowledge”. It is worth mentioning that the lecture was able to be held in the largest hall in Kristiania, which holds over 2000 people, and that this hall was full to the last seat. Considering that there may not be many people in Kristiania who understand German to any great extent, one must nevertheless come to the conclusion that the anthroposophical movement is currently expanding to some extent.

On Saturday, November 26, I had to give a lecture at the student body of Kristiania itself, as part of the weekly student gatherings held on Saturdays. The public lecture on the previous Friday was arranged by the student body, but was open to the public. This lecture on Saturday had the same topic, but was of course then treated for the student body and within the framework of student associations.

On Sunday we had a eurythmy performance at 1 p.m. in the Kristiania National Theatre. Our friends were a little anxious, because it was a risk to give a eurythmy performance in the National Theatre, and besides, the house holds 2400 people when it is fully occupied, I believe. But on this day, it was filled to capacity. Taking all the circumstances into account, the audience received this eurythmy performance with great friendliness.

At 6 p.m. the second event for the “Vidar branch” took place. That was on Sunday, November 27th. And on Monday morning we were inundated with a veritable flood of sewage from all possible newspapers in Kristiania. It presented the absolute opposite of the picture that could actually be gained from the previous day. I have already experienced very bad things from these pages, but what has been done here is pretty much one of the very worst newspaper diatribes that can be mustered.

I had to remind them that a long time ago, when the intention of presenting eurythmy to the public was expressed, I gave a lecture to our eurythmists in which I pointed out that if eurythmy was brought into the public eye, it would experience the very worst of abuse. And this prophecy has rarely been fulfilled in such a magnificent way as on that Monday and Tuesday. The things lasted for a long time, because some people ranted two or three times.

On Monday evening, the first public lecture on anthroposophy organized by our friends took place in the old university auditorium. It was well attended and very warmly received, and not the slightest hint of what had happened outside in journalism was to be noticed. Then, on Tuesday at noon, I was invited by the theological association in Kristiania to speak about the Christ problem in a university auditorium, and that same evening I gave the second anthroposophy lecture organized by our friends.

On Wednesday, the lecture on economic issues, “The Cardinal Question of Economic Life,” took place at the request of the State Economic Association, also in the university auditorium. This lecture was attended by both economic theorists and economic practitioners. This was followed, not in the hall, but at a supper that had been organized, by a lively discussion of the relevant economic issues. The topics of the previous days of anthroposophical lectures were on Monday: “The Foundations of Anthroposophy”, on Tuesday: “The Human Being in the Light of Anthroposophy”.

On Wednesday we also had a very special treat. There was a very excited debate about whether a second eurythmy performance should be organized after the way things had gone. I said: perhaps it would have been possible to discuss whether a second eurythmy performance should take place in a city that is not too big after all, considering that 2400 people had already seen it – if it hadn't been for the ranting. But as it was, it was self-evident that I, for one, could not do without the second performance, so that every effort had to be made to get the National Theater for the second time, and if it could not be obtained, then another theater would have to be taken. - Now the greatest efforts were really made.

In particular, our friend Ingerö has earned the greatest merit.

On Wednesday there was a meeting of the 'Theater Association'. Among others, the father of our friend Morgenstierne, who is a professor, belongs to it. When he came to the supper of the State Economic Association that evening, he declared, “I have been slaughtered.” It had been such an agitated meeting that he felt slaughtered, and rightly so. And now, of course, we were refused the theater.

I thought that we should now definitely take on a different theater. That happened, and rehearsals were to begin on Thursday. Then there was a fire at the power station. Kristiania was plunged into darkness, and of course the theater was in darkness all day, and we had to hold the rehearsals by candlelight, but of course we did not let that stop us. Of course, we couldn't do any light experiments, because it was dark. This darkness began on Friday. On Friday evening, my second public student lecture was to be held in the large university auditorium. It was very uncertain whether anyone would come at all, because it was simply impossible to illuminate the university auditorium. It didn't seem to me to be an obstacle either, and we boldly made the attempt. I arrived in the evening. It was difficult to pass through the corridors, one had to be guided by a candle light. Then the lecture was held in the packed University auditorium with three acetylene lights. The topic was: “On the Necessity of a Renewal of Culture”. The lecture was very well received. One could not notice anything of the newspaper ranting, because they had now smelled a rat and continued their ranting throughout the whole week. It was, however, typical that in the middle of the first week, for example, an article was published that was compiled from all the criticism of the “Kommende Tag” and the “Futurum” that had ever been published in German newspapers. It was a very select selection that was published. In response, our friend Morgenstierne sat down and wrote a reply. Another friend went to the editor and said: “It's all lies, how can you print such a thing?” He replied: “Yes, I don't know anything about the matter myself, I haven't read anything by Dr. Steiner, I don't know anything, but the article was sent to us from a proven source, and that's why I printed it.” — “Yes, but then you also have to print a reply.” — “Yes!”

Our friend Morgenstierne then sent the retort, the publication of which had been promised. The next day there was an even bigger rant, which took up almost the entire page, and the retort was printed in very small print at the back of the page in the classifieds section.

An employee of a more decent newspaper did, after all, report quite objectively, for example, about the pedagogical lectures and the public lecture. In general, the lectures were not even treated unobjectively.

Then Saturday came. A dress rehearsal had to be done with a specially compiled program for certain reasons that I don't want to discuss here. This dress rehearsal could only be carried out by candlelight, so there was no lighting test, and I said we would just have to wait until the electric light came back on. It came back on at 4 o'clock in the afternoon, and then the theater declared: We have to have the first rehearsal ourselves, because we've been waiting for it all these days. So we couldn't do the light test at 4 p.m., but only at 7 p.m. The performance was scheduled for 8 p.m. At 7:45 p.m., the doors were opened and the audience was let in. The performance was received in an extraordinarily friendly manner. The hall was not full; but that is only due to the fact that very few people could have considered that a theater might be lit in that particular neighborhood. But relatively speaking, the performance was not even poorly attended and, as I said, was received extremely warmly. On the other hand, the next day a review appeared in which it was said that it had been a scandalous success.

On Sunday I held the branch meeting for our members and that was the end of the campaign in Kristiania. There was then another eurythmy performance and then a branch event on Wednesday in Berlin. So these are the events that have taken place recently.

When I arrived here about three hours ago, I opened one of many letters by chance that was very interesting. Namely, three or four weeks ago a paper was published in Germany by a publisher in Hanover by a Dr. Michel called: “Rudolf Steiner, the Anthroposoph, a Philosophical Execution”. I believe that this paper has even been reviewed in the Threefolding newspaper. The letter I received today has the following content:

Darmstadt, 14.11. 21, Saurbergstr. 66

Dear Mr. Steiner,

the publisher Paul Steegemann of Hanover announced in the latest issue of the German book trade journal, Börsenblatt, a pamphlet of mine with the title: “Rudolf Steiner, the Anthroposoph; a philosophical execution”. This pamphlet does not and will not exist; I have not written it and will not write it. It is true that I promised Steegemann Publishers a collection of essays, which would include my article “The Anthroposophists” that appeared in the Berliner Tageblatt. It is also true that I am opposed to what is referred to as anthroposophy and what was presented here as such a few months ago. But this brochure does not exist; I would not have chosen the crude title “Execution”, quite apart from the fact that I do not know those of your achievements that are most highly regarded by your followers. I would like to add with all due respect that I don't feel the need to get to know you, but I am so unhappy about the tasteless publicity that the publisher has done without my knowledge that I would like to distance myself from it in any case. The publisher also claims that I am from Keyserling's Wisdom School, which is also a blatant lie. I am sharing all this with you for the sake of truth and to get out of the false, distorted light that this kind of advertising casts on me.

Yours very sincerely

Wilhelm Michel

So you see, you can't even rely on the authors anymore, because the authors declare that they didn't write the books!

Now, another letter stated that one can still say with a clear conscience today that anthroposophy is nevertheless making its way; but the anger is also growing ever greater, precisely because it is making its way. These things are definitely connected. So another letter brought a larger number of signatures from professors at the [Copenhagen] University, inviting me to give anthroposophical lectures there. What will come of it all, I do not know at present.

It is indeed the case that the anthroposophical movement is making its way through the world, and above all, it can be seen everywhere that there is a lively interest in the various branches that have emerged from the anthroposophical movement. On the other hand, however, the opposition is growing monstrously. Just to mention one example of this opposition: when I arrived in Berlin before the trip to Kristiania, our friend Mr. Gantenbein came to me and said: “I have just received a telephone call from Stuttgart telephone conversation that on the 24th in Munich a lecture will be given by the director of the Haeckel Archive, Professor Schmidt, on the basis of documents and letters that are in the Haeckel Archive. Now Dr. Kolisko wanted to know – because he might want to intervene in the discussion in Munich – what kind of criminal act the letters I once wrote to Haeckel could represent. I said that, of course, I could not at that moment reconstruct every single sentence that I had written to Haeckel about 25 years ago, but he should go there and see for himself what was going on. Well, he went. I then received a report about the Munich meeting.

Professor Schmidt gave a lecture in which he did not dare to say much about anthroposophy itself, as I believe he said himself. Instead, he read out some passages from letters that I had written to Haeckel. I was then sent the copies of these letters, and it was an extraordinary interest to me to read them again, for one after another begins [something like this]: “Dear Professor! I must express my most sincere thanks for the latest of your works, which you have again sent me.

The letters contain essentially nothing but expressions of gratitude for the books Haeckel had sent me about himself. But two letters that were not from me were particularly serious. I still have not seen them; but they were written to Haeckel by a friend of mine in 1901, I believe, without my knowing anything about it. Haeckel had known me for quite some time, to the extent that he had given me almost all of his works, bit by bit. Now this friend wrote to him that I was doing very badly and had no money, and that he should use his influence to get me a lectureship. I knew nothing about it, otherwise I would have pointed out the folly to him. I only learned of this fact now. And on the side of one of the letters was written, “Steiner — Theosophist,” in Haeckel's own pencil, so I heard. That seemed to be the only point of complaint, because it was used to construct: Aha! He didn't have any money back then, so he became a Theosophist to make as much money as possible. - I don't know, though, whether it would have been possible to get out of this dilemma that way, because Theosophical leadership in Germany was entirely honorless.

So that was contrived. The meeting seems to have been extraordinarily instructive, because it was held in a monist alliance. The chairman seems to have been extraordinarily amazed at this outpouring of monistic wisdom and says that he certainly cannot comprehend how it came about that this was organized; he is in favor of hearing about anthroposophy first and foremost. Dr. Kolisko was invited to speak, I believe. But that is something that perhaps should not be pointed out, otherwise it will be rescinded.

As you can see, the whole affair seems to have been a terrible embarrassment, but at least it shows you the means that are being resorted to. You have probably been able to read in the Dreigliederungszeitung what the “Bund zur Abwehr der anthroposophischen Gefahr” (Federation for the Defence against the Anthroposophical Danger), which was founded in Darmstadt, has achieved. As I said, I just wanted to give you this one example of the particular way in which such things are now being done. I could tell you a great deal about the most diverse kinds of opposition. But it is already clearly visible today that things grow with the spread of the movement.

After my return from Kristiania, I received an article from the “Kölnische Zeitung”, in which a geologist speaks out in an extraordinarily dismissive manner against the way in which I arranged the geological writings for the Weimar Goethe Edition in the 1890s; he would have arranged them quite differently, and he finds it completely ungeological the way I arranged them.

I do have my particular opinion about this kind of execution by a university geologist, however; because in the first paragraph of this newspaper article, it says that it is indeed strange when a young man writes such writings about Goethe; but he admits – the person in question – that he does not understand them. Well, I think that it is not particularly valuable to pass judgment on the fundamentally rather secondary question of whether a Goethe essay will be included in the edition sooner or later; after all, one can have the most diverse views on this, because one bases one's judgment on the principles one has formed about Goethe.

And if someone cannot understand these principles, then their judgment is not to be trusted. But I would like to give such gentlemen a piece of advice: they should dispute most vehemently any judgment of mine about linguistics. Because after going back so far in the decades, one should just go back a little further and check my school notebooks in Wiener Neustadt. I can guarantee that these school notebooks always contained a large number of grammatical errors up to the age of 14, and that punctuation in particular was extremely poor. I therefore believe that one can draw the justified conclusion from this that it is completely impossible for me to make a valid judgment about anything linguistic today! It seems to me that the investigations will soon have to be driven into this quagmire.

It occurred to me, without me wanting to draw a comparison, that the poet Robert Hamerling published his high school teaching certificate in his memoirs. This certificate, which was issued by the enlightened high school teaching examination board when Robert Hamerling was to take his high school teaching qualification, contains the following passage: The candidate is eminently qualified to teach Greek and Latin, however, one cannot help but say that with regard to the German language and style, he can hardly meet the most basic requirements of a grammar school teacher of the lower classes. Such samples could indeed be collected in many ways. Those who have experience in this field know how these things actually come about, that is, how they arise from the mind, because that is the more important thing.

That, my dear friends, is what I wanted to tell you about the progress of our movement. I must repeatedly draw your attention to the fact that you must be fully aware that the opposition is growing ever greater and greater.

Today I would like to say a few words that could be a kind of continuation of the explanations I gave you before my trip. I would like to talk about how, in a sense, what I have said on various occasions about the Christ problem can be summarized. I would like to do this because a paper has recently been published that characterizes, as it were, “newer religious movements,” and among these also discusses anthroposophy. In this paper, one might say, the tone is actually quite benevolent. You see, I have given our friends in Kristiania some consolation for the terrible things that they too have had to endure in the newspapers. I said: If the newspaper reviews had been so one-sided as to bring them extraordinary praise, then I would have had to consider what is wrong with anthroposophy and what can be improved. But now, for some time, one can be encouraged again; because it would have been very bad if things had turned out differently.

So, a publication has appeared that expresses itself in an actually benevolent intention about the religious content of anthroposophy. It is said that it would be quite nice if the religious feeling of the present were to receive support from anthroposophy. But that cannot be the case, because then the religious movement would have to watch as anthroposophy points people to the higher worlds. The higher worlds would be pointed out from a different side than that of the appointed representatives of religion, and if that were to attract followers, they would not be followers of religion, but followers of anthroposophy, from which one must therefore conclude that the life of anthroposophy means the death of religion.

This sentence is included in the first part of these discussions as something special. And there it is, as with so much, referred to the Cosmic Christ. Of course, everything that can be said about gnosticism and the like is brought up again, and then it is said: To present the Christ as an extraterrestrial, cosmic being is an insult to anyone who feels religious.

Now, since this is actually being said from a benevolent side, benevolent in relation to anthroposophy, as well as in relation to religious renewal, I must confess that I found that the matter had to be considered: How is it that people who, after all, cannot change their minds but are nonetheless well-meaning, come to the conclusion that the Christology of Anthroposophy is even offensive to a Christian, as he should be according to the opinion of such public representatives - because the person in question who wrote the book is a professor of theology. So it is a matter of considering what is actually at the root of this.

My dear friends, first of all we must consider what we have always presented regarding the twofold experience, the Father-experience, that is, the experience of God permeating the world, and the Christ-experience as such, which, for example, is not separated by people like Harnack from the general experience of God, from the Father-experience. I have presented this to you. It can be shown, and this must actually be striven for in the present, that there must be two experiences in man: one that comes from a truly correct contemplation of nature and of the physical existence of man, and the other that comes from the soul to the experience of the Son. The two experiences must occur in man in a completely separate way, so that the Christ-experience is a special experience. But this is not the case with most of the present official representatives of the Christian denominations. In his book 'The Essence of Christianity', for example, Harnack says that Christ does not belong in the Gospels, only the Father; so it should not be about having Christ or an image of Christ in the Gospels. The Gospels are not meant by rights to speak about the Christ, but only about what the Christ says about the Father.

This is extremely characteristic, because for anyone who can think impartially, Harnack's concept of Christ is denied the ability to be a Christianity at all. For there is no difference between the old teaching of Yahweh and Christology when it is said: the Christ does not belong in the Gospels, only the Father. For then the Christ is merely the Father's teacher, and then we really have no difference between the Christ-Jesus of these theologians and the Jesus whom, for example, an ordinary secular historian, Ranke, describes. That is just “the simple man from Nazareth,” certainly a peak of historical human development, but just the simple man from Nazareth. Actually, there is nothing of the Mystery of Golgotha in

such a so-called Christian discussion. But the individual human being can have the separate Christ-experience in the present, especially if he feels the modern sense of self in the right way. But then, I would like to say, one has the Christ who is present and walking among us spiritually, and not yet the historical Christ-Jesus who went through the Mystery of Golgotha.

Now it is a matter of also understanding this Christ-Jesus historically. This can be done in the following way. One follows the historical development of humanity up to the time when the Mystery of Golgotha took place. You know that this is the fourth post-Atlantean period.

Now let us assume that I have to talk to you today about the historical development of humanity without the Mystery of Golgotha having taken place in the Pauline sense; then I would not be able to talk to you about anything other than the pale skull site of Golgotha. Because what happened at this pale skull site of Golgotha would not have a supersensible significance. The Christ could not be understood as a supermundane, cosmic being.

During this period, the preliminary experience of the I first occurred. This can also be proven philologically by examining the languages. However, the actual experience of the I for Western humanity in the various branches of the life of consciousness did not occur until the first third of the 15th century, but it spread from the fourth post-Atlantic period.

The peoples who lived before the mystery of Golgotha had, as you know, an ancient wisdom in the most ancient times. This primal wisdom has indeed taken on very different forms among different peoples. But, however it may have been differentiated in the most diverse ways, in religious terms it was a wisdom of the Father-God, and anyone today who, in complete impartiality, takes in what can be established about the primal wisdom of different peoples, what can be gleaned from the records and documents of the nations, even in the Vedas, which I have often discussed, one will find that one must have the deepest reverence for what appeared in the most ancient times as primordial wisdom in the development of mankind

and has always been directed by the mysteries to the appropriate heights. But now this ancient wisdom is gradually dying out, and it is diminishing to the same extent that the instinctive old way of consciousness is diminishing. But to the same extent, self-awareness is also emerging in humanity, and with it the claim to human freedom.

Why was it that ancient pre-Christian humanity could have a wisdom of God that still instills the deepest reverence in us today when we look at it impartially? Precisely because consciousness had not yet penetrated to egoity, to the I, because what man brought forth from his being, when he considered himself in connection with the environment, gave him the Father consciousness in the most diverse forms. I have said it before: one cannot become an atheist if one is completely healthy. Atheism can be traced back to some kind of physical deficiency. But because these ancient peoples had a certain divine inheritance, this father consciousness arose from their overall feeling as human beings, from their total feeling and from the intuitive wisdom that flowed from it. As I said, this faded towards the fourth post-Atlantic period.

Everything is individual when it is really considered impartially, not in the sense of today's inadequate scientific method. In the deepest sense, it points to what has just occurred as a break in human development in this fourth post-Atlantic period, for example between Greek and Latin-Roman development. I have already mentioned many things, and I could still characterize many more. I just want to draw attention to one thing: if you still learn Greek today, you have to give the letters names: Alpha, Beta and so on, while in Roman times the names for the letters have already been absorbed; it is now just an “alphabet”, A, B, C and so on.

This happened during the transition to the abstract nature of the Roman language, the Romance language, and as a result, the understanding that something was originally given with language that had an inner connection, and that with language, humans were given a gift from the genius of language at the same time, was actually lost. These things must be researched because, as I am only able to hint at today, we cannot arrive at a thorough didactics of language teaching, as it must be in a truly serious school, such as a Waldorf school, if we do not pursue serious language studies; today's studies are not serious if we do not understand what it means that we now take the Greek letters alpha, beta, gamma and so on for granted, and merely refer to the Latin letters as letters: A, B, C and so on. Something of the genius of language was given to humanity, which I have to describe to you - as you know - as a real, actual being. In all kinds of orders one speaks of the “lost word”, but nowhere does one know what it is. It was simply with what we call the alphabet, if one simply pronounced the letters in succession, a world proclamation was given. Take for example the Greek Alpha. For anyone studying languages today, this is of the utmost importance. I hope that these language studies in particular can now be pursued in detail by Waldorf teachers, whom I have encouraged to do so, because we need these things in order to be able to use them practically in our teaching. If you form the word Alpha - but you have to take it fully - you have something that means “man”; and in “Beta” you have “house”. So that the word pronounced in the first two letters means: Man in his house. And then it continues through gamma and the other letters. And when you complete the alphabet, you get a deep meaning from the simple enumeration of the respective words that the letters mean.

This was later lost, completely disappeared in humanity, when the word that consists of all the letters of the alphabet. And today one speaks in “Freemason orders” of the “lost word”, but actually does not speak of something that really exists, because hardly anything suspects this reality.

But analyze the Greek alphabet and you will trace it back to the Hebrew: Aleph, Beth and so on, the alphabet always begins with: Man in his house. And then it continues. So world wisdom is revealed with the alphabet. Now, in the fourth post-Atlantic period, that which leads more and more to self-awareness emerged. It happened in stages, and I have already hinted at the important events that took place in the fourth Christian century, for example. However, as the sense of self emerged, something else emerged to the same extent. The I, the sense of self, that which the human being experiences by coming to full self-awareness, comes only from the physical body. Study everything else today, and you will receive influences from a supersensible existence, an existence from outside of life between birth and death. The sense of self that the human being has is a creation of what is experienced in the physical body between birth and death. In the next reflection, I will explain the full significance of self-awareness to you, but for now I would just like to mention it. However, the fact that the self-awareness of earthly man initially only comes from the physical body made those who were initiated through the mysteries in the fourth post-Atlantean period feel ill. They felt the culture was mentally ill. And that was a mystery view of the fourth post-Atlantic period: culture is mentally ill and needs a healer. This was deeply ingrained, and it is interesting to see how the Greek people, who were striving for health through and through, perceived this cultural illness.

You see, long, learned treatises have been written about the word “catharsis” associated with the mysteries. This was used to describe something that lives in the development of a tragedy by Aeschylus or Sophocles for the Greek tragedy. As I said, great scholarly treatises have been written about it. You know that from Lessing to the present day, speculations have been made about it; half-truths and quarter-truths have been found, but the right one has not been found. Lessing said: Fear and compassion should be stimulated, which in turn should be overcome. The soul should, so to speak, be healed of these passions by evoking them in this way.

But the most important thing is that “catharsis” is actually a medical term, and that it indicates that in Greece there was still an essential connection, let us say, for example, between Hippocrates and Aeschylus. The healthy Greek feeling sensed the cultural disease, and in the Aeschylus drama one sensed something like a healing. Therefore, one spoke in favor of the course, for the construction of the drama of catharsis, of the crisis that is overcome. One really spoke in medical terms of this catharsis. And if you look at historical development from this point of view, you will look with a special eye at the Essenes, especially at the therapists. Why did they call themselves “therapists”? Because they wanted to work on the recovery of the culture that had become ill.

And all this was preparation for the great healer, for Christ Jesus, for the actual savior. And it is not some superficiality, but is deeply rooted in the mystery knowledge of human development that the entry of the Mystery of Golgotha signifies a therapy for the historical development of humanity, and that if one were to speak of human development today without the Mystery of Golgotha having been there, one would have to say: human development is going downhill. One could only point to the bleaching skull place of Golgotha.

With full consciousness, it must be pointed out that the Mystery of Golgotha occurred at the right time and that it could not have come from the earth, but from outside the earth. For everything that had happened on earth in the development of humanity was at the stage in which the Greeks and the people of the Near East saw it, the therapists, until the “great therapist” came.

This actually leads to a correct and inward view of history. And from such a view of history, one is simply led to the historical event of the Mystery of Golgotha, to the historical Christ-Jesus. That is the way. This will be further explained next time.

But why does theology in particular oppose this extraterrestrial, this cosmic Christ? Why does theology say: That is insulting, that the Christ should be a sun being? Well, my dear friends, the reason for this is that theology itself has become materialistic. If we go back to the ancient wisdom, which was still instinctive, we see that people did not look up into the cosmic order and say: up there is the sun, which is a glowing ball of gas, but they looked up to the spiritual beings that were in the starry heavens. Whoever speaks of the being of the sun as the Christ does not speak of the material sun, but of the spiritual essence of the cosmos. We know how it is spoken of in theology today; there, too, one sees nothing but something that is calculated like a machine. And because extraterrestrial space is merely material — according to the view of such materialistic theologians —, anthroposophy, of course, makes the Christ, by declaring him to be a solar being, a merely material being as well.

So, because contemporary theology is so deeply infected by the materialism of the present day that it is taken for granted that when one speaks of the solar being, one is only talking about something material, it says: It is insulting. Because, isn't it true that anyone who, infected by conventional science, imagines a sun being coming to earth, imagines – and I don't mean to make a slip here, but I say this out of a desire to be understood – that something flies out of the sun and onto the earth, at most thinks of a shooting star. And so the theologian, based on his materialism, basically has the opinion: yes, when anthroposophy speaks of the Christ as a being of the sun that comes from the sun to the earth, it speaks of the Christ as a shooting star, a meteor. This can only come from materialism; people can no longer think in any other way than in material terms.

You have to go back to the elements if you want to understand at all why theologians might say that it is offensive when anthroposophy associates the Christ with an extraterrestrial being. Here you can see how contemporary theology is caught up in materialism, so to speak.

Now, I have tried to make it clear to you that Christ as the savior must be understood in a real, higher, medical sense. Of course, this will offend many theologians, because the fact that I have associated the word savior with the Heliand of German poetry, “Heliand,” has, it seems, deeply hurt Pastor Kully, who finds it extremely offensive and believes that it is as hollow as his own arguments. But I would like

emphasize: the benevolent theological writing I spoke to you about is not by Pastor Kully – lest you fall into the error of thinking it is – but from a slightly different source. From this, my dear friends, you can see that the Christology of anthroposophy can and must always be further deepened, because the present time demands that the Christ be understood again, that we can again rise to a real understanding of the Christ in the Jesus.

That the subject of education is exercising the mind and soul of all men at the present day is not to be questioned. It is everywhere apparent. If, then, an art of education is advocated here which is derived directly from spiritual life and spiritual perception, it is its inner nature rather than the urgency of its outward appeal which differentiates it from the reforms generally demanded to-day.

There is a general feeling nowadays that the conditions of civilization are in rapid transition, and that for the sake of the organization of our social life we must pay heed to the many new changes and developments of modern times. Already there is a feeling—a feeling which only a short time ago was rarely present—that the child of to-day is a very different being from the child of a recent past, and that it is much more difficult nowadays for age to come to an understanding with youth than was the case in earlier times.

The art of education, however, of which I have here to speak, is concerned rather with the inner development of human civilization. It is concerned with what has changed the souls of men in the course of ages, with the evolution through which, in the course of hundreds, nay even thousands of years, these souls have passed. The attempt will be made to explore the means by which, in this particular age, we may reach the being of man as it lives in the child. It is generally admitted that the successive periods of time in Nature can be differentiated. We need only think of the way in which man takes these differentiations into account in daily life. Take the example nearest to hand—the day. Our relation to the processes of Nature is quite different in the morning, at noon, and at night, and we should think it absurd to ignore the course of the day. We should also think it absurd not to pay due heed to the development revealed in human life itself—to ignore, for instance, the fact that an old man's needs are different from those of a child. In the case of Nature we respect this fact of development. But man has not yet accustomed himself to respect the fact of the general evolution of humanity. We do not take account of the fact that centuries ago there lived a humanity very different from the humanity of the Middle Ages or of the present time. We must learn to know the nature of the inner forces of human beings if our treatment of children at the present time is to be practical and not merely theoretical. We must investigate from within those forces which hold sway in this present day.

The principles of Waldorf School education—as it may be called—are, therefore, in no sense revolutionary. In Waldorf School education there is full recognition of all that is great and worthy of esteem in the really brilliant achievements of all countries during the nineteenth century. There is no desire to cast everything aside and imagine that the only possible thing is something radically new. The aim is rather to investigate the inner forces now ruling in the nature of man in order to be able to take them into account in the sphere of education, and thereby to find a true place in social life for the human being in body, soul and spirit. For—as we shall see in the course of these lectures—education has always been a concern of social life, and still is so at the present time. It must be a social concern in the future as well. In education, therefore, there must be an understanding of the social demands of any given epoch. To begin with, I want to describe to you in three stages the development of the nature of education in Western civilization. The best way will be to consider the educational ideals of the different epochs—the ideals striven for by those who desired to rise to the highest stage of human existence, to the stage from which they could render the most useful service to their fellow-men. It will be well in such a study to go back to the earliest of those past ages which we feel to survive as a cultural influence even at the present time. Nobody, to-day, will dispute the still living influence of the Greek civilization in all human aims and aspirations, and the question, “In what way did the Greek seek to raise the human being to a certain stage of perfection?” must be of fundamental significance to the educationalist. We must also consider the progress of subsequent epochs in respect of the perfecting of the education and instruction of the human being.

Let us see, to begin with—and indeed, we shall have to study this question in detail—what was the Greek ideal for the teacher, that is to say, for the man who desired to develop to the highest stage of humanity not only for his own sake, but for the sake of his being able to guide others along their path. What was the Greek ideal of education? The Greek ideal of education was the Gymnast, that is to say, one who had completely Harmonized his bodily nature and, to the extent that was thought necessary in those days, all the qualities of his soul and spirit. A man able to bring the divine beauty of the world to expression in the beauty of his own body, able to bring the divine beauty of the world into bodily expression in the child, in the boy—this was the Gymnast, the man by whom Greek civilization was up-borne.

It is easy, from a kind of modern superiority, to look down upon the Gymnast's manner of education, based as it was on the bodily nature of man. But there is a total misunderstanding of what was meant in Greece by the word Gymnast. If, nevertheless, we do still admire Greek civilization and culture to-day, if we still regard it as the ideal of highest development to be permeated with Greek culture, we shall do well to remember while we do this, that the Greek himself was not primarily concerned with the development of so-called “spirituality” in the human being. He was only concerned to develop the human body in such a way that as a result of the harmony of its parts and its modes of activity the body itself should come to be a manifestation of divine beauty. The Greek expected of the body just what we expect of the plant; that it will of itself unfold into blossom under the influence of sunlight and warmth if the root has received the proper kind of treatment. And in our devotion to Greek culture to-day we must not forget that the bearer of this culture was the Gymnast, one who had not taken the third step first, so to speak, but the first step first: the harmonization of the bodily nature of man. All the beauty, all the greatness, all the perfection of Greek culture was not directly “sought,” but was looked for as the natural growth of the beautiful, harmonious, powerful body, a result of the inner nature and activity of earthly man. Our understanding of Greek civilization, especially of Greek education, will be one-sided unless our admiration for the spiritual greatness of Greece is linked with the knowledge that the Gymnast was the ideal of Greek education.

Then, as we follow the continuous development of humanity, we see that a most significant break occurs, in the transition from Greek to Roman culture. In Roman civilization we have, to begin with, the emergence of that cultivation of abstractions which later led to the separation of spirit, soul, and body, and placed too a special emphasis on this threefold division. We can see how the principle of beauty in Greek “gymnastic” education was indeed imitated in Roman culture, but how, nevertheless, the education of body and soul fell into two separate spheres. The Roman still set great store by the training of the body, but little by little and almost imperceptibly this fell into a secondary place. The attention was directed to something that was considered more important in human nature—to the element of soul. The training which in Greece was bound up with the ideal of the Gymnast, gradually changed, in Roman culture, into a training of the soul qualities.

This is developed throughout the Middle Ages, an epoch when the qualities of soul were considered to be of a higher order than those of the body. And from this “Romanized” human nature, as we may call it, there arises another ideal of education. Early in the Middle Ages there appears an educational ideal for the men of highest development which was a fruit of Roman civilization. It was in its essence a culture of the soul—of the soul in so far as this reveals itself outwardly in man.

The Gymnast was gradually superseded by another type of human being. To-day we no longer have any strong, historical consciousness of this change, but those who study the Middle Ages intimately will realize that it actually took place. The ideal of education was no longer the Gymnast, but the Rhetorician, one whose main training was the training of speech, that is to say, of something that is essentially a quality of soul. How the human being can work through speech, as a Rhetorician—this was an outcome of Roman culture carried over into the first period of the Middle Ages. It represents the reaction from an education adapted purely to the body to an education more particularly of the soul, one which ^carries on the training of the body as a secondary activity. And because the Middle Ages made use of the Rhetorician for spreading the spiritual life as it was cultivated in the monastic schools and elsewhere in medieval education, it came about, though the name was not always used, that the Rhetorician assumed in the sphere of education the place which had once been held by the Greek Gymnast. Thus, in reviewing the ideals which have been regarded as the highest expression of man, we see how humanity advances from the educational ideal of Gymnast to that of the Rhetorician.

Now this had its effect upon the methods of education. The education of children was brought into line with what was held to be human perfection. And one who has the gift of historical observation will perceive that even the usages of our modern education, the manner in which language and speech are taught to children, are a heritage from the practice of the Middle Ages which had the Rhetorician as educational ideal.

Then, in the course of the Middle Ages, came the great swing over to the intellectual, with all the honour and respect which it paid to the things of the intellect. A new educational ideal of human development arose, an ideal which represents exactly the opposite of the Greek ideal. It was an ideal which gave the highest place to the intellectual and spiritual development of man. He who knows something—the Knower—now became the ideal. Whereas throughout the whole of the Middle ages he who could do something, do something with the powers of his soul, who could convince others, remained the ideal of education, now the knower becomes the ideal. We have only to look at the earliest University Institutions, at the University of Paris in the Middle Ages, to realize that the ideal there is not the knower, but the doer, the man who can convince most through speech, who is the most skilful in argument, the master of Dialectic—of the word which now takes on the colour of thought. We still find the Rhetorician as the ideal of education, though the Rhetorician himself is tinged with the hue of thought.

And now with this new civilization another ideal arises for evolving man, an ideal which is again reflected in the education of the child. Our own education of children, even in this age of materialism, has remained under the influence of this ideal right down to the present time. Now for the first time there arises the ideal of the Doctor, the Professor. The Doctor becomes the ideal for the perfect human being.

Thus we see the three stages in human education: the Gymnast, the Rhetorician, the Doctor. The Gymnast is one who can handle the whole human organism from what he regards as its divine manifestation in the world, in the Cosmos. The Rhetorician only knows how to handle the soul-nature in so far as it manifests in the bodily nature. The Gymnast trains the body, and through it, the soul and spirit, to the heights of Greek civilization. The Rhetorician is concerned with the soul, and attains his crown and his glory as the orator of the things of the soul, as the Church orator. And lastly, we see how skill as such ceases to be valued. The man who only knows, the man, that is, who no longer handles the soul-nature in its bodily-working, but only that which reigns invisibly in the inner being, the man who only knows now stands as the ideal of the highest stage of education. This, however, reflects itself into the most elementary principles of education. For it was the Gymnasts in Greece who also educated the children. It was the Rhetoricians, later on, who educated the children. Finally, in more modern times and in the time of the rise of materialism in civilization as a whole, it was the Doctor who educated the children. Thus bodily, gymnastic education develops into rhetorical, soul-education, and this in turn develops into “doctorial” education. Our modern education is the outcome of the “doctorial” ideal. And those who seek, in the very deepest principles of modern education for those things which really ought to be understood, must carefully observe what has been introduced as a result of this doctorial ideal.

Side by side with this, however, a new ideal has emerged into greater and greater prominence in the modern age. It is the ideal of the “universal human.” Men had eyes and ears only for what belonged by right to the Doctor, and the longing arose to educate once again the whole human being, to add to the doctorial education, which was even being crammed into the tiny child (for the Doctors wrote the text books, thought out the methods of teaching), to add to this the education of the “universal human.” And to-day, those who judge from a fundamental, elementary feeling for human nature, want to have their say in educational matters.

Thus for inner reasons the problem of education to-day has become a problem of the times. We must bear this inner process of human evolution in mind if we would understand the present age, for a true development of education must tend to nothing less than a superseding of this “Doctor” principle. If I were briefly to summarize one particular aspect of the aim of Waldorf School education, I should say, to-day, of course merely in a preliminary sense, that it is a question of turning this “doctorial” education into an education of man as a whole.

***

Now we cannot understand the essential nature of the education which had its rise in Greek civilization and has continued in its further development on into our own times, unless we look at the course of human evolution from the days of Greek civilization to our own in the right light. Greek civilization was really a continuation, an offshoot, as it were, of Oriental civilization. All that had developed in the evolution of humanity for thousands of years in Asia, in the East, found its final expression in a very special way in Greek education. Not till then did there come an important break in evolution: the transition to Roman culture. Roman culture is the source of all that later flowed into the whole of Western civilization, even so far as to America.

Hence it is impossible to understand the essential nature of Greek education unless we have a true conception of the whole character of Oriental development. To one who stood by the cradle of the civilization out of which proceeded the Vedas and the wonderful Vedanta it would have seemed the purest nonsense to imagine that the highest development of human nature is to be attained by sitting with books in front of one in order to get through examinations. And it would have seemed the purest nonsense to imagine that anyone could become a perfected human being after having literally maltreated (for “trained” is not the word) for years if the man be industrious, for months if he be lazy, an indefinite something that goes by the name of the “human spirit” in order then to be questioned by someone as to how much he knows. We do not understand the development of human civilization unless we sometimes pause to consider how the ideal of one epoch appears to the eyes of another. For what steps were taken by a man of the ancient East who desired to acquire the sublime culture offered to his people in the age preceding that of the inspiration behind the Vedas? What he practised was fundamentally a kind of bodily culture. And he hoped, as the result of a special cult of the body, one-sided though this would appear to-day, to attain to the crowning glory of human life, to the loftiest spirituality, if this lay within his destiny. Hence an exceedingly delicate culture of the body was the method adopted in the highest education of the ancient East, not the reading of books and the maltreatment of an abstract “spirit.” I will give you an example of this refined bodily culture. It consisted in a definite and rigorously systematic regulation of the breathing. When man breathes—as indeed he must do in order to provide himself with the proper supply of oxygen from minute to minute—the process is an unconscious one. He carries out the whole breathing process unconsciously. The ancient oriental made this breathing process, which is fundamentally a bodily function, into something which was carried out with consciousness. He drew in his breath in accordance with a definite law; held it back and breathed it out again according to a definite law. The whole process was conditioned by the body. The legs and arms must be held in certain positions, that is to say, the path of the breath through the physical organism when it reached the knee, for instance, must proceed in the horizontal direction. And so the ancient Oriental who was seeking to reach the stage of human perfection sat with legs crossed beneath him. The man who wished to experience the revelation of the spirit in himself must achieve it as the result of a training of the body, a training directed in particular to the air-processes in the human being, but centred, nevertheless, in the bodily nature.

Now what lies at the basis of this kind of training and education? The flower and fruit of a plant live within the root and if the root receives proper care, both flower and fruit develop under the light and warmth of the sun. In the same way, the soul and sprit live in the bodily nature of man, in the body that is created by God. If a man then takes hold of the roots in the body, knowing that Divinity lives within them, develops these bodily roots in the right way and then gives himself up to the life that is freely unfolding, the soul and spirit within the roots develop as do the inner forces of the plant that pour out of the root and unfold under the light and warmth of the sun.

Any abstract development of spirit would have seemed to the Oriental just as if we were to shut off all our plants from the sunlight, put them into a cellar and then make them grow under electric light, possibly because we did not consider the free light of the sun good enough for them. The fact that the Oriental only looked to the bodily nature was deeply rooted in his whole conception of humanity. This bodily development afterwards, of course, became one-sided, had already become so by the time of Jewish culture, but the very one-sidedness shows us that the universal view was: body, soul, and spirit are one. Here, on earth, between birth and death, the soul and spirit must be sought for in the body.

This aspect of ancient oriental spiritual culture may possibly cause some astonishment but when we study the true course of human evolution we shall find that the very loftiest achievements of civilization were attained in times when man was still able to behold the soul and spirit wholly within the body. This was a development of the very greatest significance for the essential nature of human civilization. Now why was the Oriental, for it must be remembered that his whole concern was a quest for the spirit, why was the Oriental justified in striving for the spirit by methods that were really based upon the bodily nature of man? He was justified because his philosophy did not merely open his eyes to the earthly but also to the super-sensible. And he knew: To regard the soul and spirit here on earth as being complete, is to see them (forgive this rather trivial analogy but in the sense of oriental wisdom it is absolutely correct) in the form of a ‘plucked hen,’ not a hen with feathers and therefore not a complete hen. The idea we have of the soul and spirit would have seemed to the Oriental analogous to a hen with its feathers plucked, for he knew the soul and spirit, he knew the reality of what we seek in other worlds. He had a concrete super-sensible perception of it. He was justified in seeking for the material, bodily revelation of man because his fundamental conviction was that in other worlds, the plucked hen, the naked soul, is endowed with spiritual feathers when it reaches its proper dwelling-place.

Thus it was the very spiritual nature of his conception of the world that prompted the Oriental, in considering the earthly evolution of the human being, to bear in mind before all else that within the body when man is born, when he comes forth as a purely physical being, there is soul and spirit. Soul and spirit sleep in the physical body of the little child in a most wonderful way. For the Oriental knew that when this Physis is handled in the truly spiritual way, soul and spirit will proceed from it. This was the keynote of the education, even of the Sage, in the East. It was a conviction which passed over into Greek culture, for Greek culture is an offshoot of oriental civilization. And now we understand why it was that the Greeks, who brought the conviction of the East to its most objective expression, adopted, even in the case of the young, their own particular kind of training of the human being. It was the result of oriental influence. The particular attention paid to the bodily nature in Greek civilization is simply due to the fact that the Greek was the result of colonization from The East and from Egypt, whence his whole mode of existence was derived.

When we look at the Greek palæstra where the Gymnasts worked, we must see in their activities a continuation of the development which the East, from a profoundly spiritual conception of the world, strove for in the man who was to reach the highest ideal of human perfection on earth. The Oriental would never have considered a one-sided development of soul or spirit to be the ideal of human perfection. The learning and instruction that has become the ideal of later times, would have seemed to him a deadening of that which the Gods had given to man for his life on earth. And, fundamentally, this was still the conception of the Greek.

It is a strange experience to realize how the spiritual culture of Greece, which we to-day think of as so sublime, was regarded in those times by non-Greek peoples. An historic anecdote, handed down by tradition, tells us that a barbarian prince once went to Greece, visited the places where education was being carried on and had a conversation with one of the most famous Gymnasts. The barbarian prince said: “I cannot understand these insane practices of yours! First you rub the young men with oil, the symbol of peace, then you strew sand over them, just as if they were being prepared for some ceremony specially connected with peace, and then they begin to hurl themselves about as if they were mad, seizing hold of and jumping at each other. One throws the other down or punches his chin so vigorously that his shoulders have to be well shaken to prevent him from suffocating. I simply do not understand such a display and it can be of no conceivable use to the human being.” This was what the barbarian prince said to the Greek. Nevertheless, the spiritual glory of Greece was derived from what the barbarian prince thought to be so much barbarism. And just as the Greek Gymnast had only ridicule for the barbarian who did not understand how the body must be trained in order to make the spirit manifest, so would a Greek, if he could rise again and see our customary methods of teaching and education (which really date from earlier times) laugh within himself at the barbarian that has developed since the days of Greece and that speaks of an abstract soul and spirit. The Greek in his turn would say: “This is analogous to a plucked hen. You have taken away man's feathers from him!” The Greek would have thought it barbaric that the boys should not wrestle and fall upon one another in the manner described. Yet the barbarian prince could see no meaning or purpose in Greek education. Thus by studying the course of human development and observing what was held to be of value in other epochs, we may acquire a foundation upon which we can also come to a right valuation of things in our own time.

***

Let us now turn our attention to those places where the Greek Gymnast educated and taught the youths who were entrusted to him in the seventh year of life. What we find there naturally differs essentially from the kind of national educational ideal, for instance, that held sway in the nineteenth century. In this connection, what I shall say does not merely hold good for this or that particular nation, but for all civilized nations. What we behold when we turn our attention to one of these places in Greece where the young were educated from the seventh year of life onwards, can, if it is rightly permeated with modern impulses, afford us a true basis for understanding what is necessary for education and instruction to-day. The youths were trained—and the word ‘trained’ is here always used in its very highest sense—on the one hand in Orchestric and on the other in Palæstric. Orchestric, to the outer eye, was entirely a bodily exercise, a kind of concerted dance, but arranged in a very special way. It was a dance with a most complicated form. The boys learned to move in a definite form in accordance with measure, beat, rhythm, and above all in accordance with a certain plastic-musical principle. The boy, moving in this choral dance, felt a kind of inner soul-warmth pouring through all his limbs and co-ordinating them. This experience was simultaneously expressed in the form of a very beautiful musical dance before the eyes of the spectators. The whole thing was a revelation of the beauty of the Godhead and at the same time an experience of this beauty in the inner being of man. All that was experienced through this orchestric was felt and sensed inwardly, and thus it was transformed from a physical, bodily process into something that expressed itself outwardly, inspiring the hand to play the zither, inspiring speech and word to become song. To understand song and the playing of the zither in ancient Greece we must see them as the crown of the choral dance. Out of what he experienced from the dance, man was inspired to set the strings in movement so that he might hear the sound and the tone arising from the choral dance. From his own movement he experienced something that poured into his word, and his words became song.

Gymnastic and musical development, this was the form taken by education in the Greek palæstra. But the musical and soul qualities thus acquired were born from the outer bodily movements of the dances performed in the palæstra. And if to-day one penetrates with direct perception to the meaning of these ordered movements in a Greek palæstra—which the barbarian prince could not understand—one finds that all the forms of movement, all the movements of the individual human being, were most wonderfully arranged, so wonderfully indeed that the further effect was not only the musical element that I have already described, but something else. When we study the measures and the rhythms that were concealed in orchestric, in the choral dance, we find that nothing could have a more healing, health-giving effect upon the breathing system and the blood circulation of man than these bodily exercises which were carried out in the Greek choral dances. If the question were put: How can the human being be made to breathe in the most beneficial way? What is the best way to stimulate the movement of the blood by the breath?—the answer would have been that the boy must move, must carry out dance-like movements from his seventh year onwards. Then—as they said in those times—he opens up his systems of breathing and blood circulation not to forces of decadence but to those of healing. The aim of all this orchestric was to enable the systems of breathing and blood circulation in the human being to express themselves in the most perfect way. For the conviction was that when the blood circulation is functioning properly it works right down to the very finger tips, and then instinctively the human being will strike the strings of the zither or the strings of the lute in the right way. This was, as it were, the crown of the process of blood circulation. The whole rhythmic system of the human being was made skilful in the right way through the choral dance.

As a result of this, one might hope for a musical, spiritual quality to develop in the playing, for it was known that when the individual being carries out the corresponding movements with his limbs in the choral dance, the breathing system is so inspired that it quite naturally functions in a spiritual way. And the final consequence is that the breath will overflow into what the human being expresses outwardly through the larynx and its related organs. It was known that the healing effects of the choral dance on the breathing system would enkindle song. And thus the crowning climax, zither-playing and song, was drawn from the healthy organism trained in the right way through the choral dance. And so the physical nature, the soul and the spirit were looked upon as an inner unity, an inner totality in earthly man. And this was the whole spirit of Greek education.

And now let us look at what was developed in palæstric—which gave its name to the places of education in Greece because it was the common property, so to speak, of the educated people. What was it, we ask, that was studied in those forms, in which, for instance, wrestling was evolved? And we see that the whole system existed for the purpose of unfolding two qualities in the human being. The will, stimulated by bodily movement, grew strong and forceful in two directions. All movement and all palæstric in wrestling was intended to bring suppleness, skill and purposeful agility into the limbs of the wrestler. Man's whole system of movement was to be harmonized in such a way that the separate parts should work together truly and that for any particular mood of his soul he should be able to make the appropriate movements with skill, controlling his limbs from within. The moulding and rounding of the movements into harmony with the purposes of life—this was one side of palæstric. The other side was the radial of the movement, as it were, where force must flow into the movement. Skill on the one side, force on the other. The power to hold out against and overcome the forces working in opposition and to go through the world with inner strength—this was one aspect. Skill, proficiency, and harmonization of the different parts of the organism, in short the development of power to be able freely to radiate and express his own being everywhere in the world—this was the other side.

It was held that when the human being thus harmonized his system of movement through palæstric, he entered into a true relationship with the Cosmos. The arms, legs and the breathing as developed by palæstric were then given over to the activities of the human being in the world, for it was known that when the arm is rightly developed through palæstric it links itself with the stream of cosmic forces which in turn flow to the human brain and then, from out of the Cosmos, great Ideas are revealed to man. Just as music was not considered to depend upon a specifically musical training but was expected as the result of the development of the blood circulation and breathing—and indeed did not express itself in most cases until about the age of twenty—so mathematics and philosophy were expected to be a result of the bodily culture in palæstric. It was known that geometry is inspired in the human being by a right use of the arms.

To-day people do not learn of these things from history, for they have been entirely forgotten. What I have told you is, nevertheless, the truth, and it justifies the Greeks in having placed the Gymnasts at the head of their educational institutions. For the Gymnast succeeded in bringing about the spiritual development of the Greeks by giving them freedom. He did not cram their brains or try to make them into walking encyclopaedias but assisted the trained organs of the human being to find their true relationship to the Cosmos, and in this way man became receptive to the spiritual world. The Greek Gymnast was as convinced as the man of the ancient East of the truth of the spiritual world, only in Greece, of course, this realization expressed itself in a later form.

What I have really done to-day by giving an introductory description of an ancient method of education, is to put a question before you. And I have done so because we must probe very deeply if we are to discover the true principles of education in our time. It is absolutely necessary to enter into these depths of human evolution in order to discover, in these depths, the right way to formulate the questions which will help us to solve the problem of our own education and methods of instruction. To-day, therefore, I wanted to place before you one aspect of the subject we are considering. In a wider sense, the lectures are intended to give a more detailed answer, an answer suited to the requirements of the present age, to the question which has been raised to-day and will be developed tomorrow.

Our mode of study, therefore, must be the outcome of a true understanding of the great problem of education raised by the evolutionary course of humanity and we must then pass on to the answers that may be given by a knowledge of the nature and constitution of the human being at the present time.

Rudolf Steiner: Good morning, gentlemen! Does anyone have a question?

Question: Has Mars' proximity to the earth anything to do with the weather? The summer has been so unbelievably bad! Have planetary influences in general any effect upon the weather?

Dr. Steiner: The weather conditions which have shown such irregularities through the years, particularly recent years, do have something to do with conditions in the heavens, but not specifically with Mars. When these irregularities are observed we must take very strongly into consideration a phenomenon of which little account is usually taken, although it is constantly spoken of. I mean the phenomenon of sunspots. The sunspots are dark patches, varying in size and duration, which appear on the surface of the sun at intervals of about ten or eleven or twelve years. Naturally, these dark patches impede the sun's radiations, for, as you can well imagine, at the places where its surface is dark, the sun does not radiate. If in any given year the number of such dark patches increases, the sun's radiation is affected. And in view of the enormous significance the sun has for the earth, this is a matter of importance.

In another respect this phenomenon of sunspots is also noteworthy. In the course of centuries their number has increased, and the number varies from year to year. This is due to the fact that the position of the heavenly bodies changes as they revolve, and the aspect they present is therefore always changing. The sunspots do not appear at the same place every year, but—according to how the sun is turning—in the course of years they appear in that place again. In the course of centuries they have increased enormously in number and this certainly means something for the relationship of the earth to the sun.

Thousands of years ago there were no spots on the sun. They began to appear, they have increased in number, and they will continue to increase. Hence there will come a time when the sun will radiate less and less strongly, and finally, when it has become completely dark, it will cease to radiate any light at all. Therefore we have to reckon with the fact that in the course of time, a comparatively long time, the source of the light and life that now issues from the sun will be physically obliterated for the earth. And so the phenomenon of the sunspots—among other things—shows clearly that one can speak of the earth coming to an end. Everything of the earth that is spiritual will then take on a different form, just as I have told you that in olden times it had a different form. Just as a human being grows old and changes, so the sun and the whole planetary system will grow old and change.

The planet Mars, as I said, is not very strongly connected with weather conditions; Mars is more connected with phenomena that belong to the realm of life, such as the appearance and development of the grubs and cockchafers every four years. And please do not misunderstand this. You must not compare it directly with what astronomy calculates as being the period of revolution of Mars,²¹ because the actual position of Mars comes into consideration here. Mars stands in the same position relatively to the earth and the sun every four years, so that the grubs which take four years to develop into cockchafers are also connected with this. If you take two revolutions of Mars—requiring four years and three months—you get the period between the cockchafers and the grubs, and the other way around, between the grubs and the cockchafers. In connection with the smaller heavenly bodies you must think of the finer differentiations in earth phenomena, whereas the sun and moon are connected with cruder, more tangible phenomena such as weather, and so on.

A good or bad vintage year, for example, is connected with phenomena such as the sunspots, also with the appearance of comets. Only when they are observed in connection with phenomena in the heavens can happenings on the earth be studied properly.

Now of course still other matters must be considered if one is looking for the reasons for abnormal weather. For naturally the weather conditions—which concern us so closely because health and a great deal else is affected by them—depend upon very many factors. You must think of the following. Going back in the evolution of the earth we come to a time of about six to ten thousand years ago. Six to ten thousand years ago there were no mountains in this region where we are now living. You would not have been able to climb the Swiss mountains then, because you would not have existed in the way you do now. You could not have lived here or in other European lands because at that time these regions were covered with ice. It was the so-called Ice Age. This Ice Age was responsible for the fact that the greatest part of the population then living in Europe either perished or was obliged to move to other regions. These Ice Age conditions will be repeated, in a somewhat different form, in about five or six or seven thousand years—not in exactly the same regions of the earth as formerly, but there will again be an Ice Age.

It must never be imagined that evolution proceeds in an unbroken line. To understand how the earth actually evolves it must be realized that interruptions such as the Ice Age do indeed take place in the straightforward process of evolution. What is the reason? The reason is that the earth's surface is constantly rising and sinking. If you go up a mountain which need by no means be very high, you will still find an Ice Age, even today, for the top is perpetually covered with snow and ice. If the mountain is high enough, it has snow and ice on it. But it is only when, in the course of a long time, the surface of the earth has risen to the height of a mountain that we can really speak of snow and ice on a very large scale. So it is, gentlemen! It happens. The surface of the earth rises and sinks. Some six thousand or more years ago the level of this region where we are now living was high; then it sank, but it is now already rising again, for the lowest point was reached around the year 1250. That was the lowest point. The temperature here then was extremely pleasant, much warmer than it is today. The earth's surface is now slowly rising, so that after five or six thousand years there will again be a kind of Ice Age.

From this you will realize that when weather conditions are observed over ten-year periods, they are not the same; the weather is changing all the time.

Now if in a given year, in accordance with the height of the earth's surface a certain warm temperature prevails over regions of the earth, there are still other factors to be considered. Suppose you look at the earth. At the equator it is hot; above and below, at the Poles it is cold. In the middle zone, the earth is warm. When people travel to Africa or India, they travel into the heat; when they travel to the North Pole or the South Pole, they travel into the cold. You certainly know this from accounts of polar expeditions.

Think of the distribution of heat and cold when you begin to heat a room. It doesn't get warm all over right away. If you would get a stepladder and climb to the top of it, you would find that down below it may still be quite cold while up above at the ceiling it is already warm. Why is that? It is because warm air, and every gaseous substance when it is warmed, becomes lighter and rises; cold air stays down below because it is heavier. Warmth always ascends. So in the middle zone of the earth the warm air is always rising. But when it is up above it wafts toward the North Pole: winds blow from the middle zone of the earth toward the North Pole. These are warm winds, warm air. But the cold air at the North Pole tries to warm itself and streams downward toward the empty spaces left in the middle zone. Cold air is perpetually streaming from the North Pole to the equator, and warm air in the opposite direction, from the equator to the North Pole. These are the currents called the trade winds. In a region such as ours they are not very noticeable, but very much so in others.

Not only the air, but the water of the sea, too, streams from the middle zone of the earth toward the North Pole and back again. That phenomenon is, naturally, distributed in the most manifold ways, but it is nevertheless there.

But now there are also electric currents in the universe; for when we generate wireless electric currents on the earth we are only imitating what is also present in some way in the universe. Suppose a current from the universe is present, let's say, here in Switzerland, where we have a certain temperature. If a current of this kind comes in such a way that it brings warmth with it, the temperature here rises a little. Thus the warmth on earth is also redistributed by currents from the universe. They too influence the weather.

In addition, however, you must consider that such electromagnetic currents in the universe are also influenced by the sunspots. Wherever the sun has spots, there are the currents which affect the weather. These particular influences are of great importance.

Now in regard to the division of the seasons—spring, summer, autumn, winter—there is a certain regularity in the universe. We can indicate in our calendar that spring will begin at a definite time, and so on. This is regulated by the more obvious relationships in which the heavenly bodies stand to one another. But the influences resulting from this are few. Not many of the stars can be said to have an influence; most of them are far distant and their influence is only of a highly spiritual character.

But in regard to weather conditions the following may be said. Suppose you have a disc with, let's say, four colors on it—red, yellow, green, blue. If you rotate the disc slowly, you can easily distinguish all the four colors. If you rotate it more quickly, it is difficult but still possible to distinguish the colors. But if you rotate the disc very rapidly indeed, all the colors run into each other and you cannot possibly distinguish one from the other. Likewise, the seasons of spring, summer, autumn and winter can be distinguished because the determining factors are more or less obvious. But the weather depends upon so many circumstances that the mind cannot grasp all of them; it is impossible, therefore, to mark anything definite in the calendar in regard to it—while this is obviously quite possible in regard to the seasons. The weather is a complicated matter because so many factors are involved.

But in old folklore something was known about these things. Old folklore should not be cast aside altogether. When the conditions of life were simpler, people took an interest in things far more than they do today. Today our interest in a subject lasts for 24 hours ... then the next newspaper comes and brings a new interest! We forget what happens—it is really so! The conditions of our life are so terribly complicated. The lives of our grandparents, not to speak of our great-grandparents and great-great-grandparents, were quite different. They would sit together in a room around and behind the stove and tell stories, often stories of olden times. And they knew how the weather had been a long time ago, because they knew that it was connected with the stars; they observed a certain regularity in the weather. And among these great-grandparents there may have been one or two “wiseacres”, as they are called. By a “wiseacre” I mean someone who was a little more astute than the others, someone who had a certain cleverness. Such a person would talk in an interesting way. A “wiseacre” might have said to a grandchild or great-grandchild: Look, there's the moon—the moon, you know, has an influence on the weather. This was obvious to people in those days, and they also knew that rainwater is better for washing clothes than water fetched from the spring. So they put pails out to collect the rainwater to wash the clothes—my own mother used to do this. Rainwater has a different quality, it has much more life in it than ordinary water; it absorbs bluing and other additives far better. And it wouldn't be a bad idea if we ourselves did the same thing, for washing with hard water can, as you know, ruin your clothes.

So you see, these things used to be known; it was science in the 19th century that first caused people to have different views. Some of you already know the story I told once about the two professors at the Leipzig University:²² one was called Schleiden and the other Fechner. Fechner declared that the moon has an influence on the earth's weather. He had observed this and had compiled statistics on it. The other professor, Schleiden, was a very clever man. He said: That is sheer stupidity and superstition; there is no such influence. Now when professors quarrel, nothing very much is gained by it and that's mostly the case also when other people quarrel! But both these professors were married; there was a Frau Professor Schleiden and a Frau Professor Fechner. In Leipzig at that time people still collected rainwater for washing clothes. So Professor Fechner said to his wife: That man Schleiden insists that one can get just as much rainwater at the time of new moon as at full moon; so let Frau Professor Schleiden put out her pail and collect the rainwater at the time of the next new moon, and you collect it at the time of full moon, when I maintain that you will get more rainwater. Well, Frau Professor Schleiden heard of this proposal and said: Oh no! I will put my pail out when it is full moon and Frau Professor Fechner shall put hers out at the time of new moon! You see, the wives of the two professors actually needed the water! The husbands could squabble theoretically, but their wives decided according to practical needs.

Our great-grandparents knew these things and said to their grandchildren: The moon has an influence upon rainwater. But remember this: everything connected with the moon is repeated every 18 or 19 years. For example, in a certain year, on a certain day, there are sun eclipses and on another day moon eclipses; this happens regularly in the course of 18 to 19 years. All phenomena connected with the positions of the stars in the heavens are repeated regularly. Why, then, should not weather conditions be repeated, since they depend upon the moon? After 18 or 19 years there must be something in the weather similar to what happened 18 or 19 years before. So as everything repeats itself, these people observed other repetitions too, and indicated in the calendar certain particulars of what the weather had been 18 or 19 years earlier, and now expected the same kind of weather after the lapse of this period. The only reason the calendar was called the Hundred-Years' Calendar was that 100 is a number which is easy to keep in mind; other figures too were included in the calendar according to which predictions were made about the weather. Naturally, such things need not be quite exact, because again the conditions are complicated. Nevertheless, the predictions were useful, for people acted accordingly and did indeed succeed in producing better growing conditions. Through such observations something can certainly be done for the fertility of the soil. Weather conditions do depend upon the sun and moon, for the repetitions of the positions of the moon have to do with the relation of these two heavenly bodies.

In the case of the other stars and their relative positions, there are different periods of repetition. One such repetition is that of Venus, the morning and evening star. Suppose the sun is here and the earth over there. Between them is Venus. Venus moves to this point or that, and can be seen accordingly; but when Venus is here, it stands in front of the sun and covers part of it. This is called a “Venus transit”.²³ (Venus, of course, looks much smaller than the moon, although it is, in fact, larger.) These Venus transits are very interesting because for one thing they take place only once every hundred years or so, and for another, very significant things can be observed when Venus is passing in front of the sun. One can see what the sun's halo looks like when Venus is standing in front of the sun. This event brings about great changes. The descriptions of it are very interesting. And as these Venus transits take place only once in about a hundred years, they are an example of the phenomena about which science is obliged to say that it believes some things that it has not actually perceived! If the scientists declare that they believe only things they have seen, an astronomer who was born, say, in the year 1890 could not lecture today about a Venus transit, for that has not occurred in the meantime, and presumably he will have died before the next Venus transit, which will apparently take place in the year 2004. There, even the scientist is obliged to believe in something he does not see!

Here again, when Venus is having a special effect upon the sun because it is shutting out the light, an influence is exercised upon weather conditions that occurs only once about every hundred years. There is something remarkable about these Venus transits and in earlier times they were regarded as being extraordinarily interesting.

Now when the moon is full, you see a shining orb in the sky; at other times you see a shining part of an orb. But at new moon, if you train your eyes a little—I don't know whether you know this—you can even see the rest of the new moon. If you look carefully when the moon is waxing, you can also see the other part of the moon—it appears bluish-black. Even at new moon a bluish-black disc can be seen by practiced eyes; as a rule it is not noticed, but it can be seen. Why is it that this disc is visible at all? It is because the part of the moon that is otherwise dark is still illuminated by the earth. The moon is about 240,000 miles from the earth and is not, properly speaking, illuminated by it; but the tiny amount of light that falls upon the moon from the earth makes this part of the moon visible.

But now no light at all radiates from the earth to Venus. Venus has to rely upon the light of the sun; no light streams to it from the earth. Venus is the morning and evening star. It changes just as the moon changes but not within the same periods. Only the changes are not seen because Venus is very far away and all that is visible is a gleaming star. Looked at through a darkened telescope Venus can be seen to change, just as the moon changes. But in spite of the fact that Venus cannot be illuminated from the earth, part of it is always visible as a dull bluish light. The sun's light is seen at the semi-circle above—but this is not the whole of Venus; where Venus is not being shone upon by the sun, a bluish light is seen.

Now, gentlemen, there are certain minerals—for instance, in Bologna—which contain barium compounds. Barium is a metallic element. If light is allowed to fall on these minerals for a certain time, and the room is then darkened, you see a bluish light being thrown off by them.

One says that the mineral, after it has been illuminated, becomes phosphorescent. It has caught the light, “eaten” some of the light, and is now spitting it out again when the room is made dark. This is of course also happening before the room is dark, but the light is then not visible to the eye. The mineral takes something in and gives something back. As it cannot take in a great deal, what it gives back is also not very much, and this is not seen when the room is light, just as a feeble candle-light is not seen in strong sunlight. But the mineral is phosphorescent and if the room is darkened, one sees the light it radiates.

From this you will certainly be able to understand where the light of Venus comes from. While it receives no light from this side, Venus is illuminated from the other side by the sun, and it eats up the sun's light, so to say. Then, when you see it on a dark night, it is throwing off the light, it becomes phosphorescent. In days when people had better eyes than they have now, they saw the phosphorescence of Venus. Their eyes were really better in those days; it was in the 16th century that spectacles first began to be used, and they would certainly have come earlier if people had needed them! Inventions and discoveries always come when they are needed by human beings. And so in earlier times the changes that come about when phosphorescent Venus is in transit across the sun were also seen. And in still earlier times the conclusion was drawn that because the sun's light is influenced at that time by Venus, this same influence will be there again after about a hundred years; and so there will be similar weather conditions again in a region where a transit of Venus is seen to be taking place. (As you know, eclipses of the sun are not visible from everywhere, but only in certain regions.) In a hundred years, therefore, the same weather conditions will be there—so the people concluded—and they drew up the Hundred Years' Calendar accordingly.

Later on, people who did not understand the thing at all, made a Hundred Years' Calendar every year, then they found that the details given in the calendar did not tally with the actual facts. It could just as well have said: “If the cock crows on the dunghill, the weather changes, or stays as it is!” But originally, the principle of the thing was perfectly correct. The people perceived that when Venus transits the sun, this produces weather conditions that are repeated somewhere after a hundred years.

Since the weather of the whole year is affected, then the influences are at work not only during the few days when Venus is in transit across the sun but they last for a longer period. So you see from what I have said that to know by what laws the weather is governed during some week or day, one would have to ask many questions: How many years ago was there a Venus transit? How many years ago was there a sun-eclipse? What is the present phase of the moon? I have mentioned only a few points. One would have to know how the trade winds are affected by magnetism and electricity, and so on. All these questions would have to be answered if one wanted to determine the regularity of weather conditions. It is a subject that leads to infinity! People will eventually give up trying to make definite predictions about the weather. Although we hear about the regularity of all the phenomena with which astronomy is concerned—astronomy, as you know, is the science of the stars—the science that deals with factors influencing the weather (meteorology, as it is called) is by no means definite or certain. If you get hold of a book on meteorology, you'll be exasperated. You'll be exclaiming that it's useless, because everyone says something different. That is not the case with astronomy.

I have now given you a brief survey of the laws affecting wind and weather and the like. But still it must be added that the forces arising in the atmosphere itself have a tremendously strong influence on the weather. Think of a very hot summer when there is constant lightning out of the clouds and constant thunder growling: there you have influences on the weather that come from the immediate vicinity of the earth. Modern science holds a strange view of this. It says that it is electricity that causes the lightning to flash out of the clouds. Now you probably know that electricity is explained to children at school by rubbing a glass rod with a piece of cloth smeared with some kind of amalgam; after it has been rubbed for some time, the rod begins to attract little scraps of paper, and after still more rubbing, sparks are emitted, and so on. Such experiments with electricity are made in school, but care has to be taken that everything has been thoroughly wiped beforehand, because the objects that are to become electric must not even be moist, let alone wet; they must be absolutely dry, even warm and dry, for otherwise nothing will be got out of the glass rod or the stick of sealing-wax. From this you can gather that electricity is conducted away by water and fluids. Everyone knows this, and naturally the scientists know it, for it is they who make the experiments. In spite of this, however, they declare that the lightning comes out of the clouds—and clouds are certainly wet!

If it were a fact that lightning comes out of the clouds, “someone” would have had to rub them long enough with a gigantic towel to make them quite dry! But the matter is not so simple. A stick of sealing wax is rubbed and electricity comes out of it; and so the clouds rub against one another and electricity comes out of them! But if the sealing wax is just slightly damp, electricity does not come out of it. And yet electricity is alleged to come out of the clouds—which are all moisture! This shows you what kind of nonsense is taught nowadays. The fact of the matter is this: You can heat air and it becomes hotter and hotter. Suppose you have this air in a closed container. The hotter you make the air, the greater is the pressure it exerts against the walls of the container. The hotter you make it, the sooner it reaches the point where, if the walls of the container are not strong enough, the hot air will burst them asunder. What's the usual reason for a child's balloon bursting? It's because the air rushes out of it. Now when the air becomes hot it acquires the density, the strength to burst. The lightning process originates in the vicinity of the earth; when the air gets hotter and hotter, it becomes strong enough to burst. At very high levels the air may for some reason become intensely hot—this can happen, for example, as the result of certain influences in winter when somewhere or other the air has been very strongly compressed. This intense heat will press out in all directions, just as the hot air will press against the sides of the container. But suppose you have a layer of warm air, and there is a current of wind sweeping away the air. The hot air streams toward the area where the air is thinnest.

Lightning is the heat generated in the air itself that makes its way to where there is a kind of hole in the surrounding air, because at that spot the air is thinnest. So we must say: Lightning is not caused by electricity, but by the fact that the air is getting rid of, emptying away, it's own heat.

Just because of this intensely violent movement, the electric currents that are always present in the air receive a stimulus. It is the lightning that stimulates electricity; lightning itself is not electricity.

All this shows you that warmth is differently distributed in the air everywhere; this again influences the weather. These are influences that come from the vicinity of the earth and operate there.

You will realize now how many things influence the weather and that today there are still no correct opinions about these influences—I have told you about the entirely distorted views that are held about lightning. A change must come about in this domain, for spiritual science, anthroposophy, surveys a much wider field and makes thinking more mobile.

We cannot, of course, expect the following to be verified in autopsies, but if one investigates with the methods of spiritual science, one finds that in the last hundred years human brains have become much stiffer, alarmingly stiffer, than they were formerly. One finds, for example, that the ancient Egyptians thought quite definite things, of which they were just as sure as we ourselves are sure of the things we think about. But today we are less able to understand things in the winter than in the summer. People pay no attention to such matters. If they would adjust themselves to the laws prevailing in the world, they would arrange life differently. In school, for instance, different subjects would be studied in the winter than in the summer. (This is already being done to some extent in the Waldorf School.)²⁴ It is not simply a matter of taking botany in the summer because the plants bloom then, but some of the subjects that are easier should be transferred to the winter, and some that are more difficult to the spring and autumn, because the power to understand depends upon this. It is because our brains are harder than men's brains were in earlier times. What we can think about in a real sense only in summer, the ancient Egyptians were able to think about all year round. Such things can be discovered when one observes the various matters connected with the seasons of the year and the weather.

Is there anything that is not clear? Are you satisfied with what has been said? I have answered the question at some length. The world is a living whole and in explaining one thing one is naturally led to other things, because everything is related.

Question: Herr Burle says that his friends may laugh at his question—he had mentioned the subject two or three years ago. He would like to know whether there is any truth in the saying that when sugar is put into a cup of coffee and it dissolves properly, there will be fine weather, and when it does not dissolve properly there will be bad weather.

Dr. Steiner: I have never made this experiment, so I don't know whether there is anything in it or not. But the fact of the sugar dissolving evenly or unevenly might indicate something—if, that is to say, there is anything in the statement at all. I speak quite hypothetically, because I don't know whether there is any foundation for the statement, but we will presume that there is.

There is something else that certainly has meaning, for I have observed it myself. What the weather is likely to be can be discovered by watching tree frogs, green tree frogs. I've made tiny ladders and observed whether they ran up or down. The tree frog is very sensitive to what the weather is going to be. This need not surprise you, for in certain places it has happened that animals in their stalls suddenly became restless and tried to get out; those that were not tethered ran away quickly. Human beings stayed where they were. And then there was an earthquake! The animals knew it beforehand, because something was already happening in nature in advance. Human beings with their crude noses and other crude senses do not detect anything, but animals do. So naturally the tree frog, too, has a definite “nose” for what is coming. The word Witterung (weather) is used in such a connection because it means “smelling” the weather that is coming.

Now there are many things in the human being of which he himself has no inkling. He simply does not observe them. When we get out of bed on a fine summer day and look out the window, we are in quite a different humor than when a storm is raging. We don't notice that this feeling penetrates to the tips of our fingers. What the animals sense, we also sense; it is only that we don't bring it up to our consciousness.

So just suppose, Herr Burle, that although you know nothing about it, your fingertips, like the tree frogs, have a delicate feeling for the kind of weather that is coming. On a day when the weather is obviously going to be fine and you are therefore in a good humor, you put the sugar into your coffee with a stronger movement than on another day. So the way the sugar dissolves does not necessarily depend upon the coffee or the sugar, but upon a force that is in yourself. The force I'm speaking of lies in your fingertips themselves; it is not the force that is connected with your consciously throwing the sugar into the coffee. It lies in your fingertips, and is not the same on a day when the weather is going to be fine as when the weather is going to be bad. So the dissolving of the sugar does not depend upon the way you consciously put it into your coffee but upon the feeling in your fingertips, upon how your fingertips are “sensing” the weather. This force in your fingertips is not the same as the force you are consciously applying when you put the sugar into your coffee. It is a different force, a different movement.

Think of the following: A group of people sits around a table; sentimental music, or perhaps the singing of a hymn, puts them into a suitable mood. Then delicate vibrations begin to stir in them. Music continues. The people begin to convey their vibrations to the table, and the table begins to dance. This is what may happen at a spiritualistic séance. Movements are set going as the effect of the delicate vibrations produced through the music and the singing. In a similar fashion the weather may also cause very subtle movements, and these in turn may influence what happens with the sugar in the coffee. But I am speaking quite hypothetically because, as I said, I don't know whether it is absolutely correct in the case of which you are speaking. It is more probable that it is a premonition which the person himself has about the weather that affects the sugar—although this is not very probable either. I am saying all this as pure hypothesis.

A spiritual scientist has to reject such phenomena until he possesses strict proof of their validity. If I were to tell you in a casual way the things I do tell you, you really wouldn't have to believe any of it. You should only believe me because you know that things which cannot be proved are not accepted by spiritual science. And so as a spiritual scientist I can only accept the story of the coffee if it is definitely proved. In the meantime I can make the comment that one knows, for instance, of the delicate vibrations of the nerves, also that this is how animals know beforehand of some impending event—how even the tree frog begins to tremble and then the leaves on which it sits also begin to tremble. So it could also be—I don't say that it is, but it could be—that when bad weather is coming, the coffee begins to behave differently from the way it behaves when the weather is good.

So—let us meet next Wednesday.²⁵ After that, I think we'll be able to have our sessions regularly again.

• 21. The “synodic” revolution, that is, the time between two successive conjunctions or oppositions to the sun, varies with Mars between 2 years 34 days and 2 years 80 days, the average time therefore being 2 years 50 days.
• 22. Matthias Jakob Schleiden, 1804–1881. Naturalist. Gustav Theodor Fechner, 1801–1887. Naturalist; founder of psychophysics. See his publication “Professor Schleiden und der Mond,” Leipzig 1856.
• 23. There is a period of 243 years 2 days in which the intervals between the Venus transits are 8 years, 121.5 years, 8 years and 105.5 years. The last transit took place December 6, 1882. According to astronomical calculation the next transit will be on June 7, 2004.
• 24. The Waldorf School, Stuttgart, Germany, opened in 1919 under Rudolf Steiner's guidance. There are now more than 300 schools in the international Waldorf School movement.
• 25. This lecture was postponed to Thursday, September 18th

Everything will depend on whether the whole attitude of the lectures that you now want to present to the public is different from the one that usually underlies the discussions that have been common up to now. The attitude that you will have to take will be particularly determined by the fact that you will have to point out everywhere the importance of the human being in all of social life.

Today you will find social judgments everywhere that start from something other than the human being as such. You will find social judgments that are based on the concept of capital, on the function of capital and so on within the social order. You will then find that capitalism is spoken of as if it were some kind of power that goes around the world, and that in all this talk of “capitalism” there is actually little basis in consideration of the essence of man as such.

You will then hear talk again about work, about the social significance of work. Here too you will be able to sense that, by talking about work, one already takes the human being as a starting point, because he is, after all, the one who works. But one also talks about work as such in isolation from the human being, namely from humanity, and from “work itself”.

Then, thirdly, you will find that people talk about the product. This may have its good meaning within economic life; but it only leads to errors and distorted social conceptions if one does not take into account the essence of man as such in all areas.

Certainly, especially when one sets out on the threefold social order, one must distinguish sharply between what, I would say, must be a field of human activity to express itself in the spiritual realm, and what must express itself in the legal-political realm, and finally what must express itself in the economic realm. But these ideas, which must be so one-sidedly conceived about human activity, cannot be properly formed unless one can turn one's gaze to the essence of man as a whole human being. It is precisely this turning of the gaze to the essence of man as a whole human being that reveals to us the necessity for the external social order to be structured into the three areas characterized by the corresponding writings.

Now, however, man has gradually been eliminated from consideration in modern world view life. You will find everywhere that man as such has actually been eliminated. You will find this first of all in the narrowest spiritual field, that of science. Science considers the kingdoms of nature, the mineral kingdom, the plant kingdom, the animal kingdom, then looks at the development of the animal kingdom up to man and presents man as a more complicated, transformed, metamorphosed animal. But it does not set out to consider man himself. It presents man only as the end point of the animal series. This has long been the aim of science. But this is only one symptom of the fact that feeling and thinking have been expelled from the essence of man. If in modern times there had been a strong feeling for the purely human in the most diverse areas of life, then it would not have been possible to expel man from so-called science, to treat him only as a final point.

But you can also see how man is excluded from the institutions that are now being laid down for spiritual life. He is, as far as possible, harnessed to regulations that do not come from himself; or he is harnessed to the effect of forces that come from economic life; but very, very little attention is paid to what man is as a human being in social life. And so they start coming up with definitions of everything possible, of capital, of labor, of goods; but the human being is completely left out of the equation.

In the life of the state itself, it is very strange how, especially in Central European countries, the feeling has been lost in the very latest times that everything that is state or other commonality is actually there for the sake of the human being , not man for the sake of the state; that all institutions originating in these communities must ultimately aim to develop the human being into a full human being, into a full individuality, as far as possible.

How often, especially in recent times, has it been repeated that man must sacrifice everything for the sake of community! Yes, my dear friends, if what at first seems to sound right were to be put into practice, that man must sacrifice everything for the sake of community, it would gradually lead to the most severe atrophy of community life. For nothing establishes community life better than when, within this community life, individual human personalities can develop in the fullest sense of the word. Those who think the opposite usually do not take the main point into account.

The person who develops as a whole human being, who can bring their human individuality to bear in all respects, is, because of this development, dependent on contributing as much as possible to community life; they already establish community life in the very best way through what is within them. What can be developed in the human being, if it is guided and directed in the right way, is by no means based on selfishness. Selfishness in the human being is actually generated from the outside, not from the inside. Selfishness is often generated precisely by community life. This is far too little considered in the treatment of social issues. And so it has also become apparent that in recent times there has been a real imbalance between the self-evident lack of selfishness and generosity in spiritual matters and the selfishness and greed in all material things. In terms of what people produce spiritually, they are not exactly stingy by nature; they would like to share as much of this as possible with every human being. A person who is only a lyricist would like to give what he produces as a lyricist to all people, most generously and without selfishness, not keep it to himself. People today do it differently with regard to external, material goods; they want to keep them to themselves. But these never come to us from within, but are conditioned by what surrounds us. And the social art would consist in gradually transforming that which surrounds us externally so that we can treat it like that which is our own from within, like that which springs entirely from our individuality. But for this to happen, it is necessary that people incorporate into their minds a way of thinking such as I have now indicated in a few abstract sentences. They will never be able to do this within the present spiritual life, because this present spiritual life harnesses the human being to the external state or economic order and does not aim to develop what is in the human being from within. In education, it remains an abstract principle to say that everything that is taught and taught must be brought out of the human being. This abstract principle is of no help at all. And those who preach it the most are also the ones who usually sin against it the most in practice, for example.

What fills one with such an attitude, which is focused on the human as such, can only be anthroposophically oriented spiritual science. For it leads in every direction to the recognition of the essence of the human being itself. It places the human being at the center of all consideration. Take, for example, you can just as easily take something else, my “Secret Science”: there the stages of earthly development are traced through pre-earthly conditions, the names of which do not matter, through the state of Saturn, the state of the sun, the state of the moon, and so on. But not one of these states is followed in the way that it is followed in the hypotheses of modern science. What did they have in this modern science? At first they had some nebulous state in very distant times; there was nothing in it of the human being. And for a long time to come, in the stages of development that arose from the thoughts of science, there was nothing of the human being in it. Then man suddenly appears, after all the other creatures had gathered together. Then he will later pass away again, and the earth and everything will pass away with him. And ultimately, the whole development is heading towards a field of corpses. What we think about the world, about the cosmos, is dehumanizing. And if one were not compelled to do so – because one has this two-legged animal on earth after all and because this two-legged animal at least does the insignificant thing of thinking at all – one would be compelled to swindle man into a position after all, one would put him aside altogether, because there would then be no necessity at all to swindle man into it.

But consider my “occult science”: from the first installations, man is in it. Nothing in the cosmos is considered without man being in it. Everything only makes sense and at the same time provides a basis for knowledge by being considered in relation to man. Nowhere is man excluded. This anthroposophically oriented spiritual science leads our world view back to a consideration of the human being.

I am suggesting some thoughts that are important for you when you go out to give your lectures, because they should give you cause to pursue the idea of putting the human at the center of the social process; and you will, I would say, color your speech in such a way that you place the human being at the center and avoid leaving the human being out of this center.

You see, the theoretical approach of recent years has already left the human being out at the starting point, it actually regards him only as a kind of luxury object for knowledge. But the national economic considerations of recent times have also taken a similar path. Go back to the source, and you will find that Marxist and other schools of thought also go back to it – go back to Adam Smith. You will see that two things have been placed at the center of attention: firstly, economic freedom and secondly, private property. Man is not really the main focus anywhere. He is occasionally considered, of course, but he is not the main focus, he is not placed at the center.

But humans as such cannot have economic freedom! For economic freedom is not something that one has as a human being, but as the owner of certain goods. It is as the owner of certain goods that one moves within the social process, and by possessing these goods one can, in a sense, have what Adam Smith calls freedom. But you don't move as a human being; instead, you set goods in motion, you trigger processes in the goods. And these processes – the plowing, the harvesting, if you are the owner of a good, or what you do in industry – these are free, independent; but the human being as such is not taken into account at all when one speaks of economic freedom.

And private property? Well, one must remember that this must somehow have been acquired, whether by robbery, conquest, inheritance or otherwise; so somehow it must have had to do with man. But Smith does not look at it in terms of how man originally formed a relationship to property; instead, he regards it as something absolutely given. This is how people view private property in general: man is just like a herd of pigs. They only consider man by not focusing on him, the human being, but on property as such. The national economic point of view has thrown out the human being.

But this is no longer merely the result of a lack of knowledge or a lack of insight, one would like to say, but it has arisen because, basically, economic life itself has taken on this form. Under the influence of the newer, more abstract way of thinking, economic life has automatically developed itself. Man has gradually withdrawn from it, leaving it to what has been shaped outside of human beings. Basically, you could easily make the following observation:

Take, say, a stately home and, with the exception of what external forces have brought about through technology and so on, follow it purely in relation to the human element, which has been through a series of generations; go up from the owner at the end of the 19th century to the owner in the middle of the 19th century, to the owner at the beginning of the 19th century and so on. You can actually follow how the process took place, how the estates intervened in the economic process, without worrying too much about the estate owner at the end of the 19th century, the estate owner in the middle of the 19th century, or the estate owner at the beginning of the 19th century. They go for walks on their estates, do what follows from the matter itself and intervene there; but it is indifferent, one cannot distinguish whether it is the owner of the end of the 19th century or of the middle or the beginning of the 19th century. What matters is the extra-human process. So, the objective has already developed in such a way that the human being has been excluded.

But he has only been excluded on the one hand, but that is the basis of our catastrophic conditions. He has not been excluded with regard to a certain area of intellectual life: the technical-scientific. There he intervened, but the two things did not go together. One only pushed itself into the other. Man has, however, intervened in many other ways, in that, as a result of ignoring the human being, more and more people have become proletarianized. What had become proletarianized, which was actually nothing other than the human being, asserted itself again. And so, in the more recent development, what man meant in the whole economic process, in the whole social process, was absolutely not developed together, but the individual areas had an inorganic effect on each other. One simply pushed its way mechanically into the other. Nowhere, it can be said, did technology develop in such a way that those who owned the goods would have had technology in their hands, but rather, technology, I might say, pushed its way into the administration of the goods from the side. Of course, nothing organic came of this, but rather something that ultimately had to be fought fiercely. Everything that is being fought in our time basically stems from these facts.

But this has had the effect – and you must now present this to humanity from the opposite perspective in your lectures – that we have increasingly lost sight of the context of the entire economic process and have focused more and more more and more on partial processes, that is, on the way capital is created and functions, how labor fits into the national economic process, how goods are produced, how they circulate, and so on. But the view of what belongs together has not been developed at all. Because, you see, if you look at the interrelated process, the process of social life, as a whole, you cannot help but place the human being at the center, relating everything to the human being.

But only a correct spiritual science can give us the right attitude, because it puts the human being at the center of everything. In the “Key Points of the Social Question”, I therefore did not have to ask: From which production conditions did modern social life arise? That is the question Marx and similar thinkers ask, and that is also the question Rodbertus asks. Instead, I had to ask: How did the modern proletarian come into being? How did the impulses in the modern proletariat arise? That is the subject of the first chapter of the Kernpunkte: how did this important fact, that the proletarian regards all intellectual, moral, scientific, religious, and artistic life as an ideology, how did that come to be in the proletariat? Man is placed in the center here. And so you will find it in the following chapters.

But only by placing the human being at the center can the concepts of goods, capital, and labor attain their true meaning, just as scientific concepts also attain their true meaning when the human being is placed at the center of the entire cosmic evolution. Your lectures must be imbued with this idea, so that you always have the human being at the center of your thoughts and feelings and also evoke in your listeners the feeling that it is the human being that matters and not capital and commodities.

I would like to talk about this nuance of your lecture: in a certain way, you must be very familiar with the terms that you find in the usual handbooks and manuals of economics. You should know them. But it is not that difficult to know them. You are just too impressed by too much of what you are brought up with. Just take a look at the small collections that have appeared in recent years, such as “Natur und Geisteswelt” or the Göschen collection and other collections, and you will see that you can simply get hold of the tables of contents. If you want to get to know, say, political economy and are not completely up in the clouds upstairs, but have an ability to grasp concepts as they have developed, then you really don't need to distinguish much between one collection and another. You can choose either. If you want to learn economics, take the little books from the Göschen collection – but it is not necessary that it should be these particular books, you can just as easily take another collection, it makes no difference at all. They do not differ much internally. Everything is uniformed. Not only have the soldiers been drawn into the uniform, but basically all the scientific books have also been uniformed. The only ones that have internal life, albeit precarious internal life, are those collections that come from publishers such as the Herdersche Bookstore in Freiburg im Breisgau. There is still something of the old, corrupting intellectual life of today in them, namely, of original Catholicism; there are concepts in them that at least differ from the others and that have a certain inner momentum, albeit momentum in a direction that we do not want to go. In the end, it is the same phenomenon as when you take a Goethe biography that originated within the new spiritual life. It does not matter so much whether you pick up one or the other, whether Heinemann or Bielschowsky or Meyer. People tell different stories, of course: Heinemann like a schoolmaster, Bielschowsky like a bad journalist, and Meyer like a collector of notes. Gundolf, I believe, is the name of one who, on the other hand, tells how, let's say, a somewhat flirtatious cultural Gigerl; but you won't learn anything new from it that isn't in the other biographies. Not even Emil Ludwig, I believe, will tell you anything seriously new, although he differs considerably from the others in that the others tell like philistines who grew up in rooms, and he tells like a street urchin. But that doesn't make up for the actual lack of substance either. In contrast, take a book as inwardly solid as that by the Jesuit priest Baumgartner about Goethe, who indeed grumbles about Goethe, but in whose book there is spirit, spirit of course, which we wouldn't wish any impact!

And so we can say: You do indeed have to familiarize yourself with what is being produced in today's world. You need to know how people think about work, about capital, and so on. But you have to be aware that you have to reverse the whole thing everywhere and put people at the center of your considerations.

You may say: This is rather daunting. We are soon to go out and give speeches and do everything that is said here! But it is not like that! It depends on our attitude and not on our sitting down and thinking long and hard about how we put people at the center. Now we must immediately do what is indicated here. And so it is important that you go out with the attitude that is characterized here and try to achieve what you can according to the state of your development so far. But I must still present things as they are, for my sake, let us say, ideally. And you can deduce from this what you can actually apply.

Now, if you gear everything to the human being, if you proceed anthroposophically in this sense, if you also occasionally incorporate what comes to you straight from anthroposophy, without because you don't need to insert the structure of the human being into a treatise on economic life physical body, etheric body, astral body, I, because then modern man cannot follow it at all. One must try to put things in the language of modern man. If, therefore, anthroposophical life is not only in the background of your own life, but also in the way you present and in your references, which is only found in anthroposophy, then you will be able to evoke a certain impression, but you will also be in a position to do so, not from one-sidedness, because you will not just take the examples from anthroposophy, but you will also take the insights into social life that you have gained from them. ophy the examples, that is, the ones you use to illustrate the actual insights of social life, you will be able to create a certain impression, but you will also be in a position to work from the one-sidedness of the concepts.

I will give you an example of how work is done from the one-sidedness of concepts in current social thinking. I have already indicated how, for example, the Marxists speak about labor and the commodity. They say: In the product that appears on the market, we have that into which labor has, as it were, congealed; when we pay for the product that has come onto the market, we pay for “coagulated labor.” Attention is also drawn to the time that is invested in it; but that is not what matters. The worker works. This is how the product comes about, and this is how the product is “clotted labor”. The raw product that nature provides has no intrinsic value in human intercourse. Labor “runs into” it, and basically it is a matter of determining how much a commodity object is worth in that a certain amount of labor has “run into” it. This quantity of labor that has been “incorporated” is imagined to mean the wear and tear of human muscle power, which in turn must be replaced. This is achieved indirectly through wages, so that people must be paid in such a way that the wages replace what they have lost through labor, what has been “incorporated” into the product. This is an extremely plausible idea if you only look at the worker and his relationship to the product from one perspective, especially in the area where real physical labor is involved. So you could say, if you look at this area one-sidedly: a product that appears on the market is worth as much as the labor that has gone into it. Of course, this is something that is indisputable from a certain point of view, which can be proven strictly logically, from a certain point of view.

But look, take a different point of view. Take a worker who, let's say, has been working for the production of certain products. Through some economic relationship, one side is inclined to give him more for the work he has done than he used to get, because, due to economic cycles and so on, one side can give him more. He will be inclined to give his labor to the one who now gives him more. So in the following moment he gets more goods for his labor than he used to get. But as a result, the goods now acquire a different value for him, a significantly different value. He ceases to consider the only point of view of labor flowing into the commodity. The opposite point of view becomes decisive for him. He begins to evaluate the goods in such a way that he says: A good is all the more valuable to me the more labor I save, the less labor flows into the good, the less I need to work. And if you consider that you can also acquire a good in other ways than through work: you can rob it, you can find it, you can also acquire it in a way that the terms “rob” and “find” are then only figurative, but in terms of economics mean something similar, then this way of looking at things is the most common one! For, having such a commodity, what does it mean for one? It means that one can give it away, and the other performs work for one. One has not worked for it, but one can give it away. The other, in our economic context, performs work for one; one can have so and so many people work for one. There you have the saving of labor expressed in the value of the commodity in the most eminent sense. And in the final analysis it goes so far that certain goods are produced entirely from this point of view, to save labor, to avoid doing it. If I paint a picture and sell it, the economic value lies in the fact that I no longer need to make my own boots, sweep my own room or do many other things, but that I save all this work. In this case, the value measure goes straight to what labor is saved. There you have to measure the value according to the labor saved.

And so I can say: there are two points of view from which one can define the relationship between labor and goods, or at least the value of them. One can say that a commodity is worth as much as labor has gone into it. But one can also say that a good is worth as much as one saves labor with it, as one does not need to put labor into anything. And the former definition, that of congealed labor, will be all the more valid the more we are dealing with purely physical goods or goods produced by physical labor. But the other definition will be all the more valid the more we are dealing with goods to which thinking, speculation, or other more valuable intellectual powers are applied. Both apply to the whole of life, one as much as the other.

But the point is not to be deceived by the fact that one definition is correct for certain cases, because then one can argue with the other. In life, there are two opposing views for everything. Therefore, one should not approach life from the conceptual point of view. Because no matter how correct a concept is, if one aims at life with it, one will only ever find part of life. But if one starts from life, then one finds that one can always characterize things in opposite ways, just as one can photograph a person from the front and back, from the right and left. Proper contemplation of knowledge is no different from artistic representation. And we must replace the theorizing views that have been brought to people in recent times with a view of life.

But when people have views, they act accordingly. And for three, four, five centuries, people have adopted views that start from the concept, and they have organized social life accordingly. People make social life! And so today we not only have one-sided ideas in human terms, but we also have one-sided institutions in life itself, which then do not correspond. For example, in the proletariat we have a mode of labor in which the relation between labor and commodity is such that the commodity represents congealed labor; but when we look at the capitalist side, we have the essence of the value of a commodity in that this value is determined by the labor power that is saved.

Thus, in the real process, we have something that cannot be compared. The capitalist acts differently than the proletarian. The proletarian not only thinks, but acts in such a way that values arise out of his actions according to the labor incorporated into the commodity; the capitalist acts in such a way that values arise according to the principle of labor saving. So one must waste labor to create commodities, the other economizes on labor. And these two processes clash. And the social evils of the present time arise from this antagonism. And there is no other remedy than to really look at the real processes, to know life as such, to actually admit to oneself: It is necessary in the social process that there are people in it - you see, that's where you come the human being – that there are people in it who work in such a way that their work runs into the product, and people who work in such a way – the work of others cannot be done at all without following this principle – that work can be spared. Because you can't manage without following this principle: to spare labor.

It follows that it is not at all acceptable to introduce the regulation of labor into the economic process, but that the regulation of labor must take place in the social sphere, which is the sphere of state and legal life.

If you follow such trains of thought, you will see what is at stake. It is important, because the world today is full of unclear, nebulous concepts, especially in the practical sphere, to correct these concepts so that people can bring what is right into the institutions again. If we lack the courage to proclaim: You must not continue to think as you have thought up to now, for you are ruining the outer world with your thinking; you must place the human being at the center and not goods or capital and so on; — if we lack the courage to proclaim this in the face of the errors of the present, then we will not make a single step forward. This must be done precisely where people otherwise speak entirely from the old ideas, especially in economics.

From the nature of the arguments that I give, you can see how you have to take into account the cases of life everywhere. They are not taken into account in the usual economic literature, so that you can easily be recommended one or the other book of it. It does no harm whether you get the Göschensche book on economics or the one from “Natur und Geisteswelt”. For you will find in them all what you need and the opportunity to educate yourself in the way one must not think. And everywhere you need to counter this with a way of looking at things that penetrates and proceeds from the human being. But one can only educate oneself and educate people to this through something like anthroposophical spiritual science. Therefore, it should not be misunderstood that a recovery of the outer social life is only possible if a recovery of one of the threefold social organism, the spiritual link, occurs in education and teaching and so on, in order to then be able to visualize how a productive spiritual life can come about, that is, one that completely fulfills the human being.

In this regard, it is so difficult to be understood, but at least those who are sitting here now should understand such things quite well. You see, again and again, from a wide variety of sources, we are told that schools should be set up along the lines of the Waldorf School. Some people say to us, “We can set up such schools as soon as we have the money.” I always ask them, “Yes, how do you want to do that afterwards?” They answer: We want to ask you which teachers we should take. I tell them: I will only be partially considered in the choice of teachers, because there are legal requirements that only those teachers may be used who have passed the state examinations and been certified. So it does not come out at all, what should come out, if Waldorf schools are to be established. One would have to start from the assumption that one has a completely free choice of teachers, which does not exclude the possibility that a state-approved teacher may be needed. But there should not be the necessity that only such teachers may be used, because otherwise we do not stand in the threefold order.

What is important is not to found schools within the present system in which teaching surrogates are created simply because one believes that one can follow the course I have given. What is important is to pursue the principle in this area: freedom in spiritual life. Then such a school would mark the beginning of the threefold social order. So do not create false ideas in people's minds by teaching them to believe that they can remain obediently within the old structures and still found Waldorf schools. Instead, create the idea that there is truly free spiritual life in the school in Stuttgart. For there is no program and no curriculum there, but there is the teacher with his real ability, not with the decree of how much he should know. You are dealing with the real, real teacher. It is still better to envisage a poor real teacher than to envisage one who is simply part of the decree and who is not real. And when you teach, you are dealing with the students and with the things that fill the six walls of the classroom, not with what is called teaching material, teaching method and so on in the regulations. And that is what you have to point out: that you should deal with realities.

If it comes down to programmatic institutions, then, as far as I'm concerned, twelve people can sit down together – it could also be more or less. I give you my assurance: if these twelve people are only a little disciplined among themselves, they will think terribly cleverly, will be able to draw up reform plans; what they think will be terribly clever, terribly reasonable. One will be able to say: this must happen, that so and so on. In regard to such things one could even claim that there are numerous people who could very well say how some field of science should ideally be treated or how a journal should ideally be organized. But that is not the point. The point is that one works out of reality.

What use are school regulations, no matter how well formulated, when teachers are provided with material that is far removed from their abilities? Such regulations only serve to delude people, whereas the truth is served by using the material that is available. One must reckon with realities and beware of reckoning in any way with paragraphs and programs when it comes to creating anything.

This is so difficult to understand in our time, and that is why it is necessary for humanity to be made keenly aware of this point. For by working with programs in the broadest sphere of life in recent times, one has thoroughly corrupted life.

If you take, for example, the development of Social Democracy from the Eisenach Program to the Gotha Program, you see a flattening out. It is at its worst in the Erfurt Program. It says how everything should be organized, for example, the socialization of the means of production. But it was created with the exclusion of any view of life. And then someone came along who more or less took as his starting point the principle: What do I care about life? – I am only concerned with the Marxist program! Let life perish if only the Marxist program is fulfilled! For my sake thousands and thousands of people can be hanged in a day if only the Marxist program is fulfilled! This man is Lenin. He would be willing to have thousands of people hanged every day if only the Marxist program were fulfilled.

Of course, these are all radical statements, but they still characterize the situation correctly. And what does the man come to? You see, this man's unrealistic view of life stems from something that basically only brilliant people say. Of course, Lenin is a brilliant man again, albeit stubbornly brilliant, bullishly brilliant, but brilliant nonetheless. In his writing 'State and Revolution' you can find something like this: Yes, the fulfillment of what is to come does not follow from my Marxist program. But my Marxist program will ruin everything that is there now. But then a new humanity will be bred. It will not have a Marxist program, but will live according to the program: Each according to his abilities and needs. But first a new humanity must be bred!

So our life today has become so divorced from reality that a man, with the help of his accomplices, can organize an entire great empire not according to life but according to programs. He admits, however, that this organization is basically hopeless, because healthy conditions will only arise when the people who are there now are no longer there, but when other people have taken their place. I would like to say: it is obvious what the particular world of ideas and feelings of the present has come to. Such things should not be underestimated, but must be faced squarely.

Dear anthroposophical friends in Germany!

On New Year's Eve 1922/23, a tremendous fire lit up the world as a harrowing symbol of a world-historical moment. The Goetheanum, the School of Spiritual Science in Dornach, burned down to its foundations that night. An unknown person had insidiously placed the igniting spark in the sanctuary of thousands of human hearts.

This event could evoke the memory of another crime recorded in human history. On February 6, 356 BC, Herostratus hurled a torch into the sanctuary of Diana of Ephesus. He wanted to achieve immortality for himself through this act. Treasures of ancient wisdom sank into oblivion; the name Herostratus was engraved on the memory of posterity.

If the burning of Ephesus is a symbol in world history that ancient and holy wisdom had to perish so that the human personality could unfold, then the burning of the Goetheanum, which wanted to be a place of love that now wants to come to the peoples of the earth in a new form, can be a sign of how this coming of love in our time is opposed by criminal forces.

In the spirit of love, while the world war raged and the flames of ethnic hatred were raging all around, anthroposophists from 17 nationalities built the Goetheanum under the leadership of their teacher. The work of ten years of dedicated work and sacrificial love was destroyed by a senseless crime in a few fateful hours.

Immediately after the disaster, donations were also made in Germany for the reconstruction of the Goetheanum to the collection point that had been set up in Stuttgart at the time as the “Dr. Rudolf Steiner Disposition Account”. In the meantime, our friends abroad have taken steps to secure the financial means for the reconstruction. The necessary guarantees were provided by the International Assembly of Delegates in Dornach, which met from July 20 to 22 this year. Once again, people from all over the world will work together to rebuild the Goetheanum. We German Anthroposophists initially found ourselves unable to provide financial assistance. Not because we are poor; anyone who loves something as we love this building – which does not belong to us Anthroposophists, but is intended to serve all of humanity – has something to give, no matter how poor they are. But we had to be clear about the fact that money and monetary value must not cross our national border. That, dear friends, was our great sorrow: to experience that the sacrifice we wanted to make for our beloved cause was to be made impossible by fate.

But the moral power that lives in anthroposophy has shown us the way in which our sacrifice can still be effective. All the material gifts we were able to contribute out of love and a spirit of sacrifice to the construction of the first Goetheanum were destroyed by the crime of New Year's Eve. The new Goetheanum will largely have to be built from the insurance money, which will not be offered by generous friends. And we German anthroposophists had to see ourselves excluded from the material sacrifices that our friends made for the reconstruction. But the spirit of sacrifice was aroused among our friends. Therefore, we decided that all donations from Germany for the Goetheanum should be combined into a “German Goetheanum Fund”. This fund is to be used within German borders for purposes that are in line with the Goetheanum's endeavors. For example, it is planned to use this fund to support German intellectual workers within the borders of our country in their spiritual scientific work and research in the spirit of the School of Spiritual Science. Dr. Rudolf Steiner himself will have the exclusive and sole right of disposal over the funds of this foundation.

In this way, we could hope that our sacrifice, which could not be used for the reconstruction of the Goetheanum itself in material form, would nevertheless have an effect beyond the borders of our country through its inherent moral power. What we were denied by fate in the material realm should be compensated for by the spirit in which we wanted to make our sacrifice.

We presented our intention to our foreign friends at the international delegates' meeting in Dornach. Our friends have honored the spirit of our Goetheanum offering in the most beautiful way. Their delegates declared that they were determined to add to what they were already willing to do for the reconstruction of the Goetheanum, however much the amount collected in Germany for the German Goetheanum Fund and remaining there would account for. And they would do this from funds that would never have flowed into Germany. This makes it possible for our gift to remain within Germany and for its equivalent value to be used for the reconstruction of the Goetheanum.

Each of us wants to make a sacrifice for the Goetheanum. A sacrifice that he is able to make only for this purpose, out of a clear insight into the world-historical necessity of this building. This sacrifice should have an inherent moral power, as a counterweight to the tragic facts that will affect the emerging Goetheanum.

This sacrifice should be a one-time sacrifice, so that such undertakings in our own country, such as the Waldorf School, for example, should not be deprived of the regular support that is so indispensable for these undertakings at this time.

It is with this in mind that we are turning to our German anthroposophical friends today with a request for donations to the German Goetheanum Fund. This fund will serve the reconstruction of the Goetheanum without depriving our people of anything. Just as during the world war the nations that were at war with each other worked together in Dornach to rebuild the Goetheanum, so now, while Germany is economically collapsing, anthroposophists from other nations are economically supporting us in the reconstruction process.

This fact proves that, beyond the hatred of nations, anthroposophy is able to pave the way to humanity. Because this is so, we are allowed to build again. Let us build, friends, the strength of morality, the strength of love, into this building, so that the strong building may have a strong society behind it!

May the behavior of anthroposophical friends in countries outside of Germany towards German anthroposophists set an example for nations! Then the new building in Dornach could mark the beginning of an era of understanding between peoples. In this sense, may the rebuilding of the Goetheanum be embraced by the whole world!

Stuttgart, August 1923.

The Executive Council of the Anthroposophical Society in Germany:

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.

The committee of the Free Anthroposophical Society in Germany:

Moritz Bartsch, Dr. Hans Büchenbacher, Jürgen von Grone, Dr. Ernst Lehrs, Ren& Maikowski, Wilhelm Rath, Dr. Maria Röschl, J. G. W. Schröder.

The German members of the Executive Council of the Association of the Goetheanum, the School of Spiritual Science: Graf Otto Lerchenfeld, Gräfin Pauline Kalckreuth, Dr. Felix Peipers.

All donations are to be made out to the Treuhandgesellschaft des Goetheanum in Stuttgart, in favor of the “Verfügungskonto Dr. Rudolf Steiner” and sent to Bankhaus Hans Stammer & Co., Stuttgart, Rotestr. 4.

The tasks of the educator and teacher ¹ culminate in what he can achieve for the moral conduct of the youth entrusted to him. He faces great difficulties in this task within the elementary school education. One of these difficulties is that moral education must permeate everything he does for his students; a separate moral education can achieve much less than the orientation of all other education and all other teaching towards the moral. But this is entirely a matter of pedagogical tact. Because roughly formulated “moral applications” in all possible cases, even if they are still so forceful at the moment they are applied, do not achieve what is intended in the further course. - Another difficulty is that the child who enters elementary school has already formed the basic moral attitudes of life.

The child lives completely absorbed in its surroundings until the period around the seventh year, when it undergoes the change of teeth. One could say that the child is completely absorbed in its surroundings. Just as the eye lives in colors, so the child lives entirely in the expressions of life in its surroundings. Every gesture, every movement of the father and mother is experienced in a corresponding way in the child's entire inner organism. The brain of the human being is formed during this period. And during this period of life everything that gives the organism its inner character emanates from the brain. And the brain reproduces in the finest way what takes place through the environment as a revelation of life. The child's learning to speak is based entirely on this.

But it is not only the external aspects of the behavior of the environment that resonate in the child's being and imprint the character on its inner being, but also the spiritual and moral content of these external aspects. A father who reveals himself to his child through expressions of anger will cause the child to develop a tendency to express anger in gestures, even in the finest organic tissue structures. A timid and hesitant mother implants organic structures and movement tendencies in the child that cause the child to have a tool in its body that the soul then wants to use in a timid and hesitant way.

During the phase of life when the teeth change, the child has an organism that reacts spiritually and morally on the soul in a very specific way.

It is in this state, with an organism oriented towards the moral, that the child is received by the teacher and educator of the elementary school. If he does not see through this fact, he is exposed to the danger of imparting moral impulses to the child, which are unconsciously rejected by the child because it has the inhibitions of the nature of its own body to accept them.

The essential thing, however, is that when the child enters primary school, he has the basic tendencies acquired by imitating his environment, but that these can be transformed with the right treatment. A child who has grown up in an environment of violent temper has received its organic formation from it. This must not be left unnoticed. It must be taken into account. But it can be transformed. If one takes it into account, one can shape it in the second phase of childhood, from the change of teeth to sexual maturity, in such a way that it provides the soul with the basis for quick-wittedness, presence of mind, and courage in those situations in life where such qualities are necessary. A child's organization, which is the result of a fearful, timid environment, can also provide the basis for the development of a noble sense of modesty and chastity. Genuine knowledge of the human being is therefore the basic requirement for moral education.

Those who educate and teach must, however, bear in mind what the child's nature requires for its development in general between the change of teeth and sexual maturity. (These requirements can be found in the pedagogical course I have outlined and described in this weekly journal and which Albert Steffen has now published in book form). The transformation of basic moral principles and the further development of those that must be regarded as right can only be achieved by appealing to the emotional life, to moral sympathies and antipathies. And it is not abstract maxims and ideas that appeal to the emotional life, but images. In teaching, one has ample opportunity to present images of human existence and behavior, and even of non-human existence and behavior, to the child's mind, by which moral sympathies and antipathies can be aroused. Emotional judgment of the moral should be formed in the period between the change of teeth and sexual maturity.

Just as the child, until the change of teeth, is devoted to imitating the immediate expressions of life in the environment, so in the period from the change of teeth to sexual maturity, it is devoted to the authority of what the teacher and educator say.

The significance of the educational impulse contained in such learning can be seen when one seeks the right relationship to the child after the first third of the second phase of life, roughly between the ninth and tenth birthdays, in true human insight. A most important point in life is reached there. One notices that the child, half unconsciously, is going through something essential in a more or less dark feeling. The ability to approach the child in the right way is of incalculable value for his or her entire later life. If we wish to express consciously what the child experiences in its dream-like feelings, we must say: the question arises in the soul: where does the teacher get the strength that I, believing in him with reverence, receive? As a teacher, one must prove before the unconscious depths of the child's soul that one has the authority that comes from being firmly grounded in the world order. With true knowledge of human nature, one will find that at this point in time some children need few words, spoken correctly, while others need many. But something decisive must happen then. And only the being of the child itself can teach what has to happen. And for the moral strength, moral security, moral attitude of the child, unspeakably important things can be achieved by the educator at this point in life.

If moral judgment has been properly developed with sexual maturity, it can be incorporated into free will in the next stage of life. The young person leaving elementary school will carry with them the feeling, from the psychological after-effects of their school days, that the moral impulses in social interaction with fellow human beings unfold from the inner strength of their human nature. And after sexual maturity, the will will emerge as morally strong if it has previously been cultivated in the rightly nurtured moral judgment of feeling.

• 1. Outline of a lecture for the “Artistic-Pedagogical Conference of the Waldorf School”, 25-29 March 1923.

This volume contains a series of lectures given by Rudolf Steiner to people working on the construction of the Goetheanum, a great building of molded concrete that Rudolf Steiner designed and which was to replace the first Goetheanum that was burned on Dec. 31, 1922. The workmen had approached Steiner and asked that he speak to them about questions that interested them. The lectures are very casual and often take the form of a conversation, with the workmen asking first one and then another question and Steiner responding impromptu.

Steiner had never intended that this material be published as it did not have the carefully structured character of his books or even of his more formal lectures, and the reader of this volume must bear this fact in mind. Moreover, the readers unfamiliar with Steiner's fundamental writings are advised to first take up the study of either An Outline of Occult Science or Theosophy. In these works they will find a discussion of both the basic findings of the science of the spirit and of the scientific method employed in spiritual research. An understanding of these writings is absolutely necessary in forming a judgment regarding the soundness of the information conveyed by Steiner in a volume such as this one.

And this volume in particular contains certain statements that can all too easily be misunderstood and lead those who have not made a thorough study of the methods of the science of the spirit to pronounce hasty judgments about its validity. In particular there is a statement about the planet Mars in the tenth lecture that is problematic in this respect:

“Mars consists primarily of a more or less fluid mass, not as fluid as our water but, shall we say, more like the consistency of jelly, or something of that kind.”

In the light of the fact that an object weighing over 200 lbs landed on Mars and sent back pictures by means of equipment that has proved effective in similar situations and that these pictures show Mars to be a rocky desert, the above statement of Rudolf Steiner can only be judged inaccurate. But the matter is far more complex than the simple juxtaposition of these two statements suggests.

To form any judgment about these two statements we must have some sense of how Steiner reached his conclusion. We know that he was able to enter higher states of consciousness that he labeled Imagination, Inspiration and Intuition. In the state of Imagination the human soul moves within a realm that can be compared with a two-dimensional space of color images. In true Imagination, consciousness does not experience itself as observing these images from outside the two-dimensional realm but experiences itself as spread out over this two-dimensional realm and as interwoven with all the images. Before even elementary observations can be made with accuracy, the soul must undergo considerable development in the direction of self-knowledge so as not to confuse itself with the objective Imaginations.

The development of Inspiration and Intuition then allows one to interpret what is experienced. Even after these states have been achieved, it constitutes a considerable task to direct one's gaze toward specific Imaginations. In particular, Steiner makes clear that it is possible to find within the Imaginative world the inner realities that relate to specific outer events in space and time. However, the quality of the Imaginative world is movement. Space and time are both derived from movement as was already known to Aristotle who characterized time as the number of movement relative to space.

Finding one's way in Imagination to a specific time with regard to a specific spatial reality, for example, Mars as of the time of the lecture may have been particularly difficult. The description Steiner gives of Mars is quite consistent with his general picture of the evolution of the cosmos, only it appears to be more characteristic of the earlier condition of the world. Readers familiar with his evolutionary picture will know that he views the world evolution as a gradual condensation of solid forms out of originally much softer forms. In earlier ages a more watery condition was the densest condition obtained by matter. Still earlier worlds achieved only the state of air or gas. And most problematic for materialistic thinkers is the idea that the first material condition, which is preceded by purely soul and spiritual ones, is that of pure warmth, radiant heat.

It is possible that Steiner did make a mistake in his location of the actual time in his description of Mars as it appears in lecture 10 in this volume. Another possibility is that he was unable to adequately translate the living images of the Imaginative world into conceptual form in this particular case. Incidentally, the reader should be aware that this translation is by no means an easy task and that Steiner is the first occultist to accomplish this work on a vast scale.

A third possibility was suggested by Dr. Unger in a lecture delivered in Spring Valley in 1985; namely, that Steiner did not even want to fully translate the imaginative picture because he might have wished, in view of the coarse popularization of science, to give his listeners a true if old spiritually valid picture. He might have done this to insulate the souls of the workmen from the deadening influence that materialism works on the soul in the life after death. In considering this possibility one should realize that only the workmen were allowed to attend these lectures.

A final consideration which could account for the discrepancy between Steiner's statement and the one resulting from the recent space mission is that there is after all a time difference between these two events of some 60 years. Though most people would find it far-fetched, it is possible that Mars actually went through a considerable condensation over that period. On this point Dr. Unger, in the same lecture, observed that the intensity of materialistic thinking in our time is a force leading to such densification of the cosmos.

While the above thoughts do not offer a clear resolution of the discrepancy, they do point to the complexity of the issue, and they also should make clear that even if Steiner was not completely accurate on this point, it does not constitute a challenge to the totality of his work, a work that has born fruit in many practical applications such as the Waldorf Schools, Bio-Dynamic agriculture and anthroposophical medicine, to mention a few. These practical applications were all the result of his spiritual research, and their world-wide success and acceptance lends support to the validity of the underlying method out of which they arose.

With these thoughts in mind and an understanding of Steiner's basic writings the reader will find in this volume a fascinating collection of Rudolf Steiner's ideas. He will also meet a very lively mode of presentation and an informality which is not found in Steiner's other works.

Stephen E. Usher

THE COMING DAY AG Joint-stock company for the promotion of economic and spiritual values Board of Directors

Stuttgart, May 6, 1920
Champignystr. 17
Tel.: 2555, 2192 and 12103 (Waldorf)
Telegr. Adr.: Komtag
Postsch. Kto.: Stuttgart Nr. 19814.
Reichsbankgirokonto.

We would like to say a few words about the founding of our enterprises, which we were unable to do in the founding brochure. We presented our plans to the movement for the first time on Thursday, March 11, by having the various directors of the individual enterprises introduce themselves to an assembly and explain the foundations and prospects of their enterprises.

Dr. Steiner added an address to these individual presentations, a copy of which is hereby provided to you free of charge. We ask you to consider this, together with the following remarks, as a basis for what is necessary for many to place further trust in the company. This will be expressed above all in the subscription of larger amounts.

The whole plan of our enterprises is to some extent a step towards realizing the idea of threefolding, in that enterprises from the most diverse sectors have been brought together to work in the common interest and to work together. If, in time, it becomes possible to take control of the production of certain items, from raw materials through all the intermediate stages to the finished product, then dependence on external companies will be increasingly eliminated, especially if one is not dependent on the purchase of foreign raw materials. Supplying one's own factories is possible, for example, if the workers in the industrial areas are fed from the agricultural products and the latter in turn supply goods to agriculture in the form of agricultural machinery and the like. The surplus of goods will eventually be given to the consumers,

will have to be sold, which is why it is important to produce goods that will find lasting buyers, even if chaotic conditions arise for a long time. The novel economic system is therefore, in addition to the attitude that inspires all employees, above all that businesses in a wide range of sectors are united on an associative basis. In some cases, it has been possible to treat the companies as branches of the entire undertaking, so that they no longer have their own capital. In this case, the head of the company in question is, similar to the way it is required in the core areas, an administrator of capital who is only concerned with the production of goods. In some cases, however, this form of organization was not feasible, so that certain enterprises continued to work as independent legal entities under their previous name.

In order to balance the funds for the benefit of the whole, a financing institution has been created that is not a commercial enterprise itself, but serves the whole. The charitable character of the enterprise is preserved in that the dividend distribution will be appropriate to the times and can generally be within similar limits to the interest on the loans. Since the shares will not be listed on the stock exchange and are all registered shares, speculation with them is excluded, so that a market value is not an issue for the time being. The low share capital, which bothers many people, stems from the fact that the foundation could not be delayed any longer and that a foundation without imperial approval is only possible up to the now chosen amount of the share capital. An application for a significant increase in the share capital will be made as soon as possible in order to improve the ratio of the share capital to the loans taken out. The subscription of the loans is going so well that we can hope to have the total amount in hand in a short time. After the prospectus was published, it took no longer than two weeks for over 5 million marks to be subscribed.

Apart from the various projects currently in preparation or under negotiation, the sole proprietorships to date are as follows:

Der Kommende Tag A. G., Bank - department that handles the financing of the sole proprietorships.

Der Kommende Tag A. G., publishing house, which has affiliated a printing press.

Der Kommende Tag A. G., chemical works. Schw.[äbisch] Gmünd: This plant will deal with the production of pharmaceutical products in addition to the ongoing production of a barley-based baby food. Guldesmühle Dischingen, with an oil mill and agriculture as well as a sawmill. This corporate complex was voluntarily incorporated by the previous owners in order to be made subservient to our overall movement.

Sondelfingen Slate Works: In addition to the production of burnt lime, artificial stones are to be produced here, for which there is an enormous demand. The mining and delivery of raw slate to industrial plants is also being considered for the near future, because certain plants are using slate instead of coal.

E. C. Hunnius, Stuttgart: This is a trading company that makes purchases for our operations and conducts other commercial transactions.

Gebrüder Gmelin, Reutlingen: The owners of this company, which specializes in trading in agricultural machinery, have also joined our overall ventures.

The profitability of the enterprises is likely because several businesses have been taken over and are in full swing, and the strong hunger for goods will ensure immediate sales. At most, the publishing house could initially require a subsidy, which would have to be raised from the other businesses. Although the publishing house will produce several interesting publications, it will essentially depend on the progress of our entire movement. For the movement, however, the publishing house is not only an absolute necessity, but the only possible way to carry out propaganda in a business-like manner, so that we can hope that the local groups will support the publishing work with all their might. So while the publishing house will significantly advance the movement, the spread of the movement in turn benefits the publishing house the most.

As soon as possible, a research institute for physical, chemical and other scientific research work should also be set up. This enterprise will also initially yield nothing and must be supported by the others, although it should be noted that the expenses will not be too great. The work of this institute will contribute to bringing the results obtained using anthroposophically oriented research methods to public attention and thereby furthering our movement.

With the exception of the publishing house, which will establish branches in several non-German countries, the companies are all located in Württemberg because the current border difficulties, including those with the former federal states, represent insurmountable obstacles to smooth business. For this reason, the affiliation of companies not located in Württemberg is out of the question for the time being.

We hope that this has given you an overview of the background and intentions. You can see that the idea is not a cooperative one, but that the companies have come together on an associative basis.

THE COMING DAY
A.G. for the promotion of economic and spiritual values.
[Sign.] Kühn, K. Haußer

In these afternoon hours I wish to present the first seeds of a curative eurythmy. Today we will have a sort of introduction, and what we gain from it we will develop into definite forms in the days following. First of all I want to draw attention to some basic matters. What has been practised up until now is eurythmy as art; and as such it should be concomitantly accepted as the eurythmy pedagogically and didactically suited for children, since what has been developed until now as eurythmy is in every way drawn out of the formation of the healthy human being. We will see that certain points of contact appear, by means of which it will be possible to distil a hygienic-therapeutic discipline from the eurythmic, and how certain artistic forms transform themselves in one direction or another to become what can be called a sort of curative eurythmy.

It will, of course, be essential to emphasize that artistic eurythmy—which is in essence the expression of that element inherent in the formation and in the tendencies to movement of the human body—is that which must be adjudged correct for the development of the human organism as soul, spirit and body, even as it is appropriate for visual presentation. However, one can also work towards a curative eurythmy which will be of extensive use in the treatment of various chronic and acute conditions, but which will prove to be especially important and to the point in those cases specifically where we attempt to treat impending sicknesses and tendencies to sickness, prophylactically through eurythmy. Here is the point at which the didactic-pedagogical element in eurythmy flows gradually over into the hygienic-therapeutic.

However, for those who wish to practise artistic eurythmy, I want to specifically emphasize that they will have to forget in the most thorough fashion what they have acquired in these hours when they do artistic eurythmy. Then precisely in this area one must maintain a strict separation between those goals which one pursues in hygiene and therapeutics and that artistic quality which one must strive to attain in eurythmy. And anyone who persists in mixing the two will first of all ruin his artistic ability in eurythmy and secondly find himself unable to achieve anything of importance in respect to its hygienic-therapeutic element. Apart from this it will be necessary to acquire certain physiological knowledge—which will transform itself into a sort of feeling for the processes forming the human organism—in order to apply the hygienic-therapeutic side of eurythmy practically, as we will see in the following lectures.

Now, having given this preface, I would like to speak more specifically about what may be considered the basis for human eurythmy itself since it appears to me to be pertinent to the goals we wish to attain. If one wishes to understand what eurythmy in its most varied aspects is, one must first of all gain a certain understanding of the human larynx. We will come to know the other vocal organs of man precisely through the course of our exercises relating to it. But the first thing which we must obtain will be a certain knowledge of the human larynx and its importance for the human organization in general. There is much too strong a tendency to regard each human organ as a thing unto itself. That isn't the case, however. That is not how a human organ is. Every human organ is a member of the organization as a whole and, at the same time, a metamorphic variation of certain other organs. Basically, every self-contained human organ is a metamorphosis of other self-contained human organs. Nevertheless, the case is that certain human organs and groups of organs prove to carry this metamorphic character more exactly within them, more precisely, I would like to say, and others less precisely.

An example of an organ where one can penetrate through that one organ into the essence of the human organism solely through a properly understood metamorphosis is the larynx. Recall from your anatomical and physiological knowledge how peculiarly the human larynx is formed.

What I wish to convey can be grasped only through Goetheanistic contemplation of the human larynx. However, if you will make the effort to attain to this Goetheanistic contemplation of the organs involved to which we will now direct our attention, you will see that it is possible. If you take the larynx first of all as an upwards directed extension of the windpipe, you will discover when you study its forms that it may be characterized as a reversed, a from front-to-back reversed piece of the human organism; from another place, another piece of the human organization turned around. Picture to yourself the back of the human head, including the auricular parts, and think of what you are picturing to yourself as the back of the human head, including the auricular parts—insofar as these are localized in this part of man—excluding the frontal lobe¹ for the moment, and extending downwards so that it becomes the human ribcage with its vertebrae, including the beginnings of the ribs which have the much softer breast bone to the front that falls away altogether lower down. Picture to yourself, then, this less clearly defined—system of organs that I have presented to you: the posterior part of the head including the auditory parts, broadening out into the ribcage below.

And now think of this part somewhat transformed; imagine the diameter of the ribs greatly reduced. Imagine that which is very wide in the ribs, in the ribcage, here transformed into a pipe, the bony material being replaced by cartilage. That part which I isolated as the head, imagine that to be filled out in such a way that the less well filled out parts of the head, were poured out, and then that what is now filled in with thicker tissue were left out; think of that which in the head is actually filled with a liquid solid mass replaced. When you imagine this transformation of these parts of the human organism, then you have the metamorphosis of the larynx: the posterior head with the attached ribcage, reversed. The upwards extension into the larynx is truly a sort of posterior head, transformed. It is actually so: the etheric formative forces of the larynx bring about an inversion when we compare them with the formative forces of the aforementioned part of the posterior head with the attached ribcage. Considering the matter etherically, we carry in our breast, in the larynx, a second man, in a manner of speaking, who is, to be certain, in a way rudimentary, but who is in his dispositions, in his beginnings nevertheless at a certain stage of development.

If that which I have just described to you were to be turned around again to its former position so as to appear as the posterior head, then it would, in accordance with the formative forces, of necessity add on those parts of the brain lying further forwards. The tendency to build something similar on is also present in the larynx. The larynx has for this reason the thyroid gland in its neighborhood. What appears in more recent physiology as the peculiar conditions of the thyroid can be understood metamorphically, if you can see a sort of decadent frontal lobe in the thyroid which to a certain extent performs functions taken over from the frontal lobe in the speaking man. The thyroid must co-operate with the frontal lobe. If the thyroid is in any way diseased, you can easily imagine what sort of conditions arise; simply because he has the thyroid, man is organized to use it as an additional organ of thought related more to his breast being.

That which I have designated as etheric formative forces which are at work to bring this second man, who takes up an appositive position in us, into being:—these etheric formative forces are in fact very differentiated. When we breathe and this breathing expresses itself in speaking or singing, when this modified breathing (for from a certain point of view one must call it that) lives as speech or song, then that whole system of organs in man, which I have already indicated as the posterior head continuing down into the breast, is in such inner movement, that this movement experiences its reflexes in the organization of the larynx. So we must picture to our-selves that this whole system—that together with the ear is nothing other than a larynx, only metamorphosed—there is a frontal lobe—calls forth certain effects which are reflected. Thus our larynx performs backwards, in eurythmy, in the form of forces, what we think, feel and so on. This eurythmy really goes on within us. Our larynx eurythmizes; and we have then the assignment to turn around again that which arises sensibly-supersensibly through the reflex-reaction of the larynx, and to make it visible, so that our arms bring to expression that which has already been relayed forth and back again. Thus we have to do here with something which is taken directly from the human organism.

One must make it clear to oneself that we are drawing attention to that organ which like an additional head with a downward extension has been set into the rhythmic system. Our ordinary head, the more or less thoughtful head, has the peculiarity of quieting down what pulses up rhythmically into it through the arachnoidal cavity, which is an extension of the respiratory system. It is by means of the transformation of the movement from below in the rhythmic system into quiet; and by virtue of the fact that a state of balance is reached and stasis is developed out of elements in movement, reciprocally conditioning each other in motion, that thinking is conditioned: through statics arising in the head out of the dynamics.

The reverse is also true: what we develop in the quiet, in the stasis of the head, influences the dynamic of the rhythmic man, to begin with in a retardative manner. The fact is that an unnatural exertion of the soul-spiritual in connection with the head tends to slow down the circulation. A further consequence is that chaotic or sloppy thinking transforms the rhythmic into the arhythmic, changes the natural rhythm which should play in the human rhythmic system into arhythm, even into an antirhythm when it comes to full expression. And if one wishes to understand man, one must observe the connection between the circulatory and respiratory system, and careless, chaotic thought, as well as logical thought, Logical thinking as such carries within it the tendency to slow down the rhythm. Logical thought has the peculiarity of falling out of rhythm. Therefore, the soul-life that wishes to fall into rhythm will try to supercede logic and attempt to frame sentences and verses that follow not syntax, but rhythm in their course. By striving to return to rhythm in poetry, by resisting the enemy of poetry, that is prose (with the exception of rhythmical prose, of course), one tries to become more human. I am not claiming that through logic one's development will tend more towards the animalic; when you wish, you can always imagine that one evolves towards the angelic. But when one strives to turn back from the logical towards the human, one must try to bring into the succession of the syllables and their movement, into the movement of the sounds and into the sentence structure, not that which is demanded by the syntax, but that which the rhythm requires. We must pay heed to the rhythmic man when we want to return to the realm of poetry; we should listen to the head-man when we wish to enter into prose.

This will serve as an indication of the connection which in fact exists between that manifest part of man which I have described and that part which, as a metamorphosis of it, is somewhat concealed. He is there within us, however, this eurythmist who performs as the etheric body of the larynx a distinct eurythmy intimately connected with the normal development of our respiratory system, with our whole circulatory system and, naturally, through the intermediary of the circulatory system even with the metabolic system, as you can surmise from all that I have presented to you.

Now all possible sorts of occasions arise for this very complicated arrangement, this dove-tailing of a forwards- and a backwards-orientated system, to become disjointed. It would be accurate to say that they are properly articulated in only very few people of today's culture. It will be necessary to develop a certain ability to observe this since when the head system, for example, has been so dealt with in childhood that the transgression against the rhythmic system is too great everything possible can develop in later years simply through an irregularity in what I have described. This is precisely because in the case of the human organism, as in an avalanche, small provocations may build up to great effects.

In observing children from this aspect one will find that it is extremely significant to what degree their unconscious living in rhythm predominates in their soul-life over the quieting element of the head organization; for example if this is the case, if the rhythmic system predominates, one must ask oneself if something should not be introduced into the education of the child. If in time the condition appears to he habitual, then something must be clone. When, as a result of the anomaly to which I have drawn attention, the child becomes increasingly excited, ever more and more fluttery and one can do nothing with him, one must attempt to bring an iambic element into his whole organization. This can be done by having the child move in such a manner that, in full consciousness—and for that he must have your guidance—he moves first the left arm and the left hand forwards, thereafter the right arm, so that this becomes the more conscious. The child must be aware: that is the first and was the first. Throughout the entire exercise the consciousness must prevail: that was the first and remains the first; it began with the left. One can reinforce the whole affair by having the child walk, stepping out with the left leg and bringing the right leg up to it, so that the leg and foot exercise is added to the hand and arm exercise, but only as a reinforcement, however. The arm exercise is really the essential. If one has the child practise in this iambic manner, as one may call it, one will see that the exercises will calm the fluttery child, the excited child and so on provided they are continued over a sufficiently long period of time.

Out of your knowledge of eurythmy you could describe it thus:² You have the child make half an “A” with the left arm and then complete this half “A” to a whole “A” with the right arm, and so on, so that the child remains in motion and the “A” does not come into being all at once, but as the result of successive movements.

If on the other hand one has a child who is phlegmatic, who doesn't want to take things in—our Waldorf teacher know these children well, they can at times bring one to mild despair; they actually hear nothing of what one says to them, everything passes them by—in this case one would do well to treat this child trochaically, that is to say, in just the opposite manner. Naturally one cannot begin with everything all at once; this is an element which has yet to he brought into Waldorf education. One forms the “A” so that the child knows: first the right arm, then the left arm, right arm, left arm and then further that first the right leg is placed in front and the left leg brought up to it; thus one has the arm movements forming the “A” (one after the other) reinforced by the leg and foot movement. One must pay particular attention that these things are done in such a way that they live in the child's consciousness; so that the child is really aware: on one occasion the left arm was the first, on the other the right arm was the first.

You will find that these things present difficulties for an inner understanding if someone is in every way a physiologist in the modern sense and believes that man's whole soul-life is mediated through the nervous system, that is, if you do not know that feeling is mediated by the rhythmic system and the will by the metabolic system, and that only thought formation is mediated by the nervous system. If you do not know these things you will have great difficulty in grasping the significance of what happens in any part of the body, both in respect to the soul-spiritual part and the bodily part of man's being.

The person who has developed an ability to observe knows that when a person has clumsy hand and finger movements and so on, he will exhibit a particular manner of thinking as well which one can compare with what happens in the fingers. It is really extremely interesting to study the connection between the manner in which a person controls the mechanics of the arm and the finger-physiognomy with the way in which he thinks. Then the soul-spiritual qualities which a person portrays proceed from the whole human being, not solely from the brain and nervous tissue. One must learn to understand that one thinks not only with the brain but also with the little finger and the big toe. There is a certain significance in achieving lightness—particularly in the limbs—as this will bring lightness into the soul-life as well. These ideas will only become applicable—as we shall see in the following lectures—when one has the possibility of providing a truly complete school hygiene to accompany the other instruction. It can happen, for example, that a child has the peculiarity of being unable to comprehend geometric figures. He cannot understand a geometric figure by looking at it. However difficult it may be you will do this child a great service when you have him take a small pencil between the big toe and the next toe, hold it and write really proper letters. That is something which carries a certain significance and which points in a fully justified manner to an inter-relationship in man.

Especially in the case of children, one may notice that the three members of the human organization do not snap properly into one another. A really large part of the anomalies of life are due to this improper articulation. To begin with, the children have headaches and at the same time one notices that the digestion is disturbed and so on. The most varied conditions may appear. We will give further indications in this regard in conjunction with other exercises which will be shown in the next days. However, when one is confronted with a situation such as I have described one can achieve a great deal with the child or children through having them do the following exercise: a eurythmic I—as you already know—a eurythmic A and a eurythmic O; but so that the children make the “I” with the whole upper body. For our physician friends I want to emphasize particularly, that what is essential in eurythmy, and that through which one achieves what is essential in artistic eurythmy as well, is not the mere form of the limb in position seen from without, but that which comes into being when the stretching or the bending within the positioned limb is felt. What is felt in the limb is what is important. Assume that you make an “I” with both arms; this “I” will not appear as it should when seen from without if you observe only its line, its content as a form. You must feel concurrently and you can tell by looking at the person—that he feels the stretching power in the I as he does it. Similarly when a person makes an “E”, for example, the important thing is not that he does this (crosses the arms), but that he feels: here one limb comes to rest on the other. In this feeling of one limb on the other lies the “E” in reality. And that which one sees in the expression for this sensing of one limb through the other. Then what you do here is no different from what you do when you look. You are continually carrying out an “E” by crossing the axis of the right eye with the axis of the left in order to find a point and so arrive at a crossed line. That is actually “the primeval E”. What has been demonstrated here is basically an imitation of it; however, everything in man is a metamorphosis, and this is a perfectly justifiable imitation, as in speaking “E” the larynx carries out exactly the same form to the rear in the etheric.

When you practise this exercise with a child it is necessary that the “I” be done with the upper body, that is to say, the child stretches out his upper body. He feels the whole body stretched. He makes the “A” with his legs and the “O” by moving his arms so. have the child do the following as quickly as possible in sequence: stretch the upper body vertically, separate the legs, and make the “O” movement with the arms; release and repeat, release and repeat and so on. One can practise such a thing with the children in chorus, of course. However, in principle such exercises should not be practised with the children as a class. Artistic eurythmy and the eurythmy for pedagogic and didactic reasons should be done by a class as a whole, for here children of the same age belong together. In order to make the transition from the usual class eurythmy to these matters related to hygienic-therapeutic eurythmy, one must take those children out of various classes who, due to the peculiarities which I have described—the disharmony of the three members of the human organism—have need of such an exercise, in order to practise with them. One can take them out of the most varied classes and then practise this exercise with those particularly suited for it. That really must be done if one truly wishes to pursue hygienic eurythmy, therapeutic eurythmy, in the school. Thus we are already on the path which as we follow it further will lead us to study certain movements that are actually only metamorphoses of the usual eurythmic movements and to trace their effect on the human organization. The fact is that we have organs in our interior and these organs have certain forms. These forms may he subject to anomalies. The form of each organ stands in a certain relationship to a possible form of movement of the outer man. Therefore the following may be said. Let us assume that some organ, let us say the gall, has the tendency to deformation, a tendency to assume an abnormal form. A form of movement exists which will counteract this tendency. And such is the case with every organ.

It is in this direction that we intend to develop what will follow. What I have given today was meant as an introduction to guide you to the path leading into this subject.

• 1. Vorderhirn; literally, the frontal lobe of the brain
• 2. The sounds are given throughout the English text as they are written in German: German “a”, “ah” as in English “father”, German “e”, “a” as in English “say”; German “i”, “ee” as in English “feet”; German “ei”, “i” as in English “light”; German “au”, “ow” as in English “how”; German “eu”, “oi” as in English “joy”.

by Marie Steiner (1943)

Germany's collapse after the World War had fateful consequences. Revolution, coups, impoverishment and hunger, exploitation by unscrupulous profiteers: all of this played out in wild confusion. Complete chaos loomed.

Then the energies of the people coalesced. While some sought salvation in the violent incitement of national and racial sentiment, hoping in this way to overcome the external and internal enemy in the future, others strove to rekindle the idealism of the intellectual life, which had once been Germany's greatness, in a way that was appropriate to the present. They sought to raise the level of culture and also to overcome social damage by recognizing the true nature of man and his destiny.

Those who, like Rudolf Steiner, had striven for such goals before the war, had been repelled by the indifference of the bourgeoisie, by the resistance and even the scorn of the circles dominating intellectual and economic life. The growing external power of the Reich, its successes in the fields of industry and world trade, gave satisfaction. The gathering storm on the periphery was often overlooked; too little attention had been paid to the forces pushing from below; warning voices had been ignored. Now, in the ever-increasing misery and despair, some hoped that the German would once again focus on his true calling and follow the paths laid out for him by his great minds.

Ways had to be found to channel intellectual impulses into the reality of everyday life in the most diverse areas of practical and social activity. Above all, education had to be placed on a healthy basis, elementary school teaching had to be rescued from dryness and a fresh approach had to be brought into teacher training; university life had to be withdrawn from mechanization; and new methods had to be worked out in medicine that would be based more on knowledge of the living than of the dead. Theologians approached Dr. Steiner, longing to tap into new sources of knowledge; artists were driven by the desire to consciously grasp the unconscious that was seething within them and struggling for expression. With all these desires and problems, people came to Rudolf Steiner, seeking his help to translate their burning aspirations into action.

He had been the voice of warning at the beginning of the 20th century, pointing out the symptoms of our culture and their inevitable consequences, which would have catastrophic effects if we continued to remain indifferent to the demands of the spirit and in the deafening rush for mere material goods. Where this would lead had now been shown in the catastrophe of the world war. The old order had collapsed; now it was necessary to build up anew from the ruins.

The members of the Anthroposophical Society felt obliged to help in this building up. Full of goodwill and noble fire, they wanted to throw their idealism into the balance. They drew courage from the enthusiasm that had been kindled in them by what Rudolf Steiner had revealed to them over the course of almost two decades: the nature of the world and the destiny of the earth, the eternal laws of being and the human-transforming depths of the act of Christ. They wanted to use the knowledge they had gained to enrich practical life.

The most pressing social obligation seemed to be the establishment of a unified school based on an understanding of the nature of the human being. Dr. Steiner gladly accepted the offer to lead the school founded by industrialist Emil Molt for the children of his factory workers. A thorough training course for teachers, led by Dr. Steiner, preceded the opening of the Waldorf School, which soon became known in many circles at home and abroad.

The aim was to bring order and system to the confusion of councils of all kinds in the economic field. Lectures were given at the request of many workers' circles, which had a strong urge but aroused the anger of the party leaders because their content did not correspond to Marxist theories and the slogans that had been issued. A university federation was founded by academic youth with the aim of revitalizing the deadlocked university system. A number of talented young scholars joined forces to fertilize the natural sciences with the results of spiritual research and to experiment in laboratories from new perspectives. Particular attention was paid to the production of remedies based on the knowledge of cosmic laws reflected in earthly ones. The good results achieved led to the founding of clinical-therapeutic institutes in Stuttgart and Arlesheim, which were supervised by several anthroposophical doctors, and later to similar foundations in other countries. Good results were achieved in the field of the production of plant dyes by working out their inherent intense luminosity. Economic associations of members working in industry were formed in order to take tentative steps towards the ideal of the association. Among other things, it was hoped that this merging of businesses would generate more funds to finance the above-mentioned foundations for the benefit of science. Dr. Steiner felt, even if some concerns arose in relation to success, obliged to let the men, who had matured in the practical work, have their way in these matters, since otherwise he could have been reproached with having prevented the necessary basis for the material security of the new enterprises; but this aspect of the matter caused him particular concern.

And here it was where the difficulties soon arose, piled up like mountains. The practitioners proved to be too bound by the thought patterns of the present to be able to cope with the resistance they encountered and the attacks by experienced opponents. Some forces weakened when the first enthusiasm had to be transformed into the laborious drudgery of everyday life in the midst of the most complicated external circumstances. It was a time of inflation, hostile occupations, repeated taxes of all kinds under changing designations, party struggles and the associated malicious persecution of dissenters. Dr. Steiner had to devote more and more of his time to the complications that arose in the enterprises, which the leading personalities there could not cope with. And unfortunately there were also more and more personal differences to be reconciled.

The worst thing was that the best forces were thus drawn away from the work for the anthroposophical movement as such. The new cultural foundations and the economic enterprises were now at the forefront of the interest of those burdened with them, and there was a lack of energetic advocacy for the living conditions of society, a lack of unity in leadership; special interests began to assert themselves there as well. The periphery, however, was dissatisfied with Stuttgart. And the youth, who were now pushing forward and strongly insisting on their cleverness, sought above all to express their new sense of community by criticizing and rebelling. In the midst of this turmoil, Dr. Steiner had to speak out sharply against what was then called the Stuttgart system; he had to travel to Stuttgart more and more often to try to set things right there. It was a time of unspeakable trials and tribulations for him — one can truly say: a martyrdom.

Several years had now passed in the midst of such work and worries, and many a hope had to be buried. Harmonious cooperation could have compensated for much of what the strength of character and endurance of the individual could not achieve. But harsh contradictions had arisen, characters had not found each other, and cliques dominated in society. Dr. Steiner was forced to demand a change in attitude and methods in all seriousness, so that personal considerations would be set aside and whatever was necessary for the consolidation of the Society would be done; otherwise he would be compelled to take quite different paths in order to prevent the movement from being fundamentally damaged by the Society.

Achieving harmony between strongly divergent temperaments was the most difficult task: Dr. Steiner tirelessly tried to bridge the tensions and awaken insight into this necessity.

We live in an age of pronounced personal idiosyncrasy and the most diverse differentiations. And where the strongest convictions have taken hold of souls, it is perhaps most difficult to find a balance between the contradictions that arise. One must have attained a very high degree of respect for other people, of inner tolerance, in order to achieve harmony where the clearly contoured thoughts of individuals come into conflict with each other and “the will hardens in delusion”. The history of the Church shows how relentlessly opposing opinions can confront each other and how quickly fanatical zeal can take the place of inner tolerance. In his mystery drama “The Testing of the Soul”, Dr. Steiner has the young miner say:

... It is still hidden from you
How compelling the power of thought proves,
When it completely takes hold of the human soul...
Thought turns from thought.—
I feel its power in my soul;
To resist it would be for me
would be the true spiritual death of my own being.

This is just to point out some of the otherwise incomprehensible things in the history of the church and religious movements in general. But back then in Stuttgart it was not about matters of faith. Rather, it was about finding each other in order to realize the ideal expressed in the words:

When many people's words
Present themselves to the soul in such a way,
Then it is as if
Mysteriously standing between them
Is the full image of man;
It shows itself in many souls
In a structured way, like the One Light
in the rainbow in many colors.

The souls had to learn to find their way to each other in kindness; the bossy and arrogant in one's own nature had to be recognized so that it could be overcome of one's own free will. They had to recognize the untruthfulness and power-hungry nature within themselves in order to be able to renounce seemingly justified claims. Dr. Steiner called on the souls to do this self-reflection as well, so that the powerful spiritual impulse behind the anthroposophical movement would not be shattered by what can best be characterized by Dr. Steiner's words:

He who, by the grace of higher spiritual powers,
Is allowed to cast glances into human souls,
Sees the enemies that oppose themselves
In their own being.
The battle that our opponents prepare for us
Is only a reflection of the great war
Which a power in the heart of perpetually
Out of hostility against others must lead.

These forces still rage today with their burning embers in souls; they spark catastrophes: both those within people that then destroy the social community, and those of the course of history. To detect them, even in the most secret folds of the soul where they hide, is the task of the modern human being who, in developing the powers of consciousness, is now to cultivate not only self-knowledge but also a sense of community. To do this, we need not only the philosopher's lamp and the surgeon's probe, but also the cherub's lightning bolt that strikes the conscience. Steiner gave us an abundance of light for the development of such self-knowledge, which leads to the formation of an alert sense of community. And the devastating flash of a mighty blow of fate also hit our community. 1923 became the year of the most severe test. The fire destroyed the Goetheanum building, which was a visible symbol of our spiritual and artistic work. But this catastrophe was preceded by discrepancies that manifested the drifting apart of forces that, in their unity, would have formed a spiritual defense. Too many special interests had asserted themselves. This had already become apparent in 1921 and 1922. Dr. Steiner himself described this regrettable phenomenon as follows: the daughter movements forgot the mother movement from which they had drawn their strength. They withdrew from it inwardly by concentrating exclusively on the interests of their particular sphere of activity, and harmed it by often seeking financial support from the impoverished Anthroposophists, despite promises not to do so because other possibilities were available, thus depriving the Society of the very limited funds available.

Dr. Steiner recognized that in order to save the anthroposophical movement from disintegration, he had to gradually reject the increasing number of burdens and responsibilities that were not directly related to it. In an essay that appeared in the “Goetheanum” in 1923, he briefly and objectively explained the reasons for this decision (see Open Letter Regarding My Resignation as Chairman of the Supervisory Board of “Kommende Tag AG”).

From the ranks of the Anthroposophical Youth, who, in addition to a beautiful zeal, naturally also revealed some rashness and clumsiness, an academic university federation had meanwhile emerged, which provoked the worst enmity among professors. The opponents of the most diverse camps and shades, the political, the ecclesiastical, the ideological, the backward occult currents, clenched themselves together into a well-organized hostile power, which had the extermination and destruction of the anthroposophical movement as its goal. They were no longer a few venomous haters spewing venom, whose rage should have gradually dissipated in the face of the truth: powerful, organized parties with widespread hate propaganda emerged.

Dr. Steiner had to make the members aware of the extent to which these things were connected with the mistakes that had been made. Just as he had always warmly and cordially praised all achievements that were made to him, gratefully acknowledged and emphasized every spirit of sacrifice, so now, in order to awaken an awareness of the transgressions, he had to appear firm and seemingly harsh and make demands for the consolidation of society. As early as the beginning of December 1922, he had spoken a decisive word in this direction and at the same time given a Stuttgart board member a task for his colleagues, the conscientious execution of which was particularly important to him – but it was not carried out, it was ignored, overlooked, perhaps overslept... It is not clear what word to use for this failure; it does not seem to have penetrated to the consciousness of the person who received the order. But Dr. Steiner, who had to devote himself to the work in Dornach, waited for the result of the order he had given. When he next visited Stuttgart, he was confronted with an unexpected and confusing situation. In some of his later speeches, he regretfully refers to this [see p. 201 ff.].

The purpose of this commemorative volume is to preserve the words spoken under such difficult conditions and bitter suffering at that time in their context. The above remarks may serve as an introduction to it. They are intended to create an understanding of the special situation in which the anthroposophical movement found itself at that time. They complete the picture of our society's development, which has by no means been happily illuminated only by the gifts of the spirit, but which has also had to struggle through unspeakable hardships and hard struggles and has suffered severely from human inadequacies. It would not be right to keep this secret. Looking at errors must also serve to sharpen and foster our sense of truth and to protect us from vain appearances. Outwardly, the words strung together here as the final words of various lectures may appear pieced together; but they give a picture of our social struggle, and it has historical value to trace these stages chronologically, past the milestones of our trials and our intellectual fall from grace. They point to the confusions and karmic chains of life and to the life conflicts and problems that arise from them. The answer, which only Dr. Steiner could have given, was an unparalleled act of sacrifice; it took place at the Christmas Conference of 1923/24 [GA 260]. After this spiritual atonement for sin that he performed for us, we were able to gain insights into the mighty workings of destiny, as set down in the esoteric reflections of 1924 [GA 235-240]. Cosmic and human events are interwoven there, as if at the focal point of a turning point in time. That we are experiencing such a turning point can be seen from the tragic events of our present time, which exceed all measure and surpass everything that has gone before in terms of horror. The waves of these events have also thrown our ship onto many reefs and dragged it into many whirlpools. It has not yet sunk – a kind fate has spared it. Will we be able to steer it through? That is the anxious question. – We will, if we sharpen our powers of perception on the paths that Rudolf Steiner has shown us, transform them through wisdom into love and mature them into action.

From December 24, 1922 to January 6, 1923, Dr. Steiner gave the lecture cycle “The Moment of Origin of Natural Science in World History and its Development since then” [GA 326], following the very significant lectures “The Spiritual Communion of Humanity” [in GA 219]. It was addressed primarily to young academics, and they also had access to the lectures for members, which began on January 1 following the above-mentioned theme and esoterically deepened what had been said in many directions. On New Year's Eve, the fire disaster occurred: on January 1, 1923, the Goetheanum was a pile of rubble. Despite the fire, there was no break in the work. Not a single event was canceled. Dr. Steiner only touched on the tragic event in brief, simple words, for pain cannot be expressed in words. He did not miss a single lecture or hour of his usual work. He had to divide his attention between Dornach and Stuttgart, interrupting the work in Dornach several times to travel back and forth to Stuttgart. The lectures on 1, 5, 6 and 7 January were on the theme: The Need for the Christ. The task of academic youth to gain knowledge. The recognition of the human heart [in GA 220]. On January 5, he gave the first lecture to the construction workers since the fire; they had all risen from their seats in sympathy when he entered — and even now he only touched on the event with few words, pointing to the crude agitation that had preceded it and to the hate-filled enmity to which the opposition had risen [see p. 70].

The subsequent January lectures, which tie in with the problems of the time and today's science, meet the aspirations of young students; they are contained in the volume “Lebendiges Naturerkennen. Intellektueller Sündenfall und spirituelle Sinnenerhebung” [GA 220]. February 2 saw the lecture 'Know Thyself'. Experiencing the Christ in Man as Light, Life and Love'; the theme of February 3 and 4 was 'The Night-Person and the Day-Person. The I-Being can be introduced into pure thinking' [all three in GA 221]. These are followed by admonitions that are particularly addressed to the members of the Anthroposophical Society and draw on much of what had to be said in Stuttgart in the meantime: “Words of pain, of soul-searching, words to awaken to responsibility” on January 23, and on the 30th: “Forming judgments based on facts. The twofold remelting of a spiritual-scientific judgment” [in GA 257]. February 9 and 10 brought the Dornach lectures: ‘Earthly Knowledge and Celestial Insight. Man as a Citizen of the Universe and Man as an Earthly Hermit’. These were followed on February 11 by ”The Invisible Man in Us. The pathology underlying therapy], and on February 16, 17 and 18, “Moral Impulses and Physical Effectiveness in the Human Being” [all in CW 221]. The subtlest cognitive problems were treated by presenting the phenomena of nature and the facts of the soul life and cosmic events in their context before the spiritual eye of the audience; the fate of those who, struggling to solve these problems, suffered greatly or were broken by them, was described. But in addition to this, Dr. Steiner also spoke those words that related to the new situation of our movement that had arisen as a result of the fire and to the conditions in society and its living conditions, to its tasks in the present and future. Or he interspersed episodic observations that were intended only for the members.

Meanwhile, these problems of society had been discussed again in Stuttgart in an intensive way in the lectures of February 6 and 13 [in GA 257]: “New Thinking and New Volition. The Three Phases of Anthroposophical Work”; “Anthroposophical Society Development. The Soul Drama of the Anthroposophist”. The warning and rallying cry of these lectures was consolidation of the society, self-reflection: an appeal to courageous will.

Dr. Steiner summed up the spiritual goal of the Society in the concluding lecture of the Dornach February series on 22 February: “The Renewal of the Three Great Ideals of Humanity: Art, Science and Religion” [in GA 257]. This lecture, which followed on from the consideration of the previous difficult life problems, is imbued with a solemn and festive mood.

Now the time had come for the delegates' meeting, which had been convened in the meantime, to take place in Stuttgart from February 25 to 28, 1923. The results of those discussions are sufficiently well known through the minutes that were immediately published for the members and through the private printing of the lectures given by Dr. Steiner at the time: “Two lectures for the delegates' meeting”. Dr. Steiner also reported on them in Dornach on 2, 3 and 4 March [GA 257].

The severe social crises unfolding in Stuttgart in 1922 were followed by the fire disaster in Dornach on New Year's Eve. Internal failings and external misfortune demanded a powerful awakening, a mighty upsurge of the soul. The words of Rudolf Steiner give us the awakening power to do so, if we open ourselves to them and do not shy away from the introspection they call for.

He shows us ways out of seemingly unsolvable situations, which, if we enter them with a pure heart and good will, can lead to a broadening of our horizons and to a healthy social structure. In order to accomplish this in conscious awareness – organically alive, not intellectually constructed – he gives us a comprehensive overview of the development of the anthroposophical movement in the Dornach lectures of 1923, about its necessity in the context of the decline of materialistic culture, and about the tremendous responsibility that lies with those who have been called to work in and carry it through.

On January 6, at the end of a meeting convened by the Dornach members to discuss the reconstruction of the Goetheanum, he spoke the following [see p. 73].

Additions to the lectures given by Dr. Steiner in February 1923 “The Will as Active Force" (GA 221)

The theme of the lecture on February 3, “The Night Person and the Day Person,” was the significance for waking daytime life of the experiences of the I and astral body that remain unconscious after they have emerged from the physical body during sleep. In order to make these experiences effective, the will was pointed to as the active force. Choosing an example, Dr. Steiner concluded with the following explanatory consideration:

Looking back at the development of the Anthroposophical Society. Sharpening our sense of responsibility.

In the second part of the lecture on February 4, “The Night-Person and the Day-Person – The I-Being can be thrust into pure thinking,” it was said that the will must be drawn into the inner life of the soul in order for the human being to awaken. This is the basis of initiation in modern times. The Theosophical Society, however, wanted to carry old methods of initiation over into the present. It lacked an historical overview and a sense of the importance of an awareness of the times. Dr. Steiner placed particular emphasis on this difference.

The theme of the lecture on February 9 was “Man as a citizen of the universe and man as an earth hermit”. Anthroposophy must be supported by a new life. The Society has not fully complied with the development of Anthroposophy and must decide whether it is viable or not. The state of the negotiations in Stuttgart. The provisional committee (see p. 113).

The theme of the lecture on February 16 was: “The conflict between Nietzsche's honesty and the dishonesty of the time”. Nietzsche, the representative personality of the last third of the 19th century, was broken by the problems of that time. The task of the Anthroposophical Society is to work on their solution. This can only come about through the soul of the human being acquiring a concrete relationship with the spiritual world. A powerful opposition is rising up against this. The development of the Anthroposophical Society is not keeping pace with the anthroposophical movement. The Society can be compared to a garment that has become too short. Referring to Nietzsche, Dr. Steiner says [see p. 116].

The theme for February 22 was “The renewal of the three great ideals of humanity: art, science and religion” [in GA 257).

The Stuttgart Negotiations on the Consolidation of the Anthroposophical Society

The provisional committee in Stuttgart, which had replaced the former central board, now issued an appeal to the Central European membership, calling on them to send representatives from all branches and working groups to send representatives to a delegate assembly to discuss with awakened responsibility the situation in which the Society had found itself as a result of the various foundations and its own inactivity [see the appeal on page 334]. |

The call was widely heard. The members flocked in droves. From February 25 to 28, this memorable assembly met in the great hall of the Siegle House in Stuttgart, where debates were held with short breaks well into the night. The lectures that Dr. Steiner himself gave during the proceedings in Stuttgart [in CW 257] are not recommended for study with sufficient intensity. If we let the content of these transcripts sink in, we too will be able to find ways out of seemingly unsolvable situations in the sense of growing organically beyond ourselves. Even if situations do not repeat themselves in the same way, the spirit in which they were resolved at the time points the way forward. It comes to us fully in Rudolf Steiner's speeches, in their straightforward severity, unity and all-embracing warmth of love, in their urgency that awakens our conscience. In this commemorative volume, those words are to be reproduced in which Dr. Steiner intervened, albeit rarely, in the general discussion during the four days of negotiations in Stuttgart.

Course of the Stuttgart Delegates' Conference

On February 25th, after the welcoming address by the chairman of the assembly, Mr. Leinhas, Dr. Kolisko gave a report on the serious situation in which society had found itself since 1919 due to the various new foundations; above all, the Federation for the Threefold Social Order, the School of Spiritual Science, the research institutes and the movement for religious renewal. The leading personalities of the individual institutions focused all their attention on their new foundations, which included, most gratefully, the Waldorf School, the Clinical Therapy Institute and the Kommende Tag. But it is fair to say that the parent organization, from which the daughter movements drew their strength, was forgotten. It was, so to speak, neglected. The tasks that arose for the anthroposophical community were neglected. Instead of warm relationships from person to person, a sober bureaucracy gradually emerged; the leading personalities in the institutions faced each other individually, without mutual understanding. The branch offices on the periphery were not sufficiently informed about what was happening in the society. This is what has been called the “Stuttgart system.” It led to compartmentalization and isolation; now this must stop, and contact with the entire membership must be reestablished. The delegates are asked to provide a picture of the situation in the Society from their point of view and not to be afraid to express criticism.

On this first day, a great many people immediately spoke up. When on the second day, February 26, the danger of digressing from the central question repeatedly emerged, Dr. Steiner had to point out that in order not to lose sight of the goal, one should stick to the actual topic: the consolidation of the Society, which now had to reflect on itself and its tasks. He spoke as follows (see p. 376).

After a procedural debate, the decision was taken to hear the reports on the individual institutions, since the difficulties had arisen from their justifications. Dr. Unger's paper on the threefold social organism points to the source of the difficulties: the branches had been appropriated for work in the spirit of threefolding; but the work of the Anthroposophical Society had been largely destroyed by this. The consequence of that work in the outer world was an enormous opposition that now pounced on Anthroposophy and Dr. Steiner. In a good sense, the threefold social order movement gave rise to the Waldorf School, founded on social impulse, the Clinical Therapeutic Institute, the scientific institutes, the journals and the 'Federation for Free Spiritual Life' — as well as the efforts of the 'Day to Come', which of course met with strong resistance in the outside world. The task for the Society now is to give effect to the social impulse within. The social demand involves something that is connected with the transformation of the whole person and requires constant work on oneself; the lectures that Dr. Steiner gave at the Vienna Congress are an example of this. — The proletarians take a lively part in the discussion that now follows.

In response to a delegate's request that we should first hear all the presentations before continuing with the discussion that has just begun, Dr. Steiner remarks:

"I think we really should take care to bring this to a fruitful conclusion. It may well be — although this has not been emphasized enough — that the fate of the Society depends on these three days. If we do not come to a result in these three days, there will be no alternative but for me to address every single member of the Society myself to ensure that this is carried out. So, if a reorganization is to take place within the Society, it must be done in these three days. We are in an Anthroposophical Society: everything is interrelated. You will be best able to form an opinion and also to talk about the threefold order when you have heard everything. Everything is interrelated. Therefore, it is most practical if you let the presentations run and get the full picture; then a fruitful discussion can arise, while each speaker will be tempted to talk about each individual detail — which leads to infertility. Mr. Conrad's proposal is practical: that we run the presentations as quickly as possible so that we know what has happened in Stuttgart as a whole.

Conrad's motion is carried.

In the presentation by Mr. Emil Leinhas on the 'Coming Day', he describes the emergence of joint-stock companies as an attempt to form a core of associative economic life through a merger of banking, industry and agriculture with scientific and intellectual enterprises. The implementation of the idea on a large scale failed due to the lack of understanding shown by leading circles of economic life.

There then followed papers [see p. 392 ff.] on the free Waldorf school (Dr. Caroline von Heydebrand), on the Clinical-Therapeutic Institute (Dr. Otto Palmer), the scientific research institute (Dr. Rudolf Maier), the scientific movement (Dr. Eugen Kolisko), a paper on the relation of anthroposophy to the Movement for Religious Renewal (Dr. Herbert Hahn), and one on the “Federation for Anthroposophical School of Spiritual Science Work” (Dr. W. J. Stein). The discussions continued on Tuesday, February 27. The address of the chairman introducing the proceedings was followed by a lecture on “Youth Movement and Anthroposophy” (Ernst Lehrs, Jena) and one on the opposition (Louis Werbeck, Hamburg); there was also a lecture on the “Bund für freies Geistesleben” (Dr. Karl Heyer). For the following discussions, speaking time had to be limited to ten minutes. When a motion to elect a new executive committee was suddenly raised, Dr. Steiner responded with the following words:

"This assembly has come together to decide on the fate of the Society. And it is truly necessary that the individual participants become aware of the importance of the moment. The Anthroposophical Society is certainly not a bowling club. It is therefore absolutely impossible to approach the Anthroposophical Society with the pretension that a board of directors should now be elected before the circumstances as they now exist have been thoroughly discussed. That is something you can do in a bowling club, but not in the Anthroposophical Society, where continuity is above all necessary. It can only be a matter of this meeting being brought to a close by those who were the leading personalities in Stuttgart. How this can be discussed, especially at this moment, is beyond me. We would descend into utter chaos if motions such as Dr. Toepel's were to be tabled at such a moment. Such motions can only be tabled if the intention is to blow the whole meeting apart.

Dr. Toepel's motion was rejected.

Discussions on the problems of youth and the proletariat continued until the evening, when Dr. Steiner gave the first of his two lectures on the conditions for “Anthroposophical Community Building”. It is printed in the stenographic transcript [GA 257] and should be studied in detail. In it, particular emphasis is placed on the understanding of a different kind of community element than that present in the original human context, which is based first on blood ties, then on language and the memory of shared experiences. A powerful relationship that connects people arises from a shared cult, as it has now been given to the movement for religious renewal. The true cultus imparts the memory of the pre-earthly existence, even if this memory remains in the subconscious depths of the soul. Forces from the spiritual worlds are carried down in the living images of the cultus; the cultic act is then not a symbol, but a bearer of power, because the human being has before him that which belongs to his spiritual environment when he is not in the earthly body. This different nature, which the Anthroposophical Society needs as a basis for building a community, lies in the fact that it must not only understand the secret of language and memory, which is the connecting element in community life, but must also look to something else in human life. A comparison of the dreaming state of man with the waking state can lead us to this understanding. In the world of his dreams, the human being is isolated; he is alone there. When he wakes up, he wakes up to a certain extent into a human community through the nature of his relationship to the outside world: through light and sound, through space in its warmth and the rest of the sensory world, through the appearance of other people, that which is their natural side. But there is still another awakening; this can take place through the call of the spiritual soul in the other person. And here the first understanding of the spiritual world begins. We may see beautiful pictures in the isolation of dreams, we may experience great things in this isolated dream consciousness: but our real understanding of anthroposophy only begins when we awaken to the soul and spiritual reality of the other person. And the strength for this awakening can be generated by cultivating spiritual idealism in a community of people. Real idealism is present when — just as in the form of worship the spiritual world is carried down into the earthly world — something that the human being has learned to recognize and understand in the earthly world is now elevated by him into the ideal. He can raise it into the spiritual and supersensible, and it comes to life when he penetrates it in the right way with feeling and a true will impulse. By permeating his whole inner being with such will, man, by idealizing his sensory experience, takes the opposite path to a cultic act. Through the living power he puts into shaping his ideas about the spiritual, he experiences something awakening that is the opposite of a cult: the sensual is raised into the supersensible. We must learn, through our soul disposition, to let a real spiritual being be present in the space in which the word of anthroposophy resounds. Then, shared real spirituality will sink into the awakened soul; but it must be evoked from the deepest sources of human consciousness itself.

Anthroposophy is independent of any anthroposophical society. It can be found by people forming communities out of the awakening they experience with each other; then they want to stay together for spiritual reasons. If we can pour anthroposophical impulses into our hearts with full clarity, we will also emerge from the present chaos; otherwise we will get deeper and deeper into the tragedy of this chaos. Two groups of people in this hall cannot understand each other, but both want to stand up for anthroposophy: that is the reality of the present situation. Since no possibility has been found to bring the two groups of people in the Anthroposophical Society to a mutual understanding, only one solution remains: each group could continue to work in their own way in separate organizations. One could then accept each other, since one no longer stands in each other's way, and would be able to achieve the desired unity and brotherhood through this purely organizational separation.

At first, this suggestion by Dr. Steiner caused great consternation. It was difficult to come to terms with what seemed to realize what everyone had feared above all: the threatening split in the Anthroposophical Society.

The chairman now asks that the discussion be adapted to what has been given by Dr. Steiner's lecture.

First, Mr. Uehli emphasized that, although he was no longer speaking as a member of the central board, he would like to express what he sees as his life's work: to continue to work with both the young, new members and those who have been there from the beginning and represent the historically developed society, in constant loyalty and with firm, honest will. He hopes that if the membership follows this path, then the various institutions founded since 1919 can also be supported by all and carried to what they are needed for.

After him, Dr. Unger takes the floor. It is only fair to let him, as the most outstanding representative of the historic Anthroposophical Society, which has become a hindrance to the egoism of some new members, have a personal word here. Dr. Unger stated the following [see p. 420].

Dr. Kolisko was the third to speak. He expressed the horror he felt at Dr. Steiner's suggestion that they should henceforth work together in two groups in a friendly way, instead of fighting each other in one [see p. 422].

Dr. Steiner replied: “I have only one request: you have seen from what has been discussed that tomorrow we will all have every reason to talk about those things that lead to a kind of consolidation of the Society in one form or another. I see no need to talk about things that are in order, for example the eurythmy section. We must begin with the present central council briefly setting out its view, so that we can arrive at something positive. I do not see that it is necessary to talk about things that are in order. Why do we want to fill the time with this and not finally address the things that need to be put in order? I would like to point out this necessity with the perspective that I ask you to consider something tonight or tomorrow and to deal first with what is necessary: to remodel or to redesign."

On behalf of the nine-member board, which has now taken the place of the old central board, Dr. Unger makes the following statement [see $. 429].

A representative of the youth movement, Dr. H. Büchenbacher, expressed his thanks to Dr. Steiner for helping to find a solution by which young people could continue their own anthroposophical development without having to contribute to the chaos and atomization of society. Until yesterday it seemed as if the youth were the impetus that could have led society into chaos. Now, alongside what has become historically established society, something new could unfold with a certain independence, but which also wants to serve the whole anthroposophical movement. Dr. Steiner believes it is possible for one and the same person to be active in both groups, regardless of age. The friendly connection between the two groups will arise out of Anthroposophy, and the present obstructive opposition will disappear.

Dr. Kolisko no longer wishes to adhere to his previously stated objections, now that it has been established that the split is not a “split” but a division.

In response to the chairman's announcement that there are 55 requests to speak and some written communications, a motion is made to vote on the program of the commission of nine. After a few comments, the assembly unanimously approves the program. The depression has given way to a joyful feeling since Dr. Steiner helped out of the emergency with his advice. A so-called tactical proposal for this living together of two families under one roof is still made out of a concerned soul: if the three different directions - art, science and religion - were represented more, without prejudice to the actual leadership of the branches, this living together could be easier.

After the morning discussion, Dr. Steiner gave his second lecture on the conditions for building community in the Anthroposophical Society (in GA 257).

The subsequent discussion mainly focuses on this area. In addition, debates are held on scientific problems and discussions about the possible founding of a free university. Finally, the great moment arrives when the chairman closes the meeting with a review of the serious concerns that gave rise to the convening of this meeting of delegates; the proceedings have shown how justified these concerns were. He expresses his thanks to the audience for the serious participation they have shown in the fate of the Society. It is thanks to the active help of Dr. Steiner that we have emerged from chaos and can look to the future with confidence. It is out of the right love for the work that the strength for the right action will arise.

Dr. Steiner's advice had been given on the basis of what he had encountered from the assembly, and with full consideration of what he wanted to be respected and observed as the sphere of human freedom of the soul. That is why the negotiations and discussions had to take so long and could not be abruptly interrupted; they were intended to lead to insight, not to surging emotions and majority decisions. In wise foresight of human weakness, which overcomes only through repeated new approaches and constant willingness to purify the will and recognize the errors, he spoke the prophetic but so obvious word: For a few years it would now go well again! At least it would be possible to work again. — And with his usual energy, he now set to work on the new construction of the international society, which was to be based on the individual national societies, now that it could be hoped that the affairs of the society in Germany would be steered in the right direction.

“What was the aim of the Goetheanum and what is the aim of anthroposophy?”

Further work in Switzerland and Stuttgart
Journey to Prague and Norway
The international delegates' conference in Dornach

Dr. Steiner reports on the events of the Stuttgart delegates' meeting in Dornach on 2, 3 and 4 March [in GA 257].

What Dr. Steiner otherwise spoke about in Dornach from the beginning of March to the end of June carries us upwards with a mighty flapping of wings, beyond the troubles and pains of everyday life to cosmic expanses, to the brilliant deeds of the spirit, which radiate over and give impulses to the historical becoming on earth and are mirrored in that which is our connecting link with the spiritual world: art. These new Dornach lecture series begin with esoteric reflections on: “The Impulsion of World-historical Events by Spiritual Powers” (March 11-23 [GA 222]). Language and music relate us to spiritual powers; between falling asleep and waking, they create a connection between our astral body and our ego and the hierarchies. But their influence on earthly events is reflected in historical events, which are, after all, images of supersensible deeds.

A trip to Stuttgart brings new ideas for education (March 25-29); the given material is presented in the lectures: “Education and Art”, “Education and Morality” [in GA 304 a]. On March 31, the esoteric reflections on the “Annual Cycle of the Year and the Four Great Festival Seasons” [CW 223] began in Dornach, which particularly elaborate the idea of resurrection and came to a preliminary conclusion on April 8. On the 13th, a further spiritual high point was reached in the lectures on “The Recapturing of the Living Source of Language through the Christ Impulse” [in GA 224], which open up the prospect of a future Michaelmas festival.

Meanwhile, Bern had also been visited. In the local branch there, Dr. Steiner spoke about “Shaping Destiny in Sleep and Wakefulness, about the Spirituality of Language and the Voice of Conscience” [in GA 224]. On April 5, he gave the public lecture in the Grossratssaal in Bern, and on the 9th in Basel: “What did the Goetheanum want and what should anthroposophy do?” The text of the Basel lecture is contained in the volume of the same title [GA 84].

Now, in addition to the workers' lectures and introductory words to public eurythmy performances, education is once again taking center stage in Dornach. A vacation course is taking place for teachers and those interested in education (April 14-22): eight lectures, published under the title “Educational Practice from the Point of View of Anthroposophical Knowledge of Man. The Education of Children and Young People” [GA 306]. The focus was on school management.

Following the course for teachers and those interested in education, Dr. Steiner gave the anthroposophical evening lectures in such a way that they could also be understood by those who had only recently come to anthroposophy. They provide an overview of human life in its entirety, in sleep and in wakefulness. Everything that had been gathered so far from the most diverse sources to shed light on the soul life of man: how it develops out of a dull germinal state, becomes a mirror of unfolding images, gradually to grasp itself consciously in the faculty of thinking and finally to awaken in it through lively, inwardly stirring thoughts – it is here transformed into a practice of knowledge, into a science of the soul that grows beyond dogmatic boundaries. The path is precisely characterized, which, through methodical practice, can give each individual the opportunity to overcome, from within, the passivity of reflecting thought and to transform it into active engagement. And this is something that is needed not only by the philosopher and the scientist to overcome cultural decline, but above all by the artist if he is to grasp the creative element in which art is rooted and can flourish alone. Above all, it is needed by the artist of life, who has made the education of the developing human being his particular task.

The presentation of this path of knowledge through the awakening of thinking activity provides a living foundation, not only for an insight into the human being's structure of being, but also for his being placed in the totality of the universe. How the individual elements of the human being are connected to the corresponding worlds of the universe is described here from within.

These five lectures, which effectively supplement the content of “How to Know Higher Worlds” and “The Stages of Higher Knowledge”, are printed in the volume “What Was the Goal of the Goetheanum and What is the Purpose of Anthroposophy?” [GA 84].

On April 22, the general assembly of the Swiss national society took place, during which the decision was made to take the necessary external steps to secure the reconstruction of the Goetheanum [see $. 477 ff.]. The inner possibility for this had been created by Rudolf Steiner's consciousness-awakening and morally uplifting activity. His tireless response to the pleas of the distant branches that invited him had developed that unifying sense of community that made the members look to Dornach as the center of their spiritual striving, where they would always seek to strengthen themselves. In essence, the form of reorganization of the society, which had been torn apart by the world war, emerged naturally from the real forces present: the outstanding spirituality of Rudolf Steiner, the world situation at that time and the soul need of the members to have a common meeting place, also locally at the place itself, for that activity combining art, science and mystery knowledge. It was only necessary to have a clear picture of all the circumstances present, so that each individual could develop the will to participate in deeds that would benefit humanity, out of an objectively focused clarity of soul.

Via Stuttgart, which was always urgently awaiting Dr. Steiner with its many concerns, the journey now continued to Prague. Negotiations were planned there with a view to founding a Czech national society. In addition to the public lectures on “The Eternity of the Soul in the Light of Anthroposophy” (April 27) and on “Human Development and Education in the Light of Anthroposophy” (April 30) [both in CW 84], and in addition to the introductory the introductory words to the eurythmy performance in the large, sold-out Deutsches Theater (Sunday matinee on April 29), Dr. Steiner addressed the branch in the Zweige during the important discussions about human development in early childhood and the work of the hierarchies on him in prenatal life. These two lectures, given on April 28 and 29, penetrate deeply into the mystery of language; they culminate in remarks about the mystery of Golgotha and are printed in the volume: “The Human Soul in Its Connection with Divine-Spiritual Individualities. The Interiorization of the Annual Festivals” [GA 224]. We do not have a shorthand transcript of the proceedings concerning the Society's finances, but we do have the short address with which Dr. Steiner responded to the words of greeting from the local friends [see $. 134].

On 2 May, Dr. Steiner will once again be giving his lecture in Stuttgart, which is of great importance for speech artists. The lecture is published as a brochure with the title 'The Individualized Logos and the Art of Detaching the Spirit from the Word' [in GA 224]. On May 5, before his actual topic 'The Spiritual Crisis of the 19th Century', he reports in Dornach on the working days in Prague (see $. 136).

Following on from the Dornach report on the working days in Prague, Dr. Steiner also spoke on May 6 about the spiritual crisis in the last third of the 19th century [fin GA 225], which started from a critical consideration of the novel “Auch Einer” by the so-called Schwaben-Vischer, the well-known aesthetician. And on May 7, Ascension Day, we receive as a festival gift the lecture “The Easter Thought, the Revelation of Ascension and the Mystery of Pentecost” [in GA 224]. The festival reflection was followed by a workers' lecture on May 7 and 9 [in GA 349]. Seen in retrospect, the closing words of the lecture for members, which relate to the guard duty of those who have taken on the task of watching over the place of work that remains to us since the fire, may seem curious, but perhaps they are indicative of all the things to which Dr. Steiner had to devote his care.

Dr. Steiner was able to work in Dornach for barely a week before we left for Norway via Stuttgart and Berlin.

The stay there lasted from 14 to 21 May with several events each day: In Kristiania (Oslo) there were two semi-public lectures on education; six branch lectures, recorded in the essay 'Human Nature, Human Destiny and World Development' [GA 226]; an address in the Vidar branch on social issues, on the occasion of the founding of the national society; two eurythmy performances; two semi-public lectures on “Anthroposophy and Art. Anthroposophy and Poetry” [in CW 276]; a Whitsun meditation: ‘World Whitsun, the Message of Anthroposophy’ [in CW 226] — and much more. It may be mentioned in this brief survey, which categorizes the lectures recorded in shorthand, that in addition to countless conversations with visitors, many other events had to be inserted into the overcrowded daily program. — Dr. Steiner's address at the Vidar Group's general assembly on 17 May has been preserved for us [see $. 469].

Dr. Steiner reported only briefly on the Nordic journey, introducing his first lecture in Dornach [see $. 143], after he had returned via Berlin and Stuttgart and arrived here on May 27. On May 23, in addition to a eurythmy performance, a branch lecture had taken place in Berlin about the nature of human experience during sleep and waking, about the feasts and the approach of the power of Michael. This lecture is printed under the title 'The Riddles of the Inner Man' [in CW 224]. Stuttgart had many concerns of a different kind that took up all of Dr. Steiner's time.

And now Dr. Steiner [in Dornach] spoke about the nature of the different cultural epochs in their connection with art, especially about ancient Greece, and about the original art: language. In the reflections that followed this lecture, 'The Artistic in its World Mission, the Genius of Language and the World of the Revealing Radiance' (May 27 to June 9 [GA 276]), he gave what is surely the most profound and comprehensive account of art that has ever been given.

The lectures for the workers at the Goetheanum should also be mentioned, which took place repeatedly in Dornach from 1922 onwards. They are of a very special educational value and contain Dr. Steiner's answers to questions on various topics of interest to workers. They surprise with the freshness and immediacy of their tone.

Meanwhile, the wishes of the foreign members to see a second Goetheanum erected had taken on ever more concrete form and combined with the efforts of the Swiss members. The Annual General Meeting of the Anthroposophical Society in Switzerland, held in Dornach on June 10, took up a proposal contained in a letter dated June 8 “To the branches in all countries” from the Anthroposophical Society in Great Britain, and passed a resolution to convene a meeting of delegates from all countries in Dornach at the end of July. This joint decision was to lead to the longed-for reconstruction of the Goetheanum and the necessary financial measures. The negotiations of the general assembly of the Swiss national society on June 10 [see p. 512] were followed by the eight lectures on “The History and Conditions of the Anthroposophical Movement in Relation to the Anthroposophical Society” [GA 258]. They lasted until June 17. On the morning of June 17, the memorable general assembly of the Goetheanum Building Association took place, attended by a large number of delegates. Dr. Steiner's address was a deeply moving one.

Now it had become necessary to visit Stuttgart again. The subject of the lecture of June 21, which followed the usual concerns, was: “Our Thought Life in Sleep and Wakefulness and in the Post-mortal Existence” [in GA 224]. He gave a presentation of the duality in man, who is at once a rung in heaven and an earthly germ, and how both express themselves in the nervous system on the one hand and in the blood system on the other. The lecture has just been published and should be of particular interest. It culminates in the description of that region of the physical being that makes it possible to realize human freedom.

On this occasion, the profound difference between the theosophical and anthroposophical movements was also discussed and the essential point of the anthroposophical movement was emphasized.

On June 24, a double Midsummer celebration took place in Dornach, with introductory words about the Midsummer mood during the eurythmy performance, and in the evening with the now also published lecture: “The Sharpened Midsummer View” [in GA 224].

On June 29, we experienced the deeply moving cremation ceremony of Hermann Linde, the second chair of the building association, who worked so devotedly for the Goetheanum, and the painter of the great dome of the Goetheanum, who, it can be said, had his heart broken by the fire disaster. That same evening, Dr. Steiner gave a lecture in his memory on life after death and our relationship with the dead [in GA 261]. On June 30 and July 1, at a subsequent pedagogical conference for Swiss teachers, Dr. Steiner spoke on the topic “Why Anthroposophical Pedagogy?” The lecture was published in “Anthroposophical Study of Man and Education” [GA 304 a]. The evening lecture on July 1 was on “The Constitution of Our Civilization” [in GA 225]. This was followed by daily visits to the Waldorf School in Stuttgart, as well as attending to social concerns and inspecting the scientific institutes and research laboratories. The lecture of 4 July [in GA 224], which is contained in the same volume as that of 21 June, took up considerations about living and dead thinking and emphasized the necessity of penetrating to a real soul teaching. Starting from Mauthner's 'Criticism of Language', Dr. Steiner discusses the spiritual foundations of the human soul life, the reality of thinking, feeling and willing, which has been lost to our time, so that only the abstract word remains. With all due recognition of the scientific merits of some outstanding contemporaries, such as Rubner and Schweitzer, and with full appreciation of Albert Schweitzer's important work “Decay and Rebuilding of Culture”, Rudolf Steiner shows the powerlessness of today's thinking in the face of the cultural decline of our time, using examples taken from some of their works.

It can only be noted that from July 11 to 14 in Stuttgart, the priests of the Christian Community were also given what enabled them to further develop the movement for religious renewal.

In Dornach, a new series of lectures began on July 6, which has been published in the volume 'Three Perspectives on Anthroposophy' [GA 225]. In it, the difference between Western, Central European and Eastern folk spirituality was elaborated; the reflection culminates in the harrowing lecture of July 15 on the earthly astral realm in the Ural and Volga region.

And now, after some profound remarks in the introductory words to eurythmy, we arrive at some interesting working lectures, at the proceedings of the particularly well-attended international assembly of delegates from 20 to 23 July and the three informative lectures on the “Three Perspectives of Anthroposophy” given in the evenings following those important proceedings. The words of serious admonition spoken by Dr. Steiner during those negotiations can be found in this volume [see p. 593]. The reconstruction of the Goetheanum was now assured. In the third lecture of the “Three Perspectives”, Dr. Steiner expressed, in the name of anthroposophy, his deepest satisfaction with what had been negotiated at this conference with regard to the reconstruction of the Goetheanum.

The decision to rebuild the Goetheanum was taken by the entire Anthroposophical Society that had gathered in Dornach – in other words, by the entire Society through its authorized representatives. The work should be approached with new joy, albeit with new concerns.

Anthroposophical impulses must bring about an awakening from the cultural slumber of humanity.

Now that the construction of a second Goetheanum building had to be considered, Dr. Steiner again turned to the tasks of art with particular intensity. He saw the main task of anthroposophy in relation to art as being its reunification with the forces of the universe. It arises from the spirit and enables human beings to sense the divine in the image. When science became dominant in the sense of intellectualistic thinking, art also led to naturalism. Gradually, it too lost its connection with the universe, which had become a mechanically functioning structure of rotating spheres. Art lost its significance through the materialism that dominated it; after all, nature itself cannot be surpassed by its image, and the trivialities of life cannot satisfy the soul in the long run. The consequence is a barbarization of culture through naturalism, which remains in the realm of the obvious. If art does not rise above nature by absorbing its creative principle and climbing up to spiritual heights through the path of spiritual experience, if it is unable to elevate earthly reality to the level of the ideal, then it must degenerate. Dr. Steiner repeatedly emphasized the infinite significance of art as a path to the spirit. Art, religion and science had to be reunited, as was the case in the ancient mysteries. The Goetheanum wanted to serve this purpose. Hostile forces had destroyed it. Now a second attempt should be made.

For months, Dr. Steiner had been working tirelessly on the moral foundation of society. He could hope that his call, which repeatedly called on souls to awaken, to become aware of what they owed to the world situation and what they had to bring into the world to counteract the decline of culture, had not gone unheard. Now that the new building was to be tackled, he turned again from the scientific and philosophical problems that had been treated particularly intensively in the preceding months, to ever deeper explanations of the ancient mystery being and the art that emerged from it. During the delegates' meeting, he was able to say many things not yet expressed about the weaving of language rooted in the universe during a eurythmy performance, since he could count on the anthroposophists as an audience that had the necessary prerequisites for understanding more intimate spiritual nuances. It is preserved under the title 'The Imaginative Revelation of Language' [in GA 277]. Then, after the delegates' conference, he gave a cycle of three lectures on the secrets of the planetary system, in addition to the carefully prepared workers' lectures. More could not be wrested from the limited time before the new journey, but this short cycle gives a basis for the mood that must prevail in the souls if they are to penetrate into the essence of the mystery teaching.

These three lectures concluded with an appeal to overcome all sectarianism so that anthroposophy can continue the development of humanity in the right way [see p. 162].

“Coming out of the sectarianism” was something that Dr. Steiner had to emphasize again and again. A broad-heartedness towards the needs and demands of the world, not becoming absorbed in one's own concerns but having one's eyes open to one's surroundings: this was what he regarded as the necessary basis in that fateful year of 1923 in order to be able to respond to the repeated pleas of members : to begin again with the closed circle the esoteric work together, similar to that which had taken place before the World War, but during the war and the post-war period was not considered by him to be an option [GA 264 and 265]. This is because the demonically ravaged astral sphere of the earthly realm makes it impossible; it would, so to speak, give the demons of hatred the opportunity to open themselves gateways into the souls. In other ways too, people are never more exposed to whisperings or distracting, tempting thoughts than in such hours of collective concentration, which can signify a catharsis, but where the evil and contradictory still present in the souls still rise up before they recede, the elemental beings, so to speak, gather. It is not without reason that monasteries were often said to be besieged by demons. — Dr. Steiner replied to those complaining about the renunciation: We too have to bear our share of human karma; we cannot withdraw from it. This makes it all the more important for the individual to be vigilant in their meditation. To those who repeatedly asked Dr. Steiner in the post-war period to resume the joint esoteric work, he replied: “First learn to get along with each other. You must first learn to sit at the same table. Only then can you work together esoterically.

Slowly and gradually, he tried to prepare the future by creating a moral fund that he intended to give and that would become a summary of everything that is set out in his many esoteric considerations, which are available as cycles, in his individual appearances.

Working weeks in England

The journey to England was a rich and varied experience. It began with the pedagogical course in Ilkley, a small town in Yorkshire, which lasted from August 5 to 17 and the content of which has been published in several editions as a book entitled “Contemporary Spiritual Life and Education” [GA 307]. On his return to Dornach, Dr. Steiner gave a detailed report on the conference, which also conveys the mood associated with this area, where naked industrialism devastates the soul in black cities, and where traces of ancient spirituality surprisingly emerge from the green solitude of high moors.

This cycle, dedicated to pedagogy, was followed by the purely anthroposophical one in Penmaenmawr from August 18 to 31, which is preserved in the book “Initiations-Erkenntnis. The spiritual and physical development of the world and of humanity in the past, present and future, from the point of view of anthroposophy” [GA 227]. There were also several addresses by Dr. Steiner that have not yet been published, which may find their place here because they repeatedly contain new, surprising or essential insights, sometimes ones that are not noted anywhere else.

After being welcomed by the organizers of the conference in Penmaenmawr, Dr. Steiner gave the following address.

The first course lecture took place on the morning of the following day, opened by the highly esteemed pedagogue and social worker Miss McMillan, whose effectiveness in the report of Dr. Steiner will be mentioned. In the afternoon, a discussion followed among members about anthroposophical work in England, at which Dr. Steiner was asked to speak. He said the following, which can also give us some guidelines [see $. 170].

The following evenings were devoted to discussing the wisdom that had been received in the meantime. Dr. Steiner was asked to answer questions that people had not fully grasped intellectually. He was happy to address them.

Art and its future task: colors, language, eurythmy.

The course lectures continued in the mornings, with discussions and presentations by members in the evenings. On the evening of August 24, Dr. Steiner spoke about colors and the tasks of art [in GA 284] following Baron Rosenkrantz's lecture and concluded with the words: “But that [replicating nature] is also true artistic creation, and all the arts will come back to this to a greater or lesser extent in the future. That was artistic creation in all great art epochs. And that is what also shone forth in all the individual examples of Baron Rosenkrantz's excellent lecture. That is what you can see particularly wherever new artistic impulses emerge in the evolution of the earth. From these new impulses one can draw courage and hope that new forms of art can indeed arise out of what can be experienced in spiritual science. — How eurythmy has arisen from this, I will take the liberty of explaining in a special lecture, which is to be scheduled, which has been requested. In doing so, I will perhaps be able to add a few more details to what I have said today.

Dr. Steiner was also asked to give more details about the art of eurythmy and how it came about. On August 26, he gave a brief overview of its origin and sketched out its basic laws, which rest in the supersensible and embrace the whole human being. We find this lecture printed as an introduction to the book 'Eurythmie als sichtbarer Gesang' [GA 278].

Therapeutic principles and curative eurythmy

On one of the following evenings, Dr. Steiner was asked to speak about the therapeutic principles that have emerged from the anthroposophical world view. The rather long lecture he gave on this subject is printed in the volume “Anthroposophical Knowledge of Man and Medicine” [GA 319].

On August 31, Dr. Steiner said goodbye to the organizers and participants of the course [His farewell words will appear in the Complete Edition in GA 227].

Re-constitution of the English Anthroposophical Society

Some questions about the reconstitution of the English Anthroposophical Society had already been discussed in Penmaenmawr. Now in London, this was the focus of attention. On September 2, the Annual General Meeting of the “British Anthroposophical Society” took place in London. He answered the questions put to him by Dr. Steiner in a way that also pointed the way forward for us. We have a shorthand record of his remarks [see $. 603].

On the same day, the lecture that appeared some time ago as the esoteric study, “The Human Being as the Image of Spiritual Beings and Spiritual Activity on Earth” (in GA 228), took place in the Zweige. As if continuing to answer a question that had already been asked in Penmaenmawr, Dr. Steiner spoke about the significance of the state of sleep for the development of the ego in man: there his soul plunges into the world of the stars. In earthly existence, the ego is initially darkness of life, non-existence, only a hint of the true being. Man on earth is only the image of that which of his true nature never descends into earthly existence. But the hierarchies also work in his organism. They gave him a dull cosmic consciousness, which lived as an instinctive clairvoyant power in an older human race. Through the Mystery of Golgotha, man can now freely acquire a new cosmic and ego consciousness. This meditation concludes with a meditation to gain the I.

Medical lectures for doctors were also held on September 2 and 3 [in GA 319]. It should also be noted that it was not uncommon, no, often the case that Dr. Steiner had to give three or even four lectures in one day.

Dr. Steiner took leave of his friends in London with the words [see p. 177].

Dr. Steiner on the work and impressions of the journey in England

On September 9, Dr. Steiner gave an account of his journey and stay in England in Dornach. This lecture is a wonderful evocation of the many impressions that made that time so rich. [In the new edition of GA 228.]

The lecture on September 10 was another highlight in the presentation of cosmic-human interrelations, of the interlocking of heavenly wisdom and the human soul opening to it, which ultimately, “always creating itself, becomes aware of itself.” [*From ” Anthroposophical Calendar of the Soul] This irradiation of the spiritual and divine into the earthly-human sphere is the content of the meditation that pictorially describes cosmic-earthly becoming and its metamorphosis into self-awareness in the time between Johanni and Michaelmas, but in the magic of the ancient Druidic culture, under the immediate impression of those mountain peaks of Wales with the remains of ancient cult sites – austere, stone-grey and primeval, but sun-drenched and with an inner strength that is still tangible today. The gusts of wind and heavy showers that blow in between give the radiance in the sky ever-new charm and proclaim the sun's triumph, despite the forces fighting against it. And in the deep warm violet of the heather flowing down the mountain slopes, sending its color greeting to the foaming sea below, the soul drinks in refreshment.

This lecture has also been preserved and will soon be published under the title: “The Druid Priest's Solar Initiation and his Knowledge of the Moon Beings” [in GA 228].

Conference of the German Anthroposophical Society

The first conference of the Anthroposophical Society in Germany, founded at the end of February, took place in Stuttgart from September 13 to 17 at the Siegle House. In the invitation, its goals were described as follows [see $. 615].

On three evenings (14, 15 and 16), Dr. Steiner gave lectures on the subject “Man in the Past, Present and Future” [in GA 228]. He greeted those present with the words [see $. 625].

This was followed by a presentation of the human being, how it has developed in a certain past, how it stands in the immediate present, and how its perspectives arise for the future of human development on our planet Earth.

Dr. Unger submitted the “Draft of the Basic Principles” for discussion (see p. 635). The meeting decided to leave further work on it and its transmission to the Dornach Conference to the Executive Council.

From this point of view, the members in Germany prepared the founding of the General Anthroposophical Society on a new basis in Dornach during the Christmas period.

From Dornach to Vienna and back via Stuttgart

In addition to the lectures for workers, the work in Dornach during the September days should also include the celebration in memory of the laying of the foundation stone of the building that was lost to us only ten years ago, with a report on the Stuttgart conference [see $p. 639]. This was followed on September 22 and 23 by descriptions of the various states of consciousness in humans, sleeping and waking, and reflections on contemporary scientific works [in GA 225].

The next destination was Vienna, where the Austrian national society was to be founded. This social event was preceded by a lecture cycle for members, which is available as “Anthroposophie und das menschliche Gemüt” [in GA 223]. A lecture for physicians was also given [in CW 319]. The first public lecture took place on the 26th, the second on the 29th, with a large crowd in the main hall of the concert hall. The two lectures were published [in CW 84].

At the founding meeting of the Austrian national society, Dr. Steiner did not take the floor. It was only after his final lecture to the members that evening that he referred to the afternoon's merger of the Austrian branches into a national society (see footnote 657).

How lovingly Dr. Steiner penetrates to the essence of things and people, even when he has to say things that call for wakefulness, that do not flatter and want to win, but educate, can be seen in this address as an example.

On October 5, Dr. Steiner gave a brief report in Dornach on the Vienna Days [see p. 182], and then moved on to the lectures that have become known as the Archangel lectures [GA 229].

The following descriptions of the archangel imaginations interwoven with the annual cycle are among the most powerful impressions we have experienced through the words of Rudolf Steiner. After they were made available to every member as an addition to the newsletter on the occasion of the great festivals, they will now also be available, in response to many requests, as esoteric reflections and a beautiful festival gift under the title “Experiencing the Course of the Year in Four Cosmic Imaginations” (Oct. 5-13) [GA 229].

On October 15, Dr. Steiner also spoke in Stuttgart about the imaginative life connected with the course of the year, about the meteoric iron and the Michael festival to be renewed in the lecture on the Michael Imagination. Spiritual Milestone in the Course of the Year [in GA 229]. For Waldorf teachers, he gave two lectures: one on the comprehensive human insight as a source of imagination for educators and the other on the phenomenon of the gymnast, the rhetorician and the doctor, which arose over time within different civilizations, and their necessary synthesis for the present [in GA 302 a]. On the nineteenth of September in Dornach, he was able to begin the wonderful series of esoteric reflections on the inner connection between world phenomena and world essence, which have become known under the title 'Man as the Consonance of the Creative, Formative and Shaping World Word' [GA 230]. They were continued until November 11. In our soul's eye, the entire multiform nature arises before us in its pictorialness, its formative urge and creative urge, in the richness of its sprouting and sprouting, and dissolves into spirituality - as it is indeed in a saying by Dr. Steiner: “The spirit melts in the world's weaving, the heaviness of the earth into the light of the future.”

Conference in Holland

Establishment of the Dutch national society
End of the year in Dornach

The need for active work within the Anthroposophical Society in order to make it a reality. It is necessary to awaken to what is happening in the world, to what interests people, so that the anthroposophical movement can have an instrument in society. Anthroposophy is knocking at our hearts to bring us the true human being. The historical passage of modern civilization through the threshold to the spiritual world.

On November 12, the trip to the Netherlands took place on the occasion of the imminent founding of the local country society. As early as November 13, the cycle of five esoteric reflections “The Supernatural Man, Anthroposophically Recorded” [GA 231], one of the most important study materials, begins in The Hague. The public lectures of that time are: “Anthroposophy as a Challenge of Our Time” and ‘Anthroposophy as a Human and Personal Path of Life’ [in GA 231] as well as two lectures on education [in GA 304a]. For physicians, two lectures could again be held on ‘Anthroposophical Knowledge of Man and Medicine’ [in GA 319].

The introductory words that Dr. Steiner addressed to the members before the start of the internal lecture cycle, which refer to the warm welcome he received [see p. 663], as well as the words with which he the Hague [see $681], they are, like the entire lecture cycle, an objective with regard to what runs through the manifold reflections of 1923 as a guiding thought: We have lost the human being. How do we find him again?

Unfortunately, we have no shorthand notes or notes of the negotiations during the founding of the national society.

The report that Dr. Steiner gave about this on November 23 in Dornach contains the essentials of what he, in all the places he had wished to write in the hearts of the members at all the places where he spoke – and which, if properly received in feeling and carried through in will, should place the founding of the International Anthroposophical Society, planned for Christmas and centered in Dornach, as a living factor in the service of human evolution.

The following words were added to this report, as a transition to the actual lecture:

"Now, my dear friends, we want to use the time we have left for lectures here at the Goetheanum before Christmas Week in such a way that those members who live here in Dornach in the expectation of Christmas Week being here will be able to take with them as much as possible of what the Anthroposophical Movement is able to bring into people's hearts. So that those who will be here until Christmas will really have something to say in their thoughts, especially about what can still happen in the last hour. I will not talk about the International Anthroposophical Society, that can be done in a few hours during the meeting itself. But I will now try to structure these reflections in such a way that they can also convey something about the mood that should then be. What I have already explained here in the last few weeks, I will try to approach from a different starting point. Today I will begin by approaching an understanding of the secrets of the world through the life of the soul of man himself.

This promise was more than amply kept. After the attempt, carried out with so much self-sacrifice, to morally strengthen the membership, to awaken in them a keen sense of responsibility for the duties towards the world that arise from receiving such impulses, the spiritual generosity of From this spiritual generosity of Steiner's flowed an infinite abundance of cosmic and historical overviews, which revealed the seamless connection between the laws of nature on earth and the human soul life with the powers of the universe that are active in the supersensible. Deeper and deeper they penetrated into the secrets of a knowledge of nature that was illuminated from within. The ancient wisdom could be freely subjected to the test of the newly acquired intellectual thinking: the objective facts yield the proof of truth. These truths of a spiritual revelation that encompasses the past and the future at the same time can be sensed inwardly by the soul and inwardly felt through newly awakening powers of consciousness, as it were. Exposed to the criterion of unprejudiced science, intellectual knowledge was at the same time offered a magnificent, cosmic-historical picture of the metamorphosing ability of the human soul under the influence and wise guidance of the mystery being, which reached back into gray primeval times and led this development. The mystery centers were also subject to historical change in their development and work, to the law of flowering, maturity and decay; but the stream of life that permeated their various forms of expression continued to flow secretly into our darkened time.

These cycles must be read in the wording. Keywords taken from them could only weaken their effect, extinguish the living spirit. The “Mysteries” [GA 232] are an organic continuation of the cycle “Man as the harmony of the creative, forming and shaping world word” [GA 230] and lead to the esoteric-historical reflections that introduced the Christmas Conference: “World History in Anthroposophical Light and as a Basis for Knowledge of the Human Spirit” [GA 233].

The workers at the Goetheanum were still allowed to gain insights into the secrets of immediate nature through a course on bees given at their request. GA 351].

Retrospective

A cycle had been completed. Starting from the knowledge of external nature at the beginning of the year, Rudolf Steiner had allowed his audience to glimpse into its deep secrets and thus into the hidden foundations of the cosmos, from which nature can only be recognized. Today's mechanistic natural science has made us lose sight of the human being, who is the sum of the world's riddles. We must rediscover this supersensible human being in us, whom we have lost. He allowed the figures of the victims of a dark age, consumed in a futile spiritual struggle, to pass before our soul's eye. Their struggle was not in vain, for it is only through such vicarious struggle that the creative spirit can be forced down through the soul's prayer of action, and grace flows to mankind. Even the negative ultimately gives birth to the positive if it is selfless, if it fights out of honesty. Despair drew near the savior, who became the instrument of the descending revelation, he who possessed the perfect equipment of earthly knowledge and was willing to sacrifice his individual being to humanity in full selflessness. He did not shy away from the difficulty of this act of rescue, however weak and inadequate the human material was with which he had to work. Despite the meagreness of the talents or the weakness of the souls that confronted him, he saw the striving of the individual ego, saw the longing of the souls to rise above themselves. And he gave this soul flame spiritual nourishment so that it would grow and communicate itself to humanity, not extinguish itself. A tireless educator of humanity, he guarded this sacred fire, calling it to alert activity again and again when it threatened to fade away. Often the inert mass of matter seemed to paralyze the momentum of the soul; the power of resistance on the part of the forces dominating the outer world seemed to carry the victory. But anyone who works with the forces of the future knows that the spiritual seed, and not only the earthly seed, must first make its way through chaos and death in order to sprout. We are experiencing the chaos. Rudolf Steiner's spiritual deed looks forward to its resurrection in the future.