The Rudolf Steiner Archive

In this course of lectures I want in the first place to speak about the way in which the art of education can be furthered and enriched by an understanding of man. I shall therefore approach the subject in the way I indicated in my introductory lecture, when I tried to show how anthroposophy can be a practical help in gaining a true knowledge of man, not merely a knowledge of the child, but a knowledge of the whole human being. I showed how anthroposophy, just because it has an all-embracing knowledge of the whole human being—that is to say a knowledge of the whole of human life from birth to death, in so far as this takes place on earth—how just because of this it can point out in a right way what is essential for the education and instruction of the child.

It is very easy to think that a child can be educated and taught if one observes only what takes place in childhood and youth; but this is not enough. On the contrary, just as with the plant, if you introduce some substance into the growing shoot its effect will be shown in the blossom or the fruit, so it is with human life. The effect of what is implanted into the child in his earliest years, or is drawn out of him during those years, will sometimes appear in the latest years of life; and often it is not realised that, when at about the age of 50 someone develops an illness or infirmity, the cause lies in a wrong education or a wrong method of teaching in the 7th or 8th year. What one usually does today is to study the child—even if this is done in a less external way than I described yesterday—in order to discover how best to help him. This is not enough. So today I should like to lay certain foundations, on the basis of which I shall proceed to show how the whole of human life can be observed by means of spiritual science.

I said yesterday that man should be observed as a being consisting of body, soul and spirit, and in yesterday's public lecture I gave some indication of how it is the super-sensible in man, the higher man within man, that is enduring, that continues from birth until death, while the substances of the external physical body are always changing. It is therefore essential to learn to know human life in such a way that one perceives what is taking place on earth as a development of the pre-earthly life. We have not only those soul qualities within us that had their beginning at birth or at conception, but we bear within us pre-earthly qualities of soul, indeed, we bear within us the results of past earthly lives. All this lives and works and weaves within us, and during earthly life we have to prepare what will then pass through the gate of death and live again after death beyond the earth, in the world of soul and spirit. We must therefore understand how the super-earthly works into earthly life, for it is also present between birth and death. It works, only in a hidden way, in what is of a bodily nature, and one does not understand the body if one has no understanding of the spiritual forces active within it.

Let us now proceed to study further what I have just indicated. We can do so by taking concrete examples. An approach to the knowledge of man is contained in anthroposophical literature, for instance in my book Theosophy, in An Outline Of Occult Science or in Knowledge of the Higher Worlds. Let us start from what can lead to a real, concrete knowledge of man by taking as a foundation what anthroposophy has to say in general about man and the world. There are two examples which I should like to put before you, two personalities who are certainly well known to you all. I choose them because for many years I made an intensive study of both of them. I am taking two men of genius; later on we shall come down to less gifted personalities. We shall then see that anthroposophy does not only speak in a general, abstract way, but is able to penetrate deeply into real human beings and is able to get to know them in such a way that knowledge of man is shown to be something which has reality in practical life. In choosing these two examples, Goethe and Schiller, and so making an indirect approach, I hope to show how a knowledge of man is acquired under the influence of Spiritual Science.

Let us look at Goethe and Schiller from an outward point of view, as they appeared during the course of their lives, but let us in each case study the whole personality. In Goethe we have an individuality who entered life in a remarkable way. He was born black, or rather dark blue. This shows how extraordinarily difficult it was for his soul-spiritual being to enter into physical incarnation. But once this had taken place, once Goethe had overcome the resistance of this physical body, he was entirely within it. On the one hand it is hard to imagine a more healthy nature than Goethe had as a boy. He was amazingly healthy. He was so healthy that his teachers found him quite difficult; but children who give no trouble are seldom those who enjoy the best health in later life. On the other hand, children who are rather a nuisance to their teachers are those who accomplish more in later life because they have more active, energetic natures. The understanding teacher will therefore be quite glad when the children keep a sharp eye on him. Goethe from his earliest childhood was very much inclined to do this, even in the literal sense of the word. He peeped at the fingers of someone playing the piano and then named one finger “Thumbkin,” another “Pointerkin,” and so on. But it was not only in this sense that he kept a sharp eye on his teachers. Even in his boyhood he was bright and wide-awake; and this at times gave them trouble. Later on in Leipzig Goethe went through a severe illness, but here we must bear in mind that certain hard experiences and some sowing of wild oats were necessary in order to bring about a lowering of his health to the point at which he could be attacked by the illness which he suffered at Leipzig. After this illness we see that Goethe throughout this whole life is a man of robust health, but one who possesses at the same time an extraordinary sensitivity. He reacts strongly to impressions of all kinds, but does not allow them to take hold of him and enter deeply into his organism. He does not suffer from heart trouble when he is deeply moved by some experience, but he feels any such experience intensely; and this sensitivity of soul goes with him throughout life. He suffers, but his suffering does not find expression in physical illness. This shows that his bodily health was exceptionally sound. Moreover, Goethe felt called upon to exercise restraint in his way of looking at things. He did not sink into a sort of hazy mysticism and say, as is so often said: “O, it is not a question of paying heed to the external physical form; that is of small importance. We must turn our gaze to what is spiritual!” On the contrary, to a man with Goethe's healthy outlook the spiritual and the physical are one. And he alone can understand such a personality who is able to behold the spiritual through the image of the physical.

Goethe was tall when he sat, and short when he stood. When he stood you could see that he had short legs. [The German has the word Sitzgrösse for this condition.] This is an especially important characteristic for the observer who is able to regard man as a whole. Why had Goethe short legs? Short legs are the cause of a certain kind of walk. Goethe took short steps because the upper part of his body was heavy—heavy and long—and he placed his foot firmly on the ground. As teachers we must observe such things, so that we can study them in the children. Why is it that a person has short legs and a particularly big upper part of the body? It is the outward sign that such a person is able to bring to harmonious expression in the present earth life what he experienced in a previous life on earth. In this respect also Goethe was extraordinarily harmonious, for right into extreme old age he was able to develop everything that lay in his karma. Indeed he lived to be so old because he was able to bring to fruition the potential gifts with which karma had endowed him. After Goethe had left the physical body, this body was still so beautiful that all who saw him in death were fulfilled with wonder. One has the impression that Goethe had experienced to the full his karmic potentialities; now nothing more is left, and he must begin afresh when again he enters into an earthly body under completely new conditions. All this is expressed in the particular formation of such a body as Goethe's, for the cause of what man brings with him as predisposition from an earlier incarnation is revealed for the most part in the formation of the head. Now Goethe from his youth up had a wonderfully beautiful Apollo head, from which only harmonious forces streamed down into his physical body. This body, however, burdened by the weight of its upper part and with too short legs was the cause of his special kind of walk which lasted throughout his life. The whole man was a wonderfully harmonious expression of karmic predisposition and karmic fulfilment. Every detail of Goethe's life illustrates this.

Such a personality, standing so harmoniously in life and becoming so old, must inevitably have outstanding experiences in his middle years. Goethe was born in 1749 and he died in 1832, so he lived to be 83 years old. He reached middle age, therefore, at about his 41st year in 1790. If we take these years between 1790 and 1800 we have the middle decade of his life. In this decade, before 1800, Goethe did indeed experience the most important events of his life. Before this time he was not able to bring his philosophical and scientific ideas, important as they were, to any very definite formulation. The Metamorphosis of the Plants was first published in 1790; everything connected with it belongs to this decade 1790-1800. In 1790 Goethe was so far from completing his Faust that he brought it out as a Fragment; he had no idea then that he would ever finish it. It was in this decade that under the influence of his friendship with Schiller he conceived the bold idea of continuing his Faust. The great scenes, the Prologue in Heaven among others, belong to this period. So in Goethe we have to do with an exceptionally harmonious life; with a life moreover that runs its quiet course, undisturbed by inner conflict, devoted freely and contemplatively to the outer world.

As a contrast let us look at the life of Schiller. From the outset Schiller is placed into a situation in life which shows a continual disharmony between his life of soul and spirit and his physical body. His head completely lacks the harmonious formation which we find in Goethe. He is even ugly, ugly in a way that does not hide his gifts, but nevertheless ugly. In spite of this a strong personality is shown in the way he holds himself, and this comes to expression in his features also, particularly in the formation of the nose. Schiller is not long-bodied; he has long legs. On the other hand everything that lies between the head and the limbs, in the region of the circulation and breathing is in his case definitely sick, poorly developed from birth, and he suffers throughout his life from cramps. To begin with there are long periods between the attacks, but later they become almost incessant. They become indeed so severe that he is unable to accept any invitation to a meal; but has to make it a condition—as for instance on one occasion when coming to Berlin—that he is invited for the whole day, so that he may be able to choose a time free from such pains. The cause of all this is an imperfect development of the circulatory and breathing systems.

The question therefore arises: What lies karmically, coming from a previous earthly life, in the case of a man who has to suffer in this way from cramping pains? Such pains, when they gain a hold in human life, point quite directly to a man's karma. If, with a sense of earnest scientific responsibility, one attempts to investigate these cramp phenomena from the standpoint of spiritual science, one always finds a definite karmic cause underlying them, the results of deeds, thoughts and feelings coming from an earlier life on earth. Now we have the man before us, and one of two things can happen. Either everything goes as harmoniously as with Goethe, so that one says to oneself: Here we have to do with Karma; here everything appears as the result of Karma. Or the opposite can also happen. Through special conditions which arise when a man descends out of the spiritual world into the physical, he comes into a situation in which he is not able fully to work through the burden of his karma.

Man comes down from the spiritual world with definite karmic predispositions; he bears these within him. Let us assume that A in the diagram represents a place, a definite point of time in the life of a man when he should be able in some way to realise, to fulfil his karma, but for some reason this does not happen. Then the fulfilment of his karma is interrupted and a certain time must pass when, as it were, his karma makes a pause; it has to be postponed until the next life on earth. And so it goes on. Again, at B there comes a place when he should be able to fulfil something of his karma; but once more he has to pause and again postpone this part of his karma until his next incarnation. Now when someone is obliged to interrupt his karma in this way pains of a cramping nature always make their appearance in the course of life. Such a person is unable fully to fashion and shape into his life what he always bears within him. Here we have something which shows the true character of spiritual science. It does not indulge in fantasy, neither does it talk in vague, general terms about the four members of man's being; physical body, etheric body, astral body and ego. On the contrary, it penetrates into real life, and is able to point out where the real spiritual causes lie for certain external occurrences. It knows how man represents himself in outer life. This knowledge is what true spiritual science must be able to achieve.

I was now faced with the question: In a life such as Schiller's, how does karma work as the shaper of the whole of life if, as in his case, conditions are such that karma cannot properly operate, so that he has to make continual efforts to achieve what he has the will to achieve? For Goethe it was really comparatively easy to complete his great works. For Schiller the act of creation is always very difficult. He has, as it were, to attack his karma, and the way in which he goes to the attack will only show its results in the following earthly life. So one day I had to put to myself the following question: What is the connection between such a life as Schiller's and the more general conditions of life? If one sets about answering such a question in a superficial way nothing of any significance emerges, even with the help of the investigations of spiritual science. Here one may not spin a web of fantasy; one must observe. Nevertheless if one approaches straight away the first object that presents itself for observation, one will somehow go off on a side track. So I considered the question in the following way: How does a life take its course when karmic hindrances or other pre-earthly conditions are present?

I then proceeded to study certain individuals in whom something of this kind had already happened, and I will now give such an example. I could give many similar examples, but I will take one which I can describe quite exactly. I had an acquaintance, a personality whom I knew very well indeed in his present earthly life. I was able to establish that there were no hindrances in his life connected with the fulfilment of karma, but there were hindrances resulting from what had taken place in his existence between death and a new birth, that is in his super-sensible life between the last earthly life and the one in which I learned to know him. So in this case there were not, as with Schiller, hindrances preventing the fulfilment of karma, but hindrances in the way of bringing down into the physical body what he had experienced between death and a new birth in the super-sensible world. In observing this man one could see that he had experienced much of real significance between death and a new birth, but was not able to give expression to this in life. He had entered into karmic relationships with other people and had incarnated at a time when it was not possible fully to realise on earth what he had, as it were, piled up as the content of his inner soul experience between death and conception. And what were the physical manifestations which appeared as the result of his not being able to realise what had been present in him in the super-sensible world? These showed themselves through the fact that this personality was a stutterer; he had an impediment in his speech. And if one now takes a further step and investigates the causes at work in the soul which result in speech disturbances, then one always finds that there is some hindrance preventing what was experienced between death and a new birth in the super-sensible world from being brought down through the body into the physical world. Now the question arises: How do matters stand in the case of such a personality who has very much in him brought about through his previous karma, but who has it all stored up in the existence between death and a new birth and, because he cannot bring it down becomes a stutterer? What sort of things are bound up with such a personality in his life here on earth?

Again and again one could say to oneself: This man has in him many great qualities that he has gained in pre-earthly life, but he cannot bring them down to earth. He was quite able to bring down what can be developed in the formation of the physical body up to the time of the change of teeth; he could even develop extremely well what takes place between the change of teeth and puberty. He then became a personality with outstanding literary and artistic ability, for he was able to form and fashion what can be developed between puberty and the 30th year of life. Now, however, there arose a deep concern in one versed in a true knowledge of man, a concern which may be expressed in the following question: How will it be with this personality when he enters his thirties and should then develop to an ever increasing degree the spiritual or consciousness soul in addition to the intellectual or mind soul? Anyone who has knowledge of these things feels the deepest concern in such a case, for he cannot think that the consciousness soul—which needs for its unfolding everything that arises in the head, perfect and complete—will be able to come to its full development. For with this personality the fact that he stuttered showed that not everything in the region of his head was in proper order. Now apart from stuttering this man was as sound as a bell, except that in addition to the stutter, (which showed that not everything was in order in the head system) he suffered from a squint. This again was a sign that he had not been able to bring down into the present earthly life all that he had absorbed in the super-sensible life between death and a new birth. Now one day this man came to me and said: “I have made up my mind to be operated on for my squint.” I was not in a position to do more than say, “If I were you, I should not have it done.” I did all I could to dissuade him. I did not at that time see the whole situation as clearly as I do today, for what I am telling you happened more than 20 years ago. But I was greatly concerned about this operation. Well, he did not follow my advice and the operation took place. Now note what happened. Very soon after the operation, which was extremely successful, as such operations often are, he came to me in jubilant mood and said, “Now I shall not squint any more.” He was just a little vain, as many distinguished people often are. But I was very troubled; and only a few days later the man died, having just completed his 30th year. The doctors diagnosed typhoid, but it was not typhoid, he died of meningitis.

There is no need for the spiritual investigator to become heartless when he considers such a life; on the contrary his human sympathy is deepened thereby. But at the same time he sees through life and comprehends it in its manifold aspects and relationships. He perceives that what was experienced spiritually between death and a new birth cannot be brought down into the present life and that this comes to expression in physical defects. Unless the right kind of education can intervene, which was not possible in this case, life cannot be extended beyond certain definite limits. Please do not believe that I am asserting that anybody who squints must die at 30. Negative instances are never intended and it may well be that something else enters karmically into life which enables the person in question to live to a ripe old age. But in the case we are considering there was cause for anxiety because of the demands made on the head, which resulted in squinting and stuttering, and the question arose: How can a man with an organisation of this kind live beyond the 35th year? It is at this point of time that one must look back on a person's karma, and then you will see immediately that it in no way followed that because somebody had a squint he must die at 30. For if we take a man who has so prepared himself in pre-earthly life that he has been able to absorb a great deal between death and a new birth, but is unable to bring down what he has received into physical life, and if we consider every aspect of his karma, we find that this particular personality might quite well have lived beyond the 35th year; but then, besides all other conditions, he would have had to bear within him the impulse leading to a spiritual conception of man and of the world. For this man had a natural disposition for spiritual things which one rarely meets; but in spite of this, because strong spiritual impulses inherent in him from previous earth lives were too one-sided, he could not approach the spiritual.

I assure you that I am in a position to speak about such a matter. I was very friendly with this man and was therefore well aware of the deep cleft that existed between my own conception of the world and his. From the intellectual standpoint we could understand one another very well; we could be on excellent terms in other ways, but it was not possible to speak to him about the things of the spirit. Thus because with his 35th year it would have been necessary for him to find his way to a spiritual life, if his potential gifts up to this age were to be realised on earth, and because he was not able to come to a spiritual life, he died when he did. It is of course perfectly possible to stutter and have a squint and yet continue one's life as an ordinary mortal. There is no need to be afraid of things which must be stated at times if one wishes to describe realities, and not waste one's breath in mere phrases. Moreover from this example you can see how observation, sharpened by spiritual insight, enables one to look deeply into human life.

And now let us return to Schiller. When we consider the life of Schiller two things strike us above all others, for they are quite remarkable. There exists an unfinished drama by Schiller, a mere sketch, called the Malteser. We see from the concept underlying this sketch that if Schiller had wished to complete this drama, he could only have done so as an initiate, as one who had experienced initiation. It could not have been done otherwise. Up to a certain degree at least he possessed the inner qualities necessary for initiation, but owing to other conditions of his karma these qualities could not get through; they were suppressed, cramped. There was a cramping of his soul life too which can be seen in the sketch of the Malteser. There are long powerful sentences which never manage to get to the full stop. What is in him cannot find its way out. Now it is interesting to observe that with Goethe, too, we have such unfinished sketches, but we see that in his case, whenever he left something unfinished, he did so because he was too easy-going to carry it further. He could have finished it. Only in extreme old age, when a certain condition of sclerosis had set in would this have been impossible for him. With Schiller however we have another picture. An iron will is present in him when he makes the effort to develop the Malteser but he cannot do it. He only gets as far as a slight sketch. For this drama, seen in its reality, contains what, since the time of the Crusades, has been preserved in the way of all kinds of occultism, mysticism, and initiation science. And Schiller sets to work on such a drama, for the completion of which he would have had to bear within him the experience of initiation. Truly a life's destiny which is deeply moving for one who is able to see behind these things and look into the real being of this man. And from the time it became known that Schiller had in mind to write a drama such as the Malteser there was a tremendous increase in the opposition to him in Germany. He was feared. People were afraid that in his drama he might betray all kinds of occult secrets.

The second work about which I wish to speak is the following. Schiller is unable to finish the Malteser; he cannot get on with it. He lets some time go by and writes all manner of things which are certainly worthy of admiration, but which can also be admired by so-called philistines. If he could have completed the Malteser, it would have been a drama calling for the attention of men with the most powerful and vigorous minds. But he had to put it aside.

After a while he gets a new impulse which inspires his later work. He cannot think any more about the Malteser, but he begins to compose his Demetrius. This portrays a remarkable problem of destiny, the story of the false Demetrius who takes the place of another man. All the conflicting destinies which enter into the story as though emerging out of the most hidden causes, all the human emotions thereby aroused, would have had to be brought into this drama, if it were to be completed. Schiller sets to work on it with feverish activity. It became generally known—and people were still more afraid that things would be brought into the open which it was to their interest to keep hidden from the rest of mankind for some time yet.

And now certain things take place in the life of Schiller which, for anyone who understands them, cannot be accounted for on the grounds of a normal illness. We have a remarkable picture of this illness of Schiller's. Something tremendous happens—tremendous not only in regard to its greatness, but in regard to its shattering force. Schiller is taken ill while writing his Demetrius. On his sick bed in raging fever he continually repeats almost the whole of Demetrius. It seems as though some alien power is at work in Schiller, expressing itself through his body. There is of course no ground for accusing anyone. But, in spite of everything that has been written in this connection, one cannot do otherwise than come to the conclusion, from the whole picture of the illness, that in some way or another, even if in a quite occult way, something contributed to the rapid termination of Schiller's illness in his death. That people had some suspicion of this may be gathered from the fact that

Goethe, who could do nothing, but suspected much, dared not participate personally in any way during the last days of Schiller's life, not even after his death, although he felt this deeply. He dared not venture to make known the thoughts he bore within him.

With these remarks I only want to point out that for anyone able to see through such things Schiller was undoubtedly pre-destined to create works of a high spiritual order, but on account of inner and outer causes, inner and outer karmic reasons, it was all held back, dammed up, as it were, within him. I venture to say that for the spiritual investigator there is nothing of greater interest than to set himself the problem of studying what Schiller achieved in the last ten years of his life, from the Aesthetic Letters onwards, and then to follow the course of his life after death. A deep penetration into Schiller's soul after death reveals manifold inspirations coming to him from the spiritual world. Here we have the reason why Schiller had to die in his middle forties. His condition of cramp and his whole build, especially the ugly formation of his head, made it impossible for him to bring down into the physical body the content of his soul and spirit, deeply rooted as this was in spiritual existence.

When we bear such things in mind we must admit that the study of human life is deepened if we make use of what anthroposophy can give. We learn to look right into human life. In bringing these examples before you my sole purpose was to show how through anthroposophy one learns to contemplate the life of human beings. But let us now look at the matter as a whole. Can we not deepen our feeling and understanding for everything that is human simply by looking at a single human life in the way that we have done? If at a certain definite moment of life one can say to oneself: Thus it was with Schiller, thus with Goethe; thus it was with another young man—as I have told you—then, will not something be stirred in our souls which will teach us to look upon every child in a deeper way? Will not every human life become a sacred riddle to us? Shall we not learn to contemplate every human life, every human being, with much greater, much more inward attention? And can we not, just because a knowledge of man has been inscribed in this way into our souls, deepen within us a love of mankind? Can we not with this human love, deepened by a study of man which gives such profundity to the most inward, sacred riddle of life—can we not, with this love, enter rightly upon the task of education when life itself has become so sacred to us? Will not the teacher's task be transformed from mere ideological phrases or dream-like mysticism into a truly priestly calling ready for its task when Divine Grace sends human beings down into earthly life?

Everything depends on the development of such feelings. The essential thing about anthroposophy is not mere theoretical teaching, so that we know that man consists of physical body, etheric body, astral body and ego; that there is a law of karma, of reincarnation and so on. People can be very clever, they can know everything; but they are not anthroposophists in the true sense of the word when they only know these things in an ordinary way, as they might know the content of a cookery book. What matters is that the life of human souls is quickened and deepened by the anthroposophical world conception and that one then learns to work and act out of a soul-life thus deepened and quickened.

This then is the first task to be undertaken in furthering an education based on anthroposophy. From the outset one should work in such a way that teachers and educators may become in the deepest sense “knowers of men,” so that out of their own conviction, as a result of observing human beings in the right way, they approach the child with the love born out of this kind of thinking. It follows therefore that in a training course for teachers wishing to work in an anthroposophical sense the first approach is not to say: you should do it like this or like that, you should employ this or that educational knack, but the first thing is to awaken a true educational sense born out of a knowledge of man. If one has been successful in bringing this to the point of awakening in the teacher a real love of education then one can say that he is now ready to begin his work as an educator.

In education based on a knowledge of man, such for instance as the Waldorf School education, the first thing to be considered is not the imparting of rules, not the giving advice as to how one should educate, but the first thing is to hold Training Courses for Teachers in such a way that one finds the hearts of the teachers and so deepens these hearts that love for the child grows out of them. It is quite natural that every teacher believes that he can, as it were, impose this love on himself, but such an imposed human love can achieve nothing. Much good will may be behind it, but it can achieve nothing. The only human love which can achieve something is that which arises out of a deepened observation of individual cases.

If someone really wishes to develop an understanding of the essential principles of education based on a knowledge of man—whether he has already acquired a knowledge of spiritual science or whether, as can also happen, he has an instinctive understanding of these things—he will observe the child in such a way that he is faced with this question: What is the main trend of a child's development up to the time of the change of teeth? An intimate study of man will show that up to the change of teeth the child is a completely different being from what he becomes later on. A tremendous inner transformation takes place at this time, and there is another tremendous transformation at puberty. Just think what the change of teeth signifies for the growing child. It is only the outer sign for deep changes which are taking place in the whole human being, changes which occur only once, for only once do we get our second teeth, not every seven years. With the change of teeth the formative process taking place in the teeth comes to an end. From now on we have to keep our teeth for the rest of our lives. The most we can do is to have them stopped, or replaced by false ones, for we get no others out of our organism. Why is this? It is because with the change of teeth the organisation of the head is brought to a certain conclusion. If we are aware of this, if in each single case we ask ourselves: What actually is it that is brought to a conclusion with the change of teeth?—we are led, just at this point, to a comprehension of the whole human organisation, body, soul and spirit. And if—with our gaze deepened by a love gained through a knowledge of man such as I have described—we observe the child up to the change of teeth, we shall see that during these years he learns to walk, to speak and to think. These are the three most outstanding faculties to be developed up to the change of teeth.

Walking entails more than just learning to walk. Walking is only one manifestation of what is actually taking place, for it involves learning to adapt oneself to the world through acquiring a sense of balance. Walking is only the crudest expression of this process. Before learning to walk the child is not exposed to the necessity of finding his equilibrium in the world: now he learns to do this. How does it come about? It comes about through the fact that man is born with a head which requires a quite definite position in regard to the forces of balance. The secret of the human head is shown very clearly in the physical body. You must bear in mind that an average human brain weighs between 1,200 and 1,500 grammes. Now if such a weight as this were to press on the delicate veins which lie at the base of the brain they would be crushed immediately. This is prevented by the fact that this heavy brain floats in the cerebral fluid that fills our head. You will doubtless remember from your studies in physics that when a body floats in a fluid it loses as much of its weight as the weight of the fluid it displaces. If you apply this to the brain you will discover that our brain presses on its base with a weight of about 20 grammes only; the rest of the weight is lost in the cerebral fluid. Thus at birth man's brain has to be so placed that its weight can be brought into proper proportion in regard to the displaced cerebral fluid. This adjustment is made when we raise ourselves from the crawling to the upright posture. The position of the head must now be brought into relationship with the rest of the organism. Walking and using the hands make it necessary for the head to be brought into a definite position. Man's sense of balance proceeds from the head.

Let us go further. At birth man's head is relatively highly organised, for up to a point it is already formed in the embryo, although it is not fully developed until the change of teeth. What however is first established during the time up to the change of teeth, what then receives its special outer organisation, is the rhythmic system of man. If people would only observe physical physiological processes more closely they would see how important the establishing of the circulatory and breathing systems is for the first seven years. They would recognise how here above all great damage can be done if the bodily life of the child does not develop in the right way. One must therefore reckon with the fact that in these first years of life something is at work which is only now establishing its own laws in the circulatory and breathing systems. The child feels unconsciously how his life forces are working in his circulation and breathing. And just as a physical organ, the brain, must bring about a state of balance, so must the soul in the first years of life play its part in the development of the breathing and circulatory systems. The physical body must be active in bringing about a state of balance proceeding from the head. The soul, in that it is rightly organised for this purpose, must be active in the changes that take place in the circulation and breathing. And just as the upright carriage and learning to use the hands and arms are connected with what comes to expression in the brain, so the way in which speech develops in man is connected with the systems of circulation and breathing. Through learning to speak man establishes a relationship with his circulation and breathing, just as he establishes a relationship between walking and grasping and the forces of the head by learning to hold the latter in such a way that the brain loses the right amount of weight. If you train yourself to perceive these relationships and then you meet someone with a clear, high-pitched voice particularly well-suited to the recitation of hymns or odes, or even to declamatory moral harangues, you may be sure that this is connected with special conditions of the circulatory system. Or again if you meet someone with a rough, harsh voice, with a voice like the beating together of sheets of brass and tin, you may be sure that this too is connected with the breathing or circulatory systems. But there is more to it than this. When one learns to listen to a child's voice, whether it be harmonious and pleasant, or harsh and discordant, and when one knows that this is connected with movements of the lungs and the circulation of the blood, movements inwardly vibrating through the whole man, right into the fingers and toes, then one knows that what is expressed through speech is imbued with qualities of soul. And now something in the nature of a higher man, so to say, makes its appearance, something which finds its expression in this picture relating speech with the physical processes of circulation and breathing. Taking our start from this point it is possible to look up and see into the pre-natal life of man which is subject to those conditions which we have made our own between death and a new birth. What a man has experienced in pre-earthly conditions plays in here, and so we learn that if we are to comprehend the being of man by means of true human understanding and knowledge we must train our ear to a spiritual hearing and listen to the voices of children. We can then know how to help a child whose strident voice betrays the fact that there is some kind of obstruction in his karma and we can do something to free him from such karmic hindrances.

From all this we can see what is necessary for education. It is nothing less than a knowledge of man; not merely the sort of knowledge that says: “This is a gifted personality, this is a good fellow, this is a bad one,” but the kind of knowledge that follows up what lies in the human being, follows up for instance what is spiritually present in speech and traces this right down into the physical body, so that one is not faced with an abstract spirituality but with a spirituality which comes to expression in the physical image of man. Then, as a teacher, you can set to work in such a way that you take into consideration both spirit and body and are thus able to help the physical provide a right foundation for the spirit. And further, if you observe a child from behind and see that he has short legs, so that the upper part of the body is too heavy a burden and his tread is consequently also heavy, you will know, if you have acquired the right way of looking at these things, that here the former earthly life is speaking, here karma is speaking. Or, for instance if you observe someone who walks in the same way as the German philosopher Johann Gottlieb Fichte, who always walked with his heels well down first, and even when he spoke did so in such a way that the words came out, as it were “heels first,” then you will see in such a man another expression of karma.

In this way we learn to recognise karma in the child through observation based on spiritual science. This is something of the greatest importance which we must look into and understand. Our one and only help as teachers is that we learn to observe human beings, to observe the bodies of the children, the souls of the children and the spirits of the children. In this way a knowledge of man must make itself felt in the sphere of education, but it must be a knowledge which is deepened in soul and spirit.

With this lecture I wanted to call up a picture, to give an idea of what we are trying to achieve in education, and what can arise in the way of practical educational results from what many people consider to be highly unpractical, what they look upon as being merely fantastic day-dreaming.

Dear attendees! When a person, after a day's work and toils, takes a little time to reflect and tries to find his way in the life of the soul, the question arises as to how the individual facts of life, how the individual experiences are connected with the whole human destiny, with the great goal of human life in general. One of the questions that then arises for the soul is undoubtedly that of the meaning of human knowledge.

When we talk about knowledge, we can initially mean that knowledge which relates to the direct services of practical life, to everything that enables us to get to know the outside world in such a way that we can put it at the service of our practical interests. The question becomes somewhat different when we consider knowledge that attempts to penetrate the deeper foundations of life, the riddles of existence – knowledge that does not lead us to an immediately practical work and activity. It is said that man has an immediate urge to know and that knowledge is valuable in itself. Those who look deeper will hardly be satisfied with such an answer. What value would knowledge have if it were only an inner image, only a repetition of what is outside in the world? Why should that which is weaving in the world be effective in the outer world and be repeated in one's own soul only as in a mirror? Is it really only the satisfaction of a soul urge that pushes for knowledge that reaches beyond the everyday? This question will occupy us today: the goal and destiny, essence and significance of human knowledge.

If we mean the concept of knowledge that many people have today, which consists in saying that knowledge should provide us with a true reflection of what the world is experiencing, then it will not be easy to relate knowledge to the great goals and tasks of human existence. We will have to ask ourselves: Is knowledge really only the repetition of something external? Or is it one of the forces that must work in our soul in order to advance it on the paths it must traverse in its existence in the world?

This question cannot be answered by external science; it can only be answered if we consider the whole human being. External science only provides us with information about what our senses perceive and our minds grasp. But beyond this ordinary science, there is something that is trying to become part of our entire spiritual life today, which can be called spiritual science or anthroposophy.

What does theosophical spiritual science seek to comprehend? It seeks to comprehend the whole human being. Let us first agree on what that means, the whole human being. When we look at a person, we see two strictly separate states within the normal human existence of today. These two states, which life presents to us, are so familiar to the human being that he does not even notice that the greatest riddles of existence are hidden in them. We express these states in the words “waking and sleeping”. We recall that from time immemorial many philosophies have called sleep the little brother of death. We can combine these words with two others, namely with the words “life and death”. In these words we have a large part of what we can count among the riddles of existence.

Let us try, starting from what presents itself to us in the most ordinary way, to understand the changing states of waking and sleeping. In the waking state, we try to comprehend all the impressions that constantly flow into our soul - impressions that our senses transmit to us, everything that fills us with joy, desire and pain, in short, what constitutes what we call our mental life. We see this ebb and flow of drives, desires, passions, and so on, plunging into an indeterminate darkness in the evening. During sleep, it transitions into another state, that of unconsciousness. It would be absurd to say that the human being as a being of soul disappears in the evening and is reborn anew in the morning. We must ask ourselves: where is that which works in us throughout the day, where is it when we let our soul life sink into an indeterminate darkness in the evening? We are immediately pointed to answers that cannot be given from an ordinary, sensory perspective, because that perspective escapes precisely that which hides behind the nocturnal state in the evening. The question of where the soul is at night can only be answered by theosophical spiritual science, because it rises from the knowledge of the sensual to the knowledge of the supersensible, from the visible to the invisible.

We need to come to an understanding about how theosophical spiritual science can arrive at such supersensible insights by once again taking a brief look at what really fulfills our entire life during the day. We can say that we live with our soul during the day through external stimulation, through external impressions. In the evening, the external stimuli fade away, creating the emptiness of the sleeping state. But because a person in the normal life of today's existence can lead a soul life only when external perceptions evoke from his soul that which we are currently experiencing, we can imagine that the inner work of the soul dies, withers away when the external stimuli are not there. Must it be so?

That it need not be so can be seen if one accepts the experiences of clairvoyant consciousness. What knowledge of the sensory world is comes about through the stimulus of the sensory world. Supersensible knowledge can only come about through the soul's willingness to unfold work within itself, in order to develop powers and abilities even when there are no stimuli from the external sensory world. The possibility of developing such inner powers is given to us by the method of spiritual schooling. This method is there for those who want to penetrate into the knowledge of the supersensible world. This method can only be briefly hinted at here. Those who want to get to know it thoroughly can find it in the book “How to Know Higher Worlds”. We shall only briefly indicate here how man can find within himself the abilities to ascend to knowledge of the higher worlds.

The first thing is that man learns to artificially evoke, through a strong willpower, what otherwise only comes in the state of unconsciousness, namely, what man experiences when the sensory impressions cease. He must be able to command all outer impressions to stop; all outer impressions around him must fall silent, just as they do in the evening when we fall asleep. But this moment must take place through his will, in full consciousness. He would be like a sleeper if he could awaken nothing in his own soul. But although all outer impressions fall silent, he learns to unfold strong powers; he draws out of the deep recesses of his soul what slumbers there. No outer efforts are needed; they are intimate soul processes. There is a sinking into strong, vigorous thoughts, which are not given from without, but which the soul forms for itself.

This is meditation or concentration, as it is called – a drawing together of thoughts. Without external impressions we must feel joy and sorrow. The spiritual researcher lets powerful, strong thoughts arise in his own soul, thoughts that have nothing to do with the external world, and these are ideals as well as impulses of the will. These must have a stronger effect than external impressions; the soul must be seized by them intensely and powerfully. If a third element were not added, these perceptions would have the effect of volcanoes. This is that through a strong effort of will an inner calm and quiet can be brought about despite these impulses. Then the spiritual researcher experiences - even if only after a long time - the great moment that can be compared to the moment when a blind person suddenly regains his sight after an operation. Just as the impressions of the external world flood into the soul of the blind man after an operation, so too does everything that was previously unavailable to him.

This fact makes it clear to us that there can only be a supersensible world for us if the organ of perception for it is present. When this organ is awakened, a new world opens up. We must not decide about what we do not know, but only about what we know. These organs, which are necessary for recognizing the supersensible world, are developed through meditation or concentration in the calm of our soul. Then “spiritual eyes” and “spiritual ears” arise - to use an expression of Goethe. It could now be objected: Yes, it may be that the spiritual researcher experiences a higher world, but what do the spiritual worlds have to do with the others who cannot ascend to them? — That is not correct. The spiritual eye is necessary for recognition [of the supersensible worlds], but to understand what the spiritual researcher has to say, unbiased reason is sufficient, and therefore it concerns all people.

Someone in whom the higher organs are awakened can observe such a phenomenon as sleep. It is a very different state from that of waking. Only part of the human being remains in the physical world during sleep, the other part, the soul-spiritual, withdraws from the physical body when falling asleep and returns to its home, the spiritual world. The spiritual world need not be imagined as a different place; it is all around us. We have human nature, divided into two parts; during waking these are together, but during sleeping they are separated. But human nature is not yet fully explained. We can get a rough idea of the two parts that go out at night by comparing man with the animals that are closest to him of all visible creatures. We also find instincts, desires, and feelings in animals. Even if they are not present in the same perfection, they are still more or less present in animals, and only those who cannot rise to a higher [contemplation] will consider them to be the same as in humans. We need only think of something that is usually not emphasized in external science; we need only remember that, for example, in the German language there is a word that cannot be called to anyone from the outside, [the word “I”]. This name cannot sound [from the outside] to our ear when it means our own self; it must arise from one's own soul life. All true religions have recognized this. This is an announcement of what is essentially the same in man as in the divine. Correctly understood, “I” means the ineffable name of God, because Yahweh, correctly translated, means “I am,” no matter what philology may otherwise interpret. This does not mean that man is to be made a god. Just as a drop of water is not the sea, so man is not God.

That which withdraws itself in the evening divides again into two parts: that which is the carrier of desires, passions, etc., and that which lets all these perceptions flow together in us and works through them - the I. Through the I, man becomes the crown of all creatures on this earth. But that which goes out at night is composed of the I and the astral body. What does a human being leave behind? The physical body, and we have that in common with every mineral. It consists of the same forces. The inanimate mineral, the crystal, takes its form from the forces within it; this is not the case with a living being. In the case of humans, we see that their physical body is subject to chemical laws only in one instance, and only at death. In death, we see what the forces imprinted on the mineral do to the body. In life, it never follows these forces. What remains in bed at night is imbued and permeated by another body, and we call this the etheric or life body. This prevents the body from following the chemical and physical laws; it is a faithful fighter against them.

Now we can ask ourselves: Why does this happen every evening, that a person must return to their spiritual home, so to speak? Why must they withdraw into a spiritual world every evening? In the evening, external impressions fade; we are overcome by fatigue. When the astral body and the ego withdraw into the spiritual world, the person falls into unconsciousness. The astral body is the carrier of pleasure and pain, urges, passions and so on. Why does all this disappear from our soul life? How can it be that all this dies away at night? We shall soon understand why this is so. The astral body and the I are the bearers of pleasure and pain, of perceptions and concepts. But in order for this to become conscious to the human being, it is necessary that they are mirrored by the physical body and the etheric body. We perceive nothing but what lives in ourselves. It is like a kind of echo that is produced in us by the physical and etheric bodies. Man does not perceive directly what he feels, but what he experiences is mirrored to him through the astral body and the I, through the etheric and physical bodies. But the work of the astral body involves conjuring up what we call the soul life. The real work is done by the astral body and not by the mirror – just as it is necessary for a person to be active at a mirror in order to create this or that image. The astral body has to work from morning till evening to extract from the physical what we can call the content of our soul. The forces that the astral body needs to work during the day, it must draw from the spiritual world. When these forces are exhausted, fatigue sets in, and it must draw new forces again.

Sleep has a profound significance. In the spiritual world is the source of everything we conjure up during our daily lives. If we look at our daily life in this way, we ask: What is the significance of our daily life if the soul has to draw its strength from the spiritual world? The soul and the ego do not enter the astral world empty, but take something with them from our outer world every evening. Life during the day is not without fruit for the soul's life. We need only look at what is characteristic of our soul in its deepest meaning and what is taken from our daytime life into our nighttime life. This can be seen indirectly when we look at our soul during our youth and in old age. This gives us an idea of development. In youth, we see germinal tendencies, but undeveloped, and later we see our soul transformed, with richer content. How can we transform ourselves? By the soul forming a kind of essence every evening from the external impressions we have received. We carry our daytime experiences into the night, and in the morning that which was the soul's spiritual experience has entered the soul; it joins what is already there, and in this way the soul develops.

You only have to look at people who cannot sleep, and if you are an attentive observer, you will notice how the soul's progress suffers when it cannot get the right amount of sleep. We can only imprint something on our memory if we have had a proper amount of sleep. Only in this way can we develop the forces that lead us ever higher. We imprint in our soul what the world reveals to us during our waking life, and in this way our soul becomes wiser. Knowledge is an important means of developing our soul between birth and death. But let us now ask ourselves how much transformation we can actually achieve. How narrow are the limits within which we find ourselves? We can increase our soul development. We can see this in individual abilities, for example in learning to write. Writing encompasses a whole group of abilities. When we look back, we see what a wide range of abilities were involved, how much work and effort and so on went into learning the art of writing. Or think of the first attempt we made to draw the first letter, of everything that then flowed together into the one skill of writing. From what we experienced then, we extracted an essence, and through such weaving together a soul skill arises.

Whatever has a deeper impact on our lives can only develop within very narrow limits in the time between birth and death. If someone pursues the riddles of the world or has gone through this or that life experience in deep pain, you can even see that reflected in their physiognomy and in their movements. From decade to decade, this is expressed more and more, even in the body. But we can develop in this direction only to a limited extent. Why? Because we have our souls before us like a malleable material, but we cannot work with what our inclinations have created between birth and death into the body, no matter how many experiences we have gathered. Let us take the example of music. If we do not have a finer ear, if we are not musical, we are unable to develop the ability during our lifetime that could change our physicality in this respect between birth and death. We are powerful in the face of the soul, but powerless in the face of the facts of our physicality. But we know that when we face the external world and conjure up all these images, they are born out of our soul - not only, but through its activity, because it could never conjure up such reflections if something were not given from outside. And this outside includes the same forces that make up our physical body. It seems so mysterious to us because we cannot penetrate there. We would have to conjure up a fine musical ear and so on from the same world. It is something like a veil, like a shell. But behind it is something that, if we could master it, would give us the ability to transform our physical body just as much as the astral.

We can gain knowledge, but we cannot utilize it; we cannot transform our body with the knowledge. But there is a possibility to transform our physical body in the same way as the astral one. Even if we recognize the forces, we could not apply them directly, because our physical and etheric bodies are given to us as dense material. Here we want to refer to a law that will be incorporated into modern spiritual life through Theosophy.

In the 17th century, not only laymen but also naturalists believed that worms and fish could arise from mud. If we go back to the 17th century, we find scholarly works that describe how wild animals grew out of other animals – for example, hornets out of a dead ox that had been beaten until it was brittle, bees out of a horse carcass, and wasps out of a donkey carcass. It was [the naturalist] Francesco Redi who first uttered the sentence: Living things can only arise from living things. There must be a germ of something living in order for something living to arise. Redi was almost burned [as a heretic] for saying this. Today, anyone who claims otherwise would be considered backward. Spiritual science says: Spiritual-soul things can only arise from spiritual-soul things. Just as an earthworm does not come from mud, so the spiritual does not come from the inheritance of the father and mother.

We have to distinguish between the environment of the spiritual and the spiritual itself. In spiritual science, this leads us to the law of reincarnation [of what lives spiritually in man]. Today those who have recognized this law are perhaps not exactly called heretics – fashions change. Today the [true] enlightened are declared to be fantasists, dreamers. But in the not too distant future, people will no longer be able to understand how anyone could have believed otherwise. Thus, we see in what comes into existence through birth the repetition of an earlier earthly existence. And what lies between death and birth is a purely spiritual existence. When we look at a child with undeveloped features, we see what it has brought with it from previous lives on earth, and we can understand something that is very important.

Why can we only develop mental abilities during our lifetime? When we wake up, we find the same body with the same organs. But when a person passes through the gate of death, the great moment arrives when he discards his physical body and only what is spiritual and mental remains. Now he is no longer bound to the body. The conditions are quite different than during sleep. In the morning, when we wake up, we find the same physical body; we cannot destroy it and rebuild it. But when the physical falls away at death, what we have taken in knowledge during our life is united with our soul. In accordance with the knowledge and experiences we have had, we can now reshape them and incorporate them into a new body.

Thus, in each life, we build our body according to what we have gained in the last life; we make it the product of our experiences in the last life. Life experience in the present life is our existence in a next life. This is how knowledge works in us; it is one of the most important forces of existence, shaping itself. We are grateful for the knowledge of the last life; it has produced a body in the present life and preserves that with which we have enriched ourselves in the present life, and that will bring us higher in the next life. Now we also understand why there can be a huge difference between different people when we consider the strength and weakness of their cognitive abilities.

Now you will ask: why does man not remember his previous lives? That is also a matter of development. A four-year-old child cannot count. But it would be a false conclusion to say that this is not a human being, because humans can count. Wait until he is ten years old. There comes a time for every person when he begins to remember. One can only remember that which is present. Fichte was right to say that most people would rather consider themselves a piece of lava on the moon than a self. The realization of what the self is is still missing. Just as the flowers can only be recognized through sensory impressions, so can the spiritual only be recognized through spiritual research. From the intimate study of the self, it follows that the self must be there as a conscious idea before one can remember. Only when we have generated the idea of self can we reflect back on ourselves. Thus, knowledge as self-knowledge leads us to build up our memory in such a way that we consciously expand life beyond the life that is enclosed between birth and death. If we can continue to work from life to life, if through knowledge we succeed in shaping ourselves and thus awaken the eternal in us, then the knowledge of development helps us in the shaping of all that is eternal in us. Now we give the work of knowledge and its meaning for our whole life. It brings us immortality and gives us knowledge of our immortality.

Immortality and knowledge belong together. In a particular life, our body appears to be something that has been worked into it from the previous life. We often cannot use the knowledge in this life, but we need it to build a new body. This certainty gives spiritual science a practical meaning in life. It must not remain mere theory, but we must permeate ourselves with it completely. We then see death in a new light. Knowledge has built up our present body. Through the disintegration of our body, we become free from it and gain the opportunity to build a new one. Thus, even if we look at death in pain when it touches others, or with fear when it approaches us, it appears to us in a completely different form. If we can rise to a higher point of view, we can say that we are grateful for death, because it gives us the opportunity to build a new body for ourselves - for a higher life. The old spiritual researchers have always recognized this and also said so. Goethe puts it so beautifully in front of our soul, how we bring in from fresh life what we have worked for in the previous life:

As on the day when you were given to the world
The sun stood in greeting of the planets,
You immediately thrived and thrived
According to the law by which you entered.
So you must be, you cannot escape yourself,
So the Sibyls said, so the prophets said;
And no time and no power can dismember the form that has been stamped, which develops itself alive.

We have already pointed out in these lectures that in the words of Christ-Jesus to Nicodemus, we must recognize a conversation between Christ and a personality who is able to perceive what can be beheld outside of the physical body by means of higher organs of cognition if developed to a certain stage. For those who understand such things, this is clearly and distinctly indicated in the Gospel wherein it is stated that Nicodemus came to Christ-Jesus “in the night,” meaning in a state of consciousness in which the human being does not make use of his outer sense organs. We shall not enter into the trivial explanations which have been presented by different people concerning these words, “in the night.” You know that in this conversation the problem is one of rebirth of the human being “out of water and Spirit.” These are very important words concerning rebirth which the Christ speaks to Nicodemus in the 4th verse of the 3rd Chapter:

Nicodemus said unto Him:—How can a man be reborn when he is old?

Jesus answered:—Verily, verily, I say unto thee, except a man be born of water and the spirit, he cannot enter into the Kingdom of God.

We have already said that these words must be carefully weighed and we should keep definitely in mind that the words of a religious document of this kind must be taken in a literal sense on the one hang, but on the other we must first discover and understand this literal meaning. The words are often quoted, “The letter killeth, but the spirit giveth life!” Those who quote these words often employ them in a very peculiar manner. They find in them a license for reading into them their own phantasy, which they call the “spirit of the thing,” and then they say to someone who has taken the trouble to learn the letter before coming to the spirit: “What have we to do with the letter? The letter killeth, but the spirit giveth life.” One who speaks in this manner, stands about on the same level with a man who would say: “The spirit is what truly lives, but the body is something dead. Therefore let us destroy the body, then will the spirit become alive.” Whoever speaks in this way does not know that the spirit is formed gradually, that the human being must use the organs of his physical body for reception of what he experiences in the physical world, which he then raises into spirit. First we must know the letter, then we can kill it; likewise, when the spirit has drawn everything it can out of the human body, the latter falls away from the human spirit.

There is something extraordinarily profound just in this very chapter of the Gospel of St. John. We can only enter into the meaning of it, when we follow human evolution still further back than we have already in our consideration of the Gospel up to the present. Today we must trace the human being back into still more remote periods of the earth's evolution.

In order that you may not, at the very beginning, be too much shocked at what I shall have to say about these early human states, I should like to lead you back once more to the ancient Atlantean epoch.

We have already called attention to the fact that before that great cataclysm of our earth, a memory of which is retained in the sagas of the Flood, our human progenitors lived out there in the west in a region which no longer exists, but which now forms the bed of the Atlantic Ocean. This continent which is called the ancient Atlantis harbored our forefathers. When we examine the later epochs of this Atlantean period of human evolution, we find, even in these epochs of the far distant past, that at least the form of the human being was not so very much unlike his present one. However, if we should go back to the earliest periods of this Atlantean continent, we would find the human form quite different from that of the present. We can go still further back.

Before the Atlantean age, the human being lived in a land which, in the language of today, is called Lemuria. This continent also perished through great changes on our earth. It occupied approximately the region which now lies between southern Asia, Africa, and Australia. When we examine the human forms which lived in Lemuria, as they present themselves to clairvoyant sight, we find them very different from those of present day humanity, and it is not necessary that I describe them to you in detail nor those of the early Atlantean period. Although you have already had to endure a great deal in the descriptions of Spiritual Science, nevertheless the forms of these ancient Lemurians, fundamentally so different from the present forms, would appear to you quite improbable. However, we must in a certain respect describe them, although quite superficially if we wish to understand what has happened to the human being in the course of the earth's evolution.

Let us suppose, for example, something in reality quite impossible, but we shall assume it for the sake of an understanding. Let us suppose that with your present senses, which of course you did not at that time possess, you could look into the latter part of the Lemurian and the first part of the Atlantean epochs of human evolution, and observe the surface of the earth in its various parts. If you should expect to be able to find the human being upon the earth by means of this physical sense perception, you would be greatly disappointed. At that time he did not exist in a form which you would be able to see with your present physical senses. It would appear to you as though certain regions of our earth's surface, already resembling islands, protruded out of the rest of the still fluidic earth, which was either surrounded by sea-water or enveloped in vapour. But those regions which thus protruded like islands were not yet dry land like our present solid earth, but soft earth masses in the midst of which fiery forces played. These island regions were continually being thrown up and then again submerged by the volcanic forces of that time. In short, there was still in the earth an element active in fire; all was still actively in a state of flux, continually changing. In certain regions which already existed, and which had been cooled to a certain degree, you would find precursors of our present animal world. Here and there you would have observed grotesque shapes; you would have found strange forms, forerunners of our reptiles and amphibians. However, you would have been able to see nothing of the human being, because at that time he did not possess a physical body dense and solid enough to be seen. You would have had to seek him elsewhere, as it were, in the masses of water and vapour. It would be, perhaps, as though you were to swim out to sea at the present time and could see there not much more of certain lower animals than a soft, slimy mass. You would then find the human physical form of that time embedded in the regions of aqueous vapour. The further back we go, the more attenuated and like his vapoury, watery environment do we find the human form of that period. Not until the Atlantean period does it begin to condense, and were we able to follow with our eyes the whole of evolution, we should be able to see how, out of the water, this human being becomes condensed, gradually descending upon the surface of the earth. As a matter of fact, it is true that the physical human being set foot upon the ground of our earth's surface relatively late. From this region of water and air, he gradually descended, crystallizing out of it. We have now obtained a sketchy picture of a human being who is not distinguishable from his environment, who consists of the same element in which he lives. When we follow very far back in the evolution of the earth, we find that this human body becomes more and more tenuous.

Now let us go back to the very beginning of our present earthly planet. We know that it arose out of the ancient Moon. This ancient Moon we have called the “Cosmos of Wisdom.” At a certain stage of its evolution, this ancient Moon did not contain what we would call solid earth, and we must understand very clearly that the physical conditions were quite different on the embodiment of our planet which just preceded our present Earth. If you follow back as far as the ancient Saturn condition, you must not imagine that it would appear as our earth now appears, that you would find rocks upon which you could walk, and trees which you could climb. None of all this existed at that time. If you had approached ancient Saturn during the middle period of its evolution from far out in cosmic space, you would not, perhaps, have seen any special cosmic body moving about, but you would have been able to detect something very strange, namely, that you had come into a region where you felt as though you had crept into an oven. The only reality of this Saturn state was that it possessed a different degree of warmth from its environment. In no other way could it have been perceived. Occultism does not, like the present ordinary physics, distinguish three conditions of matter only, but it discerns still others. The physicist declares that at present there are solid, fluidic and gaseous bodies. Saturn, however, was not yet even gaseous. Our gaseous state is much denser than the densest state on Saturn. In occultism, we distinguish also the state of warmth which is not simply a state of matter in vibration, but a fourth substantial state. Saturn consisted only of this warmth and if we proceed from Saturn to the Sun, we experience a condensation of that ancient fiery planet. The Sun is the first gaseous embodiment of our planet; it is the first gaseous or airy body. The ancient Moon-state then condenses still further; it is a fluid body which only later, when the sun departs from it, assumes a more dense condition. The actual middle condition, however, while it is still united with the sun, is the fluidic state. All that we today call mineral earth, the mineral, rocks, surface soil, all this did not exist on the ancient Moon. This appeared for the first time upon our Earth, crystallizing itself out of it.

When the Earth commenced its evolution, it began by first repeating once more all the various earlier conditions. Every substance and every being in the cosmos always repeats earlier conditions at the beginning of any new stage of evolution. Thus our Earth passed quickly through the Saturn, Sun and Moon states. When it was passing through the Moon evolution, it consisted of water, mixed with vapour—not like our present water, but a watery, that is to say, a fluidic condition of substance. The fluid state was its densest condition. This watery sphere which swam about in cosmic space was not like the water of the present, but water mixed with vapour, in other words, something gaseous and something fluidic permeating each other, and within this we find the human being. He could exist in this watery sphere, because no solid substance had yet been precipitated. Of the present human being, only his ego and his astral body were present. This ego and astral body did not yet feel themselves as separate entities, but as though embedded within the body of divine spiritual beings. They did not yet feel themselves severed from a being whose body is the water-vapour earth. Then within these ego-endowed astral bodies, enclosures were formed, very tenuous, fine human germs. This is shown in the first diagram.

The upper part of the diagram is intended to represent the astral body and ego which, insensible to outer perception, were embedded in the water-earth sphere; these draw from themselves the first germ of the physical body which together with the ether body was in a very rarefied condition. This then took form out of this watery earth-water sphere. If you were to follow this clairvoyantly, you would see the first germ of the physical and ether bodies surrounded by the astral body and ego as shown in the first figure. That part of you—namely, your physical and ether bodies—which at present lies in bed when you sleep, formed in its very first beginnings in this Earth-state the first human germ still wholly enveloped by the astral body and the ego. The watery vapour mass then densified, and the astral body with the ego gave the impulse to this first human germ to become a part of this primal water-earth. (We cannot now follow further the evolution of the animals and plants.) The next thing that occurred was the condensation of the water, and, in a certain sense, air and water appeared. No longer were vapour and water mixed together, but water and air were separated from one another. As a result, the human corporeality—physical and ether bodies—again became somewhat more densified and because the air had separated from the water, it became airy and took into itself the fiery element. Thus what was formerly watery now became aeriform. The physical ether human germ now consisted of air permeated by fire; the astral body and ego enveloped it and all this moved about in what remained of the water, fluctuating back and forth alternately in water and air.

We thus have before us the human being of that time, whose incipient state has reached even the density of air and has been made incalescent by fire. This has become the same human being who lies sleeping in bed today. To each of these human fire-beings belong an astral body and an ego, but they are completely embedded within the bosom of the Godhead, that is, they do not yet feel themselves individualized.

You must meditate deeply upon these things, for these conditions are so different from the present conditions of the earth, they seem shocking and unbelievable. Now you will ask:—What is the fire element which you have indicated there in the air? The fire which human beings possessed at that time still exists within you. It is the fire that pulses through your blood, it is the heat of the blood. What is left over from the ancient air also lives on within your organism. When you inhale and exhale, you have air within your otherwise solid body which flows in and out of it. When you inhale deeply, the air is then taken up into the blood and this is the reason for the warm air-breath. Imagine this air permeating the whole body, penetrating into all its parts. Now, think away all that is solid and fluid and picture only the form that remains, the form of a human being who has just inhaled; that means that he has driven the oxygen into the outermost parts of the body. A form remains which is very similar to the human, but which, however, consists only of air. The air which streams through the human being takes on the exact form of the body. A kind of shadow body remains consisting of air permeated with warmth. That is the kind of human being you were at that time; you did not then have the form which you now possess, but the physical and ether bodies were enveloped by the astral body invested with the ego. This condition continued on into the Atlantean period. Those who yield to the illusion that in the earliest epochs of Atlantis men walked about as they do today, are quite in error. The human creature first descended out of the airy sphere into the denser region of matter. There were at that time upon the earth only the animals who could not hold back their incarnation in physical form, thus they remained at the animal stage, since the earth was not yet mature enough to yield up its substance for the physical human form. Therefore the animals remained in lower forms because they could not hold back their descent into matter.

The next thing that occurred was the division of the human being, in respect of his physical body, into airy, warmth and fluid parts. This means, in an occult sense, that he became a water-man. You may say that the human being was previously already a water-man. But that would not be quite correct. Previously the earth was a watery sphere, and within it—although only in a spiritual state—were astral body and ego. They swam about in the water as spiritual beings; they were not yet individualized. Now we have for the first time reached the point where we could have found the physical human body contained within this water, but in a sort of jelly fish formation. If you had swum out into this primeval sea, you would have found in it, condensed out of the water, forms which would have been transparent to you. This is the way these human beings appeared in the beginning. First they had a water body and at the same time their astral body and ego continued to remain deeply embedded in the divine, spiritual beings. At that time, when the human being possessed this watery body the apportioning of his states of consciousness was very different from what it became later on. The separation into unconscious night and conscious day did not exist as it does now, but then, when the human being was still embedded in the beings of the divine-spiritual world, he had a dreamy astral consciousness. When, during the day, he dipped down into his fluidic, physical body, this was night to him and when he was again out of his physical body, he beheld the dazzling, astral light. When he plunged into the physical body in the morning, there all was dull and dreary and a sort of unconscious state began. Gradually, however, the present physical organs were formed in his physical body and with these he gradually learned to see. Day consciousness became brighter and brighter, and he was thereby cut off from the divine matrix. It was only toward the middle of the Atlantean period that this human creature was dense enough to become flesh and bone. After the cartilage had solidified, the bones then gradually appeared. At the same time the earth also became more solid and the human being then descended upon the surface of the earth. Thus that consciousness which he had possessed in the divine-spiritual world gradually disappeared, and he became more and more an observer of the outer world, preparing himself thereby to become a true earth dweller. In the last third of the Atlantean period, the human form became more and more like the present one.

Thus literally and truly the human being descended from spheres which we must designate water-vapour, water-air spheres. As long as he remained in the water-air sphere, his consciousness possessed the faculty of a clear astral perception, because whenever he was outside of the physical body he was above in the presence of the gods, but by virtue of the densification of the physical body, he cut himself off, as it were, from the divine substance. Like something that had acquired a shell, he slowly severed himself from his earlier connections, when he ceased to be watery and gaseous. As long as he was fluidic and airy in form, he remained above with the gods. He was not able to develop his ego, for he had not yet released himself from the divine consciousness. Because he descended into physical matter, his astral consciousness became ever more darkened. If we wish to characterize the significance of this evolutionary process, we may say that formerly, when the human being was still living with the gods, his physical and ether bodies were fluidic and gaseous in form, and were only gradually, simultaneously with the solidification of the earth, condensed to their present material form. That is the descent, but just as he has made this descent, so will he also ascend again. After he has had the experiences that are to be had in solid substance, he will again mount into those regions where his physical body will be fluidic and gaseous. He must bear within him the consciousness that if he wishes to unite himself again consciously with the gods, his true existence will be in those regions from which he has sprung. He has become condensed out of water and air and he will again become diffused into them. He can only spiritually anticipate this condition today by gaining within his inner nature a consciousness of the future state of his physical body. Only by becoming conscious of it today, however, will he gain the power to do so. When we have acquired this consciousness, our earthly goal will have been reached, our earthly mission attained. What does that mean? It means that human beings were at one time born, not of flesh and earth, but of air and water and that they must later be truly re-born in the Spirit, of air and water.

In the linguistic usage of those epochs in which the Gospels were written, (which we should also study), “Water” was called water; but “Pneuma,” which is now used for “Spirit,” was then called “Air.” It had at one time exactly that meaning. The word “Pneuma” should be translated “Air” or “Vapour,” otherwise a misunderstanding arises. Thus we should interpret the words in the conversation with Nicodemus in the following manner: “Verily, verily, I say unto thee, except a man be born of water and air he cannot enter into the Kingdom of Heaven.”

The Christ is pointing to a future condition into which the human being will develop, therefore in this conversation we have before us a deep mystery of our evolution. We have only to understand the words correctly and employ them in the manner Anthroposophy can teach us. In the common language of every day, we still have remains of this former usage, when volatile substances are spoken of as spirit. Originally the word “Pneuma” meant air. You can see that it is very important for words to be understood in a very accurate and exact sense and to be carefully weighed. Then out of this very literal meaning arises the most wonderful spiritual interpretation.

Now let us try for a little while to direct our spiritual glance toward another fact of evolution. Let us once more look back to the time when the human astral body with the ego was immersed in the matrix of a common divine astral substance. As you follow this evolutionary course, you find that development took place in such a way that it is possible to describe it schematically. In the beginning, your whole astral being was embedded in the common astral substance and through the processes which we have just described, the physical and etheric enclosed it like surrounding shells. Thus individual human beings became separated from the general astral substance as detached parts. It was as though you had a fluid substance here before you and were dipping out parts of it. The detachment of the individual human consciousness from the divine consciousness runs parallel with the formation of the physical body. Thus we may say that the further we progress, the more we see how the separate individual human beings enclosed in the shell of the physical body, develop themselves as parts which are severed from the common astrality. It is true, the human being had to pay for this becoming independent by the darkening of his astral consciousness. Therefore he looked out from the sheath of his physical body and beheld the physical plane. The ancient clairvoyant consciousness, however, gradually disappeared.

Thus we see coming into existence the human inner being, an independent individual human inner being which is the bearer of the ego. When you observe the sleeping human being of the present, you have before you in the physical and ether bodies, which have remained behind in bed, what these sheaths, formed during the course of the ages, have produced through condensation. What had previously separated from the common astral substance returns to it each night in order to receive strength from it. Of course it does not enter so deeply into this divine substance as it did at that time, otherwise it would be clairvoyant. It retains its independence. This, then, is the independent individuality that came into existence in the course of evolution.

It may be asked, to what is this independent individual human being indebted for its very existence, this inner being that seeks its strength outside the physical and ether bodies? It is indebted to the physical and ether human bodies which were gradually formed in the course of evolution. They gave birth to that which dipped down into the physical senses and looked out into the physical world during the day, but which at night sank down into a state of unconsciousness, because it had severed itself from that condition in which it previously existed. In occult language, the part remaining in bed is called the real earth-man. That was “man.” And that part in which the ego remained day and night, that part born out of the physical and ether bodies was called the “child of man” or the “son of man.” The “son of man” is the ego and astral body, born out of the physical and ether bodies in the course of earthly evolution. The technical expression for this is the “son of man.”

Then comes the question, for what purpose did Christ Jesus come to earth; what was imparted to the earth through His Impulse? The “son of man” who had severed himself from existence in the bosom of the Godhead and had broken away from his earlier connections, and in place of which developed a physical consciousness will come again to a consciousness of the spirit through the force of the Christ Who appeared upon the earth. He will not only perceive in his physical environment with physical senses, but by means of the force of his own inner being of which he is now unconscious, a consciousness of his divine existence will flash up within him. Through the force of the Christ Who came upon the earth, the son of man will again be raised to his divine estate. Previously, after the manner of the ancient Mystery initiation, only chosen individuals could perceive the divine-spiritual world. In ancient times there was a technical expression for this. Those who could look into the divine-spiritual world and could become witnesses of it were called “serpents.” Those men of ancient times who were initiated into the Mysteries in this way were “serpents.” The “serpents” were the forerunners of the deed of Christ Jesus. Moses showed his mission by lifting up before his people the symbol of the elevation of those who could perceive in the spiritual worlds; he lifted up the serpent. What these chosen few had then become, now every “son of man” could attain through the force of the Christ present upon the earth. This the Christ expresses in his further conversation with Nicodemus when He says:—“Just as once upon a time Moses lifted up the serpent, even so will the son of man be lifted up.” Throughout, Christ Jesus made use of the technical expressions of that age. First the literal sense of the expressions must be discovered, then the true meaning can be understood; this is also identical with the Anthroposophical teaching. Therefore, in ancient times only a prophecy of the “I AM” teaching could gain a footing. Only on the outer authority of the initiated could the people hear something of the power of the “I AM” which should be enkindled in every “son of man.” But we are quite sufficiently informed about this.

We have seen what the “I AM” signifies in the Gospel of St. John and can ask whether this “I AM” in the course of time has been imparted to humanity. Has it been gradually proclaimed? Did the Old Testament prophetically point to and prepare for what was brought to mankind as an impulse through the descent of the incarnated “I AM?”

Please remember that all that occurs in the course of the ages has been slowly and gradually prepared before-hand. Like the child in the mother's womb, all that was brought by Jesus-Christ had been slowly matured in the followers of the Old Testament through the ancient Mysteries. On the other hand what had been prepared in the followers of the Old Testament among the ancient Jewish peoples had grown to maturity among the ancient Egyptians. Among them were highly developed initiates who knew what was to come upon the earth. We shall now learn how the Egyptians, who were the third sub-race of the post-Atlantean root-race, developed by degrees the complete impulse of the “I AM,” and how they furnished, like the mother's womb, the outer structure for this “I AM,” but did not go far enough to give birth to the Christ Principle. Then we shall learn how at last the ancient Hebrew peoples separated from them.

Moses is represented to us as one chosen from among the people of Egypt to become the prophet of God, of the incarnated “I AM.” He prophesied the coming of the “I AM” to those who could understand something of It. He announced that for the words, “I and Father Abraham are one,” will be substituted these other words, “I and the Father are one,” which means, I and the spiritual foundation of the World are directly one. The followers of the Old Testament looked up to the folk group-soul in its plurality and in this group-soul, each individual felt sheltered as though within the Divine. Through Moses, an initiate of the old order, it was prophesied that the Christ would come; in other words, that there is a divine principle which is higher than the blood-principle flowing down through the generations. It is true, God has been active in the blood since the time of Abraham, but this blood-father is only the outer manifestation of the spiritual Father.

Moses said unto God, Who am I that I should go unto Pharaoh, and that I should bring forth the children of Israel out of Egypt?

He said, I will be with thee: and this shall be a sign that I have sent thee: When thou hast brought forth my people out of Egypt, ye shall serve God upon this mountain.

And Moses said unto God: Behold, when I come unto the children of Israel, and shall say unto them: The God of your fathers hath sent me unto you, and they say unto me: What is his name? What shall I say unto them?

He had to announce prophetically a more exalted God, Who exists within the God of Father Abraham, but Who is at the same time a higher Principle. What is His name?

And God said unto Moses, I am the “I AM!”

Here is foretold the profound truth about the Word which later appeared incarnate in Christ-Jesus.

And he said: Thus shalt thou say unto the children of Israel: the “I AM” hath taught it to me.

This is the literal wording. In other words, this means that the “name,” that name which is the basis of the blood-name, is the “I AM”—and this “I AM” appears incarnate in the Christ of the Gospel of St. John.

And God said further unto Moses, Thus thou shalt say unto the children of Israel, the Lord, God of your fathers, the God of Abraham, the God of Isaac, the God of Jacob hath sent me unto you.

What has been seen only externally streaming through the blood, is in its deeper meaning, the “I AM.”

Thus was proclaimed what was later to enter the world through Christ-Jesus. We hear the name of the Logos, we hear Him at that time calling to Moses, “I am the I AM!” The Logos proclaims His name, that part of Himself which can be comprehended through the understanding, through the intellect. What is here proclaimed appears in the flesh as the Logos, is incarnated in Christ-Jesus.

Now let us consider the external sign of the flowing down of the Logos into the Israelitish people, as far as this can be grasped abstractly in thought. This outer sign is the “Manna” of the Wilderness. The word “Manna” is, in fact, (those who understand Spiritual Science know this) the same as “Manas”¹, the “Spirit-Self.” Thus there streams into that people which has by degrees acquired an I-consciousness, the first trace of the Spirit-Self. However that which lives and appears in Manas itself must be called by another name. It is not something that can be simply known, but it is a force which can be taken into oneself. When the Logos simply proclaimed His name, it could be understood and grasped with the intellect. But when the Logos became flesh and appeared among men, then it became a Force-Impulse which is not only a teaching and a concept, but exists in the world as a Force-Impulse in which humanity can participate. He then calls Himself no longer “Manna,” but the “Bread of Life,” which is the technical expression for Budhi or Life-Spirit.

The water transformed by the spirit, which was offered in symbolic form to the Samaritan woman, and the “Bread of Life” are the first heraldings of the influx of Budhi or Life-Spirit into mankind. Tomorrow we shall continue this discussion.

• 1. Note by translator. Dr. Steiner was giving these lectures to Theosophists who were familiar with the oriental terminology. By degrees he dropped this as the students became familiar with his own new occidental terms.

It will be necessary, gentlemen, to take a closer look at the subject we have been discussing. Last time, I was able to show you what strange creatures once populated the Earth and how these truly remarkable creatures behaved. I was finally able to point out to you that the whole Earth itself was once a living being.

You see, when we look at all the animals that once lived on Earth – last time I spoke to you about ichthyosaurs, plesiosaurs, megatheriums and sirenians – look at all these animals, of which remains are still present in the various museums, we find that they have one peculiarity: they are mostly covered on the outside with a scale armor and have powerful, thick forearms, paws. So, of course, you could not only have gone for a walk on such an animal – they were big enough for that – but you could also have beaten it with a mighty hammer, and the animal would not have been very uncomfortably affected by any of it, because the whole animal was surrounded by such a scale armor. In the small, however, only as very small dwarfs, only the turtles or crocodiles of these ancient animals have survived today. I would like to say that in the small format, turtles and crocodiles are what these animals once were in their huge size. So you have to imagine that these ancient animals had such a horn-like coat consisting of individual horn plates.

Now we have to get an idea of where these animals actually got this horn-like coat from. We have to study history from a very young age, not as a human being from a very young age, but how history develops from a very young age. Imagine that a dog wounds itself somewhere. The animals have strange healing instincts. You will have already seen what a dog does when it wounds itself somewhere. When a dog has a wound somewhere, the first thing it does is lick it; it covers it with saliva. And then, once it has covered it with saliva, it likes to lie in the sun and let the sun shine on it. And what happens then? A kind of scab forms over the wound. So that one can say: If this is the dog's wound (see drawing), then he covers it with saliva so that the wound is coated with saliva over its entire surface. Then he lets the sun shine on it, and the sun makes a hard crust out of what it brews there, together with the saliva, and underneath it heals. So the dog has a very strange healing instinct. It does the right thing based on its instinct.

Now we can expand a little on what we have observed. We can look at another strange phenomenon that will lead us to understand something like this wound healing here. You know, we breathe in the air. When we breathe in the air, we get oxygen inside. The oxygen spreads throughout our body. And when the oxygen spreads throughout our body, we can live. We would suffocate immediately if we could not get the oxygen. But what do we do for it? We are not exactly very grateful people for the air that gives us oxygen. We are actually quite ungrateful beings towards the air, because we combine carbon with this oxygen in ourselves, and that becomes carbonic acid, and we breathe that out again. This is actually quite ungrateful towards our environment, because we are constantly polluting the air. If someone were to stand in carbonic acid, they would suffocate. What is made of the beautiful, good breathing air inside us is what we use to pollute our environment. We constantly spread carbonic acid gas around us, in which no being – not a human being, but also not a living being that is animal-like – could live. So you see, animal life actually basically consists of the fact that it itself constantly draws what it needs to live from its surroundings, but returns the deadly substance to its surroundings. That is what animal life consists of.

However, with this animal life, things would soon go badly on the present earth if all creatures behaved as indecently as humans and animals. You see, humans and animals pollute the air. And if all creatures behaved as indecently as humans and animals, then our earth would have been destroyed long ago, with nothing left to live on; then our earth would have long since become one big cemetery. But the good thing is that plants don't behave indecently. They do the opposite. Just as we absorb oxygen and pollute the air all around, so plants absorb carbon dioxide and retain the carbon, while releasing the oxygen. So that actually only because there are plants and especially forests on earth, life on earth can exist. If there were no forests on earth, or if large companies - some of them are already doing it - were to cut down the forests, life on earth would become much less healthy. That is precisely the point, that we need the forests on earth. If we only look at the wood, then of course we are gradually making life on earth impossible by cutting down the forests. So we can say: on earth it is arranged in such a way that people and animals actually behave quite indecently, because they pollute everything, and the plants and the forests, in turn, make everything tidy.

Yes, you see, gentlemen, that is the way it is on Earth now, but it was not always like that on Earth. We just have to be clear about the fact that the Earth has changed, that it was quite different in the time I was talking about last Wednesday; you have realized that. Because when you go for a walk now, you won't come across an ichthyosaurus up on the Gempen, as you might have done back then. That is no longer the case. But the earth is constantly changing and will also look quite different in the future than it does today. But what can we see from all that we have learned now? We can say: That which is inside a person, what he gives of himself, cannot sustain him. He must get something else; on the present earth he must get what the plants give him in order to live. We cannot live on what we have inside us alone, it destroys us.

So you can see this quite clearly: that which is useful inside a person destroys us when it comes from outside. Inside, we would be quite ill if we had too much oxygen. But from the outside, oxygen must be supplied continuously.

So what is harmful on the inside is beneficial when it comes from the outside. What is beneficial on the inside is harmful when it comes from the outside. You see, gentlemen, it is so important to realize that what is beneficial internally is harmful when it comes from outside, and what is harmful internally is beneficial when it comes from outside. This is so important that if you do not understand this, you do not understand anything.

Now we can say: We now know from contemporary life that something completely different must approach us from the outside than we have within us. Something completely different must approach us from the outside.

Let us now go back to the old days, having acquired a few concepts from the present. Let us go back and imagine ourselves in the time when the ichthyosaurs walked on the earth, half walking, half swimming, and when the plesiosaurs hopped around on the earth. We place ourselves in this time. Yes, but that was also a time that was preceded by another. Now, what was it like on Earth in those ancient times, before there were ichthyosaurs and plesiosaurs?

Yes, gentlemen, according to the remains we have from this ancient, very ancient time, the animals that existed back then were even clumsier than the later ones. You know, a plesiosaur – you can see this if you look at one in any museum – with its huge size, with its heavy scale armor, as heavy as a knight's armor in the Middle Ages, and with that it was a little uncomfortable to move, and with its clumsy legs – they were terribly clumsy creatures. So, you know, they weren't exactly nimble guys. But these clumsy creatures still had something that resembled feet, which were like fins that they could use to swim and even to hold on to something. So, after all, I would say that was already a kind of modern era. But the animals that existed before these clumsy ichthyosaurs, plesiosaurs and megatheriums were much more clumsy, because actually didn't have much more than a soft body with all sorts of things thrown together in it: a bit at the front that looked a bit like a head, a fairly long tail at the back, and a huge, huge scaly armor over it.

If you have ever seen an oyster, for example, then you can imagine that a turtle is a bit like a dwarf. Inside it has only the whole mucus-like body, and a shell around it. Now, if you imagine the shell a little differently, the scales like those of a turtle and inside it also a soft oyster body, then you get roughly the animals that were once on Earth before the ichthyosaurs and megatheriums were on Earth.

The Earth was very thick then, much thicker than milk. Everything that is now mountains was dissolved. So it was a very thick thing. In this thick sauce - the whole Earth was an awfully thick sauce in space - swam such a giant oyster. Compared to it, our whole carpentry here would have been a dwarf. They were such giant oysters that if you had drawn today's France on its back, it would have comfortably fit on it. The oldest of these animals were so huge because the Earth was also still huge. So once upon a time there were giant animals that actually consisted only of a slimy mass and that could only move like oysters, except that the oysters must have been in much thinner water. And these slimy animals, which had a huge tortoise shell, swam in this thick earth.

So you see, the earth was really something like this, like if you imagine a huge thick soup today and dumplings in it. But you have to imagine the dumplings as being very thick on one side, so that you would break your teeth if you bit into them on that side, and very soft on the other. You could then lift one side of these dumplings off; then you would get something like a hat. And the other side, that would be very soft, you could eat that. This was much softer for these animals than the one they swam in, than this thick earth. Therefore, it was also the case with these animals, as it is today only certain very small animals have preserved themselves. You will have seen snails crawling before. When the snails crawl, you can follow the trail of these snails; it is full of this slime - you will have seen that - that the snail leaves behind. Today, the sun dries up the slime. Today it is not very important. But think of the ancient times, when the earth was not as solid. These animals also left this slime in the thick earth soup, and it mixed with this thick earth soup. So these animals have always been very useful in this thick earth soup.

Today, such things can only be traced in very small traces when you walk on the path and it has rained a lot. You can see this especially here at the Goetheanum: then the earthworms crawl out. You will have seen this already, during special rainy seasons the earthworms crawl out everywhere. Where are the earthworms otherwise? They are usually inside the earth, crawling inside the earth and making holes where they crawl through. You see, if it were not for these earthworms, our fields would be much less fertile. Because what these earthworms leave behind in the earth makes the soil fertile. We must not imagine that anything in nature is unnecessary.

And so it was with these giant oysters in ancient times. They constantly secreted what they gave off as mucus into the earth soup, and thereby always refreshed this earth soup, always, always refreshed it.

But the story is this: in today's soil – yes, however much the snails and earthworms mix in what they secrete – in today's soil, it dies again. What the earthworms provide in the form of dung is very useful in the arable soil, and in a sense what the snails provide in the form of dung is also useful in the arable soil. Not only in the arable soil, but in the meadows, what is on the earth, where the snail slime sinks in, is a very, very good fertilizer. But you see, what goes into the earth through today's animals does not come to life.

But in the time I am talking about now, when these giant oysters deposited their products in the earth soup, there really was something very strange – something like that still happens today. Right, fertilization in certain lower animals, even in fairly high animals, does not occur in the same way as in higher animals and in humans, but fertilization occurs, let's say, in certain fish-like or even amphibian-like or toad-like animals, in such a way that the eggs are laid, laid somewhere, so that there is a clump of eggs somewhere that the female has laid; and the male then simply drops his seminal fluid on top of them, outside the female, and only then are the eggs fertilized, outside the female. This still happens today. So you can say: the female lays the eggs somewhere and goes away. The male finds these eggs, fertilizes them, and also goes away. So fertilization takes place externally. But it cannot happen, nothing comes of it, unless the sun shines on these fertilized eggs. If the sun does not shine on them, then nothing comes of it, they die. But if the sun shines on these fertilized eggs, then new animals come of it. This still happens today.

In the time when these giant oysters swam around in the earth soup, this mucus, when it entered the earth, had the effect that such huge animals developed again and again from the earth itself. The old ones died, but the new animals developed out of the earth itself. The earth itself continually gave birth to such extremely clumsy but gigantic animals. So the earth was such that it was itself fertilized by what these animals secreted. So you can imagine: once there was one earth life; the earth was completely one living being. But this life had to be maintained by the mucus secreted by these animals up above. If this thick soup of the earth had been alone, these thick animals here would soon have died out too. They secreted, and through that the life of the earth was continually maintained, so that the earth continually drove such animals out of itself. They then fertilized the earth itself again, and it could now again grow such animals out of itself.

But these animals, they could not have secreted this slime if something else had not been there. You see, the earth was an awfully thick soup; but I told you: the slime of the animals was much thinner than this earth soup, much thinner. How did it come about that the animals could have such thin slime? That would have been quite impossible, that the animals could have a thinner slime than the earth itself. The earth was also a pulp, a slime, but a very thick one; but these thinner lumps of slime were constantly emerging. How did they come about?

You see, gentlemen, if you have only a glass of water and in it a liquid, water in which salt is dissolved, it can happen that the salt falls down. The salt collects as a sediment at the bottom; but then the water is thinner. Only when the salt was dissolved was the water thick. Now the water has become thinner because the salt is out. So later you have thinner water above, and much thicker salt water below. And if I could turn this glass over now – no, if I did that, of course all the salt water would just flow out, and the story would not have formed. But with these ancient animals, it was like that, it turned itself over. With these old critters, it was like this: there was the thick earth; something had formed there. There was the scale armor on top and slime further down. What was the scale armor? That was nothing other than what had separated out from the thick earthen mass. Just as salt separates downward from water, so this thick, very thick mass, which then formed a scale armor like that of turtles, separated upward from the thickness of the earthen mass, but upward, so that the thinner part remained below. And so this inverted glass, or head, could lift itself out of the water. Only the salt came to the top.

And what happened to this salt? Yes, gentlemen, now we go back to what the dog does when it has a wound. When the dog has a wound, it licks it off. Then it lets the sun shine on it; then it becomes thick and kills whatever is in the wound. Otherwise, bacteria would get in and the wound would get bigger, and the whole dog would be destroyed. You see, a scab forms, a scab of what is inside. The mucus that the dog brings to the wound is something internal; when the sun shines on it, it thickens the mucus through the warmth.

It was the same with these animals in those ancient times. The sun shone on this thick earth soup, and because the sun shone on it, such thickening occurred in some places as it occurs on a wound in a dog. These were the shells. And because a thickening formed, there was a thinner mass of mucus underneath. And so these giant oysters were formed. But, you see, these giant oysters could not have formed at all if the sun had not shone. It would have been impossible. So now we have the strange fact that we have the Earth – I will draw this very small now –; the Sun shines on the Earth during the day, and the Sun brings out these giant oysters from the Earth. So we can say: Once upon a time, the Earth was a thick soup, and because the Sun shone on it from the outside, such animals formed.

But all that would have been of no use at the time, because now the earth, when these animals left their thin slime behind them as they swam through the soup, could have been fertilized. That would have been of no use. Yes, so the earth must have been something else in its interior. It must have been similar to an egg. Only in this way could it have been fertilized. Is that not obvious? The earth was once, so to speak, like an egg. Only in this way could it have been fertilized.

We have to study what it is like with such an egg so that it can be fertilized, because we come to a state of the earth when there was a thick earth soup. The beings that could fertilize, I mean, the male beings, we found them in the old days; but if the earth should have been the generally female being – we have not yet found that, we now have to look for it again. We have to figure out how the earth could have such a huge egg.

You see, gentlemen, if you want to come up with something like that, it means looking at the world a little. And strangely enough, I will now have to draw your attention to a completely different area first, to something that still exists today, but really, I would say, in such a rarefied state that many people are not aware of it in their consciousness. But it is really not just out of a certain sense of mystery that poets, when they want to depict the development of love between two lovers, have them go out into the moonlight. There is something about moonlight that has an extraordinary effect on the human imagination.

You may think that this is not really part of it, but it is. Moonlight drives out the imagination of man. And you see, it is something quite remarkable that moonlight drives out the imagination of man. When people who are currently scholars sometimes have such a surge of cleverness, they sometimes come up with very cute things, nice things. For example, a while ago in Paris there was a scholar who said to himself: With all the medicines we now have in medicine, you can do so terribly little for people, and – it is really quite strange that a Parisian scholar has finally come up with it – if you wanted to make people healthier, you could do something different. And, gentlemen, be amazed: the scholar in Paris advised people to read Goethe's “Faust” a lot – it will make them healthier than absorbing all that stuff that only stimulates the mind – because Goethe's “Faust” stimulates the imagination, and imagination is healthy. Even a materialistic scholar has found reading Goethe's “Faust” so good because it stimulates the imagination that he said: Today's people are so clever, they only use their minds; but the mind actually makes you sick. But if people would read “Faust” and put themselves in all the images that are in “Faust,” they would be much healthier.

So the scholar wanted people to imbibe a little of the healthy power of growth. People should imbibe a little of the healthy power of growth! Yes, you see, that was a moment of insight, of which today's science has few. Today's science had a healthy moment. This is healthy because it encourages you to digest better. It is really true: a person digests better when they study Goethe's “Faust” than when they study all the learned works. There they ruin their stomachs. With Goethe's “Faust” the stomach becomes healthier and healthier; but so do the other organs. And what is the reason for this? Well, because Goethe's “Faust” comes from the imagination, not from the intellect.

Imagine, when a person lets themselves be inspired by the moon, then their imagination is stimulated. So, the moon stimulates the growth forces in humans. But today this is the case to a very small extent. Isn't it true that a person feels a little warmed inside, so he feels his growth forces stimulated inwardly when he goes for a moonwalk? That's true. But it doesn't come into consideration much.

But the moon is connected to everything that life means to a person. I can give you a small fact that shows extremely strongly how the moon is connected with life. You see, today, when people are paying attention to some things that people once knew - remember, for example, what I told you here about the Roman Janus head with the two faces - you can imagine that people used to know more than they do today. They may not have been “smarter,” but they knew more. Isn't that so? Today, when everything that people once knew has been buried by people's cleverness, today one says, “Well, a human child is carried for nine months.” But medicine, which sometimes, just as it has preserved the Latin language, has also preserved old ideas – today's doctors don't want to know anything about it, but sometimes these old ideas are still there – says: the child is carried for ten months. Where does that come from, gentlemen? Well, if you do the math: a lunar month has about 28 days; ten times 28 = 280 days. A month as we have it today, calculated at 30 days, if you take that nine times, you have about the same = 270 days. This means that the nine months we have today are ten lunar months. That is the same time. In the past, people used to count in lunar months when talking about the gestation period of a child in the womb.

Where did this come from, gentlemen? Because it was still known that the development of the child in the womb is connected to the moon. It is connected to the moon. It was once known and can now be established again through anthroposophical studies that it is the moon that causes the child to be able to develop as a living being in the first place.

But this moon only affects female beings in the human and animal kingdom because they are designed to be affected. The moon no longer has an effect on the earth. It no longer produces eggs there. And yet, if you study the matter properly, you come to the conclusion that it is not only in a subtle sense that the imagination is stimulated and that our growth forces and we are set in motion when we go for a walk on the moon. The moon has a revitalizing effect in us, but it has such a strong revitalizing effect in the human and animal female body that it actually equips the child or the animal with growth forces.

Yes, you see, the moon, shining down from the sky, does not cause the earth itself to grow, because the earth is already far too dead today. So this earth, which could once be fertilized, must have been more alive.

And now you remember that I told you that what is inside a person, when it comes in from the outside, is harmful. So the moon, which shines down on the earth today, can no longer bring forth life. Why? Because its light comes from the outside, just as when the air that we ourselves have given off comes from the outside. Then it can no longer invigorate us internally. Today, the moon can no longer do anything with the earth itself. Today, the moon can only do something in the animal and human body because it is protected.

But where must the moon have been at one time so that it could make the earth itself a living being? It cannot make it a living being outside of the earth. It must have been inside the earth! Just as carbonic acid, when it is outside, can no longer make us alive, but must be inside, must develop itself alive inside, so the moonlight must not have been outside once, but inside the earth.

So imagine, gentlemen: back then, when these beings were there, the moon was not outside the earth at all, but inside it, dissolved in the thick soup. It was not yet limited at all, but it was in there, an even thicker ball. It could make the whole earth into an egg. It just comes to mind that the moon, which today only affects the imagination and the female fertilized body, that the moon, which is up in the sky today, was once inside the earth.

But then it must also have come out at some time. And you see, gentlemen, here we come to the tremendously important moment in the evolution of the earth: the moon, which is always outside today, was once inside the earth. The earth excreted it. It now surrounds it from the outside.

If we study the entire body of the earth, something remarkable comes to light. If we study the body of the Earth, we actually see that the body of the Earth consists of water, and the continents, the land masses, are floating in this water, just as these giant animals once swam in it. Europe, Asia, Africa are floating in the water, just as these giant animals once swam in the Earth soup, in the thick Earth soup. And when we study what it looks like – you know, it doesn't look the same – then we can still see today from the hollowing out of the earth and the shifting of the continents that the moon once flew out of where the Pacific Ocean is today. The moon was once inside the earth, flew out. It first hardened on the outside.

We are now looking back at an ancient state of the earth. Then the earth still had its moon inside its body. The moon made it into a mother with its substance, and the paternal substance was evoked by the sun, because the sun continually produced such lumps of slime, which surrounded it on the outside with a thick coat of horn. That was caused by the sunbeam. And these floating lumps of slime have continually fertilized what was at the bottom of the earth soup and what was kept alive by the moon. So that the earth was a huge egg and was continually fertilized by what the sun had done.

Yes, gentlemen, if history had gone on like that, it would have created a rather uncomfortable situation on Earth. The moon would have flown out. The earth would have become barren, and eventually everything would have died. What has been done there? Although the moon's flight out has caused the earth to die, something of the old fertilizing has been preserved in the maternal animal and human body. Before that, there was no birth at all in the way that there is now, right? Just as when you make a new loaf of bread, you take some of the old yeast and then add it, so there is still some of the old substance that you took from the moon remaining in the female bodies, so that it can be fertilized. What is fertilized there, what becomes an egg inside, is only a replica of the old earth egg. So it is no wonder that when the child is born, the moon story still haunts it, and even the time during which the child is carried is determined by the moon. Isn't it true that the baron's son must also stretch himself according to the inheritance his father leaves him? The fertilized egg must do the same, which actually comes from the old moon soup. It must still be guided by the moon, because that is where the inheritance comes from.

In general, you see, in older times people knew much more about these things. I will give you the reasons why once more. In older times, people knew much more about these things, and they said: Sol, the sun, is masculine. It does, after all, represent the masculine. This is still the case in Latin. Sol, the sun, is masculine. Luna, the moon, is feminine; in Latin it is a feminine word. Sol, the solar, fertilizes Luna, the feminine. In the German language the story is completely reversed; we say the sun and the moon, whereas in reality the sun represents the masculine and the moon the feminine. That is how confused the story has become. If we wanted to speak correctly, we would actually have to say in German: der Sonn und die Mond.

But the ancient Latins already made a joke about it and said — this is just a joke with which I want to conclude today's reflection; I just wanted to give you something here that will be much more evident next time — the ancient Latins said: First we have such a moon (see drawing); then the moon always waxes, becoming like this, and then it waxes, becoming like this; then it wanes again, becoming like this. And you see, if we take these words in the Romance languages, for example in French, we can turn this (see drawing, waning crescent) into a C, and this ( waxing moon, first quarter) into a D; but then we get croitre = to wax. But when it is waning, the moon is not waxing when it makes a C! On the other hand, when it is decroitre = waning, it waxes. So that when we look up at the sky, the moon tells us, “I am waxing,” when it is actually waning, and vice versa. This is where the saying comes from: the moon is a liar. It lies to you.

But there is a deeper meaning to this. People gradually became embarrassed to talk about the moon-related because the moon-related is connected to the origin of man. It gradually became something that was not talked about. And people lost the ability to talk about the moon-related in the right way. That is why the moon also became a liar. When you looked at it, it no longer said anything to people that they could relate to. Doctors gradually stopped talking about the fact that a child remains in the mother's womb for ten lunar months and started talking about the nine solar months, which are then roughly the same length of time. But in reality it is ten lunar months, not nine solar months. This is connected with the moon and comes from the fact that the earth once carried the moon in its belly, gave birth to the moon and threw it out into space.

Now, gentlemen, think about this: after all, I am not telling you anything different from what someone would tell you today when they talk about an old nebula, about a vapor from which the Earth was separated, and from which the Moon emerged. But that is all just a mechanical, materialistic thought! No amount of vapors could ever give rise to anything living. But what I have told you is not an old vapor. You can create as much vapor in the boiler as you like and allow something to split off – but what I am telling you leads you back to reality. And that is the reality, not the vapor from which Jupiter is said to have split off and the Earth; and when the Earth was still the same as Jupiter, it threw out the Moon. The real moon is connected with the whole growth and even with the reproduction of man, as I said, and the earth once had its own power of reproduction in it, was maternal earth, and was fertilized by the animals that were up there with their shells, and by the sunshine. The moon force in the earth has been fertilized by the sunshine. Yes, you can see how we gradually move out of the earth into space.

Of course, I am making a bit of a demand on your attention, but you can see that you can actually learn something real from it.

The human being is distinguished from the other beings on earth because he does not arrange his life only according to vague, instinctive impulses, but to clear ideas and thoughts to get strength, power and certainty for his work if he is able to look not only at the present, but to determine his future out of ideas or ideals independently. The human being attains that only if he is able to survey life in its entirety. We learn from the past; we work for the future best of all if we anticipate in our ideas and ideals what we want to do in the future.

It could seem now that the today's topic Outset and End of the Earth extends too far to the past and to the future, as if we wanted to deal with ideas that hover high over our everyday existence. However, the philosopher Johann Gottlieb Fichte already said a right word against those people who turn against ideas and ideals out of their ostensible life praxis because they think that the practitioners of life have no use for ideals and ideas. Speaking about the great ideals and about the determination of the human being to his Jena students, he coined the nice words against those people: we, as idealists, know as well as the practitioners, maybe better, that the ideals are not directly applicable in the real life. However, if they want to state that life—if it should be practical—must not be arranged according to ideas and ideals, they show only that one does not count on them in the further evolution. Hence, a benevolent god may give them rain and sunshine at the right time, the necessary food and, as far as I am concerned, clever thoughts, too.

If we look back at the becoming of our earth, then the present human being thinks of the miraculous, immense achievements of the scientific thinking at first, of course. As well as already at other opportunities I want to emphasise also here that it can never be the task of spiritual science—if it understands itself correctly—to argue anything against the justified findings and results of the modern natural sciences. Therefore, allow me to say first something, before we tackle this enclosing issue from the spiritual-scientific point of view, also here again as with other considerations.

What has the modern science to say about our today's issue? I want to answer to the question only briefly and sketchily.—The natural sciences reveal the earthly past with great, enclosing astuteness. They conclude from that what the earth is now, from that what we have as remains of extinct worlds and beings how it has looked once on our earth maybe millions of years ago, and which beings walked on it. You know, history, the historical documents lead us only a short time back in the evolution, some millennia only. Then it becomes dark, so to speak, if one wants to count only on the historical documents. A second time leads us back to that what could not be committed to the written documents, also not to other documents, what our ancestors gave their dead to their graves as burial objects of their culture that they manufactured and that stayed behind as remains. Then, however, the natural sciences go back even further.

They show which beings lived successively on our earth based on the skeletons and other remains of primeval plants and animals that are included in the layers of our earth. One can easily realise that that what lies in the upper layers of our earth has found its grave at last, that that what lies in the deeper layers which were covered by later ones must contain the documentary remains of older, former times. Admittedly, it is not so easy to do research scientifically in this way. Geology has some difficulties. For that, what has been stacked within the earth surface has not so remained, as it has been stacked originally. Overburdens, faults, any possible mixture of the whole have taken place, so that sometimes that what lay originally at the bottom have come with the faults at the top. A great astuteness is necessary to get an idea of the earthly evolution from that what the layers of our earth enclose.

We do not want to go more into details than the spiritual researcher can justify in this respect; we also do not want to explain in detail what we would have to say from the spiritual-scientific point of view. There is still something to be corrected. However, we do not want to get ourselves into it. On the contrary, we prefer to accept thankfully as a great achievement for humanity what the industrious natural sciences have observed and the scientific astuteness has performed in this field. We would like to think ourselves back to a former state of the earth with the physical research where our earth looked very different for the most part from today, where the simplest living beings must have lived no remains of which were preserved. We pursue the development of our earth of the layers and remains that lie at the bottom and at the top. We find there simple animals, which are subordinate to the vertebrates, to those which have a skeleton.

We go on and see how the various animal classes and plant classes develop gradually, as well as they seem to appear on the changing earth gradually. We go back with the naturalist to the time when in our earth evolution fish appear. Many of them have quite different forms than the today's ones. If we go back further, we come to a strange developmental phase of our earth when those monstrous, miraculous animals that belong partly to the amphibians and reptiles inhabited it. These animals were gigantic, whose eyes were maybe as big as a child head, they were provided with huge teeth, animals that one calls ichthyosaurs and plesiosaurs etc. and whose remains are excavated in the most different regions of the earth from the Cretaceous layer, the Jurassic layer. There we come to the time when more perfect plants have originated, in a relatively young time, although it comprises millennia. We arrive at that time when in scientific view the human being appeared, when he appears for the first time on our earth, so to speak, according to the documents that the concerning layers contain, after the higher mammals, related to him, had preceded him. Briefly, we use that picture again which we already used recently when I talked about sun, moon, and earth, and imagine anyone could observe the evolution from a seat in space for millions of years. He would see the surface of the earth forming, the distribution of water and earth, conditions of cold and heat changing, the various classes and forms of plants and animals appearing, and the physical picture would be the same for such a hypothetical observer as natural sciences describe it.

But again I emphasise that one cannot go on from spiritual science farther than, so to speak, up to the point where the natural sciences themselves will be obliged to correct the things in the future. Where does a conflict exist between the natural sciences and spiritual science now? One says repeatedly from the natural sciences, spiritual science does not stand on scientific ground. Can one stand more on scientific ground than to admit that everything that the natural sciences knows and can recognise also finds recognition with us?

However, there are people who say, they firmly stand on the ground of the scientific facts. They demand from the spiritual scientist that he should know nothing else than what they themselves know. They do not demand only that one concedes to them what they themselves say, but they also demand that one subjects to the dogma that one cannot say more than they say. These people do not notice at all that such inner intolerance was never there in the entire human development, also not in the times when the outer intolerance went far. Indeed, as we said already last time considering the sun, moon and stars: the outer sensuous picture gives no cause for quarrel between spiritual science and the natural sciences.—However, does result from this outer sensuous sight that behind the sensuous, behind the physical no extrasensory, supraphysical forces are effective? We could bring in the Plateau experiment already last time where one shows how a world system originates in microcosm in a liquid from an oil drop by rotation with a crank. However, the good man did completely forget that he himself turned the crank! He did not consider at all that this is quite impossible without the thoughts of that who turns the crank.

What one sees with the physical eyes is the outer expression, the outer process of that which happens internal-spiritually and what the human being can never get to know looking at the world only with his eyes and their ancillary tools, only with the outer physical tools. However, if we want to look back, to the physical beginning of the world and do not look at the physical only, then we have to imagine the true nature of the human being first. Someone who looks from the spiritual-scientific viewpoint at this true nature of the human being to whom the human being disintegrates, as I have often stressed, in a number of members. Above all the spiritual science shows us that the true reason of those varying states, which the human being experiences every day within 24 hours between wakening and sleeping, that a part of the human members separates from the other part in sleep. We see every night when the human being falls asleep sinking down in dreamless sleep, in an uncertain darkness what surged up and down as most manifold pictures and impressions in the soul during the day. We see everything sinking down that lives in the human being as instincts, desires, and passions, as joy, sorrow and pain. For somebody who stands on the ground of spiritual science, of course, also for everybody with common sense it would be a big folly if one wanted to assert that with falling asleep the bearer of joy and sorrow, of desires and passions would disappear and would rise again in the morning. Spiritual science shows that—when the human being lies in the dreamless sleep in his bed—only the physical body lies there connected with the etheric body. He has the physical body in common with the lifeless beings around him and the etheric body in common with the plants.

Two other members are lifted out from the human being in the dreamless sleep. Joy and sorrow, desires and passions, all sensations surging up and down, all that is quiet at night. The astral body is their bearer, and this is lifted out in the dreamless sleep from the physical and etheric bodies that stay behind in the bed. The astral body and the ego are lifted out.

By which does the existence of the astral body differ at night from its existence during the day? We can understand this remembering that the astral body has its reality outdoors in another world that is round it. I have explained that in other series of these talks. What does it depend on that one perceives anything? There can be countless worlds round you, the world of the tones, the world of the light, the world of the smells, the world of the tastes etc., if you had no senses for them, these worlds would not be there for you. It is the most illogical what one can do—however, the majority of the present human beings does it—to assert that a world which one does not perceive is not there. Spiritual science shows that the human astral body is lifted out at night in the dreamless sleep from the physical and etheric bodies and lives in another world; not in a transcendent, somewhere concealed world, but in a world that penetrates us, as light and air penetrate the space. For the spiritual-scientific observation that world differs from the physical-sensuous one only by the fact that it requires other organs with which one can perceive it.

This astral body is in a spiritual world that is in our environment as the air is round us. Who still has no idea of the fact that air is round him, says, it is nothing round him. Someone says this who has no idea of the fact that he lives perpetually in spirit, and means that there is no spirit in our surroundings, that no spiritual facts, no spiritual beings are there. The astral body, the bearer of desire and pain, is in this spiritual world at night. It does not perceive it because it does not yet have organs in the present evolution, no cognitive ability for this world in which it is.

It could appear like a hypothesis if one says that there is an astral body and the human being is in the dreamless sleep in a spiritual world except his physical and etheric bodies. But apart from the fact that somebody whose spiritual eyes are opened by initiation knows the astral body separated from the physical body by own observation and own experience, one can show, so to speak, experimentally that such an astral body exists, even if not with usual instruments. For the only instrument, which makes clear the secrets of the higher, supersensible world to the human being, which really leads him in the spiritual world, is the human being himself. This instrument, the human being, is capable of an infinite perfection, an infinitely subtle development, and just the initiation perfects the human being. It delivers to that who wants to apply it to himself, so to speak, the experimental evidence of an astral body that can become independent of the physical body.

Let us recall some of the viewpoints that we have discussed in the talk on the initiation. We have said there that the human being can do certain exercises of meditation, of contemplation according to particular methodical instructions by which he makes his worlds of thought, feeling and will-impulses stronger and stronger than feelings and will-impulses can be strengthened by any outer sensory observation. There are just such instructions as we have heard in the talk on initiation by which the human being can gain more than he gains by the mere outer observation of the reality. Something particular appears in a human soul which applies the instructions to itself. It appears that really the astral body receives spiritual eyes and ears by the subtle inner work of the human being. We can show that meditation of thoughts, feelings, and will-impulses make the feelings and the will-impulses more powerful. We can show how they work on this astral body: the astral body shows after some time, if the human being has patience and perseverance, that it has acquired the spiritual eyes and ears returning in the early morning in the physical and etheric bodies and it can experience now what one calls enlightenment. The human being is able to work on his astral body—working here in the awake consciousness by meditation of certain feelings and will-impulses according to certain methodical regulations—in such a way that it is able to react on us. Thereby one shows the reality of the astral body. We work on it and it works on us. It shows its existence by the fact of the initiation.

Just as the astral body is separated from the physical body at night, the bearer of the ego, of the human self-consciousness is also separated from him. This also disappears at the present developmental state of the human being still in an uncertain darkness. With the sleeping human being, we have the physical body in the bed that he has in common with all minerals, as well as the etheric body that he has in common with all plants. From the physical body and the etheric body the astral body is lifted out which he has in common only with the animals, and the ego that the human being, as a crown of the creation on earth, does not have in common with any other realm of nature. In the present developmental stage where no higher senses, no “spirit eyes” and no “spirit ears”, to speak with Goethe, are developed the impressions of the day disappear falling asleep, and other do not appear in the world for which he has no senses. Hence, darkness, lightlessness, and muteness surround him at night. In the morning while waking, the human being dives in the physical and etheric bodies. These are equipped with the physical eyes and ears. The spiritual human being dives in the physical-sensuous human being, uses the instruments for the physical-sensuous world, and has this world around himself. One should understand what Fichte said: one shall not believe that the eye sees, but that the human being sees by the eye; one shall not believe that the ear hears, but the human being hears by the ear. The same applies to the sense of smell and the sense of taste. They are tools for the inner human being.

Spiritual science recognises and must recognise this spiritual, inner human as the original, the first of the human being. The physical and the etheric bodies do not exist as the first, but the astral body and the ego existed before them. Indeed, some people who are influenced deeper suggestively by the very effective present ideas sticking to the material will argue: do you imagine in your fantastic spiritual science that this spiritual, this bearer of joy and sorrow, of desires, passions, and self-consciousness hovered once freely somewhere without being tied to a physical body?—Spiritual science answers: certainly, this is the case! Before anything physical, even before anything etheric existed, this astral body existed. The inner life was before the appearance.

With it, we are placed immediately at the earth's beginning.—Can you imagine that anybody can deny completely, even under the strong materialistic suggestions that something underlies like a spiritual state that condenses only afterward and comes into being? I have often emphasised here that spiritual science regards the matter as compressed spirit. We use a comparison that we have often applied to show how the spiritual researcher thinks about spirit and matter. Imagine once, somebody has transparent air before himself, and clouds form in this transparent air, as the effect of cooling. What was transparent before is clouded; what was vapour and was not visible once becomes water. Maybe it goes on: the water freezes to ice. The ice falls down in pieces. Let us assume that anybody comes and says, it is nonsense, stupidity that the water was distributed before in the air. I have seen nothing of it! The first I saw were the clouds. Then someone comes who can also not yet see the clouds, he sees something only if the water freezes if ice originates. If one says to him: what is there as ice today was there already sooner than water, then he answers: I have seen nothing, ice is there and nothing else.

From such thoughts, the answer must be taken if anybody wants to accuse a spiritual researcher of speculative fiction who says that the human being did not exist materially at first, also not as an etheric body, but his astral body and ego existed first. In the beginning of our earth existence, the astral body and the ego existed. Yes, there was even, as we see soon, the human being as a spiritual being on the earth, before animals, before plants, before minerals existed. At first, the earth existed as an agglomeration of nothing but such spiritual human beings who consisted of the ego and the astral body. This is the outset of the earth. The spiritual researcher goes on describing: as the water was distributed invisibly in the air, is condensed to clouds, the astral was condensed once to the etheric condition. Then human beings existed who had an ego, an astral body, and an etheric body. At last, the physical body originated, as the ice from the water, the water from the water vapour forms, as the densest part of the human being. Thus, we have the course of the earthly development: the human being is there as a spiritual being at first, then as an etheric being, and last the spiritual crystallises the human physical body.

We capture the picture of the condensing water vapour on camera. Assume that you have a lump of water. You would treat this lump of water artificially so that a part freezes in the middle. Imagine, you have many such lumps with which a part freezes in the middle; there originate many ice granules. Something very peculiar happens now: from some of these lumps of water the ice lumps fall out and remain only with little water coated for themselves, while the mother substance, the water withdraws, from which the ice has formed. With the other lumps of water, the ice granules remain in the water lumps and keep on freezing. More water changes into ice, bigger ice cores originate there. With a number of the resulting formations such bigger ice cores precipitate and keep some water, while the mother substance withdraws. This goes on that way. Such ice lumps rise to a higher stage, they develop more ice from the water. Always ice stages form back on earth, while other lumps transform more and more of the water into ice, until they have such ice lumps at last which have transformed all water into ice and whose mother substance is included, so to speak, only between the pores of the ice.

Let this picture of the earth's evolution arise in you from the outset until our time. Imagine the human being as a spiritual being at the beginning of our earth's existence and only existing as a spiritual being. He begins first to densify a small, unimportant part, which becomes denser. There are certain beings that stop like the ice granules on an early stage, while they separate from their spiritual mother substance. These are the most imperfect animals that originated once from the human mother substance; from the astral human being only a part became material and densified. These are the lowest animals. The other human beings developed to higher stages. Higher animals precipitated again from the spiritual mother substance. Thus, in the course of the earth development more and more differentiated and perfect creatures developed, up to the today's human being who is in his external physical expression an image of the spiritual arrangements and possibilities that were included originally at the earth's beginning in spirit, in the astral body of the human being. As the ice lumps, which precipitated, represent the stages of the becoming of the big ice lump, all beings that are more imperfect than the human being is constitute the entire animal realm and plant realm, the backward stages of the human evolution on earth.

The human being is the first-born of the earth as a spiritual being, and he has densified as a spiritual being if I may use the expression the material gradually from himself. On every stage subordinated beings stopped, so that we have to see in the whole range of the more imperfect earthly beings not ancestors of the human being, but on the contrary descendants of the spiritual human being who did not come along. These are the backward brothers, backward beings on the preliminary stages, which continued their life until our time and that is why they became decadent.

Thus, considering the evolution we see members falling out. If anybody could put a chair in the space and watch the Hyperborean human being, he would see if the premises of spiritual science were right the external-physical picture that the spiritual researcher shows: how the human being first left behind the imperfect animals and then the more and more perfect ones. Really the human being originated externally latest in his today's figure, as the latest one of the creatures; spiritually he is the first-born; spiritually he leads the way of all beings. From the human being all the other beings have developed who fall out on an imperfect stage of the human being as it were, which represent the repelled ones of the human evolution. Thus, in the earth's evolution everything imperfect goes back to the higher. The higher, the original is not in our physical figure, but in the spirit. The modern natural sciences suffer almost from the question, which they put repeatedly and which is so intimately connected with our topic of the outset of our earth: how can anything living develop from the lifeless? If on our earth only lifeless material is, how could life develop from it? The only answer is that one puts the question wrongly. Life has never developed from the lifeless; however, everything lifeless has originated from life.

You can easily realise how the lifeless arises from the living if you look at the hard coal, which is dug out like a rock even today. Once the coal was plants, ferns and horsetails which have stood on certain regions of the earth, and sank in the ground and which you can dig out now after millions of years, after they have become stone. For the spiritual researcher not only the coal originated from plants, but everything mineral leads back to an original plant, even if the materialistic researcher cannot imagine a plant realm without mineral basis. Such a researcher cannot imagine that the denser, coarser processes arise from the subtler processes.

There is an example how such a materialistic view strikes in the face of any common sense how materialism haunts in some European scholars. There is, for example, the materialistic theory of soul phenomena by William James (1842–1910, American philosopher and psychologist) which even wants to be idealistic with which the materialistic ideas mingle in the entire thinking. I have already quoted the symptom that is contained in the sentence: “The human being does not cry because he is sad, but he is sad because he cries.” There the person concerned supposes that the existence works materially on the human being: it works on the lachrymal glands, and then the human being feels the process and becomes sad. This is in our present this way: the inventor of this theory is consequent in his materialism, also if it strikes in the face of common sense. In truth, the processes are in the mental-spiritual world, and the material processes are the results of them. The mental-spiritual processes are the original ones. Everything solid, everything material-mineral around us has originated from the spiritual. The question is not how life has originated from lifeless but how the lifeless has originated from the living. However, as something lifeless originates from the living the living was there before the lifeless, the spiritual was there before the living. Thus, we come back to the outset of our earth and see that our earth was a spiritual being even at its starting point. It was a spiritual being, the material developed successively from itself that from the spiritual the living, and from the living the dead has originated. The dead is the latest product.

Thus, we look back to the outset of our earth and feel as human beings as the first-born of the earth, spiritual at the starting point of the earth evolution. Now we let the spirit look from here at the future. We can understand the easiest how the spiritual researcher achieves a picture of the future perspective if we realise what has also already arisen briefly from other indications in this series of talks that in the today's human being the single organs are of quite different value. It is not in such a way as it appears to the materialistic anatomy with the investigation of the human being. For the materialistic anatomist everything is there only in such a way as it presents itself after its physical peculiarity. However, for that who pursues the human organs with spiritual sight there are those which are in decadence, in withering, as the tree forms the bark, as well as others, which are at the beginning of their development as they look today. Certain lower organs that today serve the reproduction of humanity are dying away. However, we have an organ which is in the beginning of its development, and which attains a much higher stage in the future. This organ is the human heart. Not only the spiritual part, but also the physical organ, the heart, is a wonderful perspective for our future. The heart is a crux for the anatomist because, otherwise, every voluntary organ has fasciated muscles. The heart is an organ, which is a voluntary muscle according to its structure, although it is used as an involuntary organ. Where from does this come?

No physical anatomy can explain this! The reason is that the heart is intended to be a much higher organ in the future. It is fasciated because it is a voluntary muscle in the future. We correspond voluntarily with a movement of the heart in the future to that what the soul feels as an impulse. The human being will perform his work not only by the tools of the hand, but the heart will be the tool of the soul in a way, as the human being does not at all anticipate it even today.

Take another organ, the human vocal organ. What is it capable of today? If I speak to you what happens there? My words that I speak to you live in my soul at first. If I did not pronounce them, they would not penetrate into your soul. I pronounce them, set the tools of my larynx in motion. The air here in this room is set in vibration, and there are the oscillations of each of my words in this hall that penetrate you. What is language? It is an aerial embodiment of the thoughts. If I have pronounced anything, the thought sounds there, it is embodied in the air, and someone who could see the aerial waves in this room would see the physical creation of my thoughts bustling about in the room. Spiritual science shows that the future human being gets around to producing not only aerial-shaped figures by his words, but also denser matter as image of that what lives in his soul. He will learn to shape denser and denser this way, and he will produce his equals by his transformed vocal organ, by his word. If the human being keeps on developing, important changes of his corporeality take place. Certain organs decline, other organs keep on developing. The heart becomes an important tool of the soul. The vocal organ becomes the reproductive organ of the future human being who will produce his equals from his thoughts.

As he embodies his thoughts in the air today, he will embody himself by the organ that is becoming the future reproductive organ. Like a shade of that what our head will be is that what he is today. The coherence between the human vocal organ and the reproductive organ is indicated by the fact that with the male individual the voice changes with the sexual maturity.

May the human beings better consider such changes which spiritual science imparts! What the spiritual research says points to that what humanity will have later to the creation of its equals: it is the word. A human being speaks the word, and the word will be a human being. This happens when the human being has spiritualised himself more and more. For he spiritualises himself and returns to the spirit at the end of the earth because he puts his physical tools at the disposal of the spirit, as we have seen it with the heart and with the larynx. With the predecessors of the human being, the creators who started their earth's existence at that time who stood at the earth's beginning where the human being will stand at the earth's end one recognises that it was with them the same way. The human being will originate by the word at the end, he will speak the word at the primeval end, and the word will be a human being. Of those beings, the divine-spiritual beings which already stood at the earth's beginning at the height to which the human beings will develop once it is said to us in one of the deepest religious documents, in the John's Gospel, properly and appropriately: in the primeval beginning the word was, and the word was a God.—As the word was in the primeval beginning, and the word was a God, the word will be a human being at the primeval end, and the human being will be the word.

If we look at the beginning that way and see how the human being has originated from the spirit and has become the today's human being in the sense of the earth's evolution, and look at the changes of our earthly human being, the perspective of the spiritualisation of the earth presents itself to us. There we have spirit at the beginning and spirit at the end. Spirit was the origin and spirit is the goal. This is the secret of the earth's evolution. If we see the more and more condensing matter in the middle, we know that this matter is a converted and transformed spirit if we regard it not as an outer vision, but go into its being. It is nothing else than that what has developed from the spirit and what becomes spirit again. If we look forward, everywhere we look at spirit. According to Jacob Boehme, we originate in the spirit, and we strive for the spirit. The activity of the spirit is that knowledge of the spirit that raises the human being really which makes him a useful being because he will be a hopeful, spiritually and physically healthy being. It is the knowledge that everything is rooted in spirit and that that what we perceive and see in the world evolution is the actions of the divine spirit.

Everyone involved to any degree at all in social life will certainly feel that the moral aspect is one of the most important aspects in the entire field of education. At the same time, one realizes that it is precisely this aspect that is the most subtle and difficult one to handle, for it relates to the most intimate area of education.

I have already emphasized that educational practice needs to be built on real knowledge of, and insight into, the human being. The comprehension, perception and observation that I tried to characterize last night will give the knowledge necessary to train the child’s cognitional capacities. Practically speaking, knowledge of the human being, supported by the science of the spirit, will enable one to reach, more or less easily, the child’s powers of cognition. One will be able to find one’s way to the child. If, on the other hand, one wishes to appeal to a child’s artistic receptivity as described yesterday, which is equally important, it is necessary to find a way to each child individually, to have a sense for the way various children express themselves from an artistic comprehension of the world. When it comes to moral education, all of one’s skill for sensitive observation and all of one’s intimate psychological interest must be kept in mind, so that all the teacher’s knowledge of the human being and of nature can be put at the service of what each child brings forth individually. To reach children in a moral way, the only choice is to approach each child on an individual basis. However, with regard to moral education, yet another difficulty has to be overcome—that is, an individual’s sense of morality can only be appealed to through full inner freedom and with full inner cooperation.

This requires that educators approach moral teaching so that, when later in life the students have passed the age of formal education, they can feel free as individuals in every respect. What teachers must never do is to pass on to developing students the relics of their own brand of morality or anything derived from personal sympathies or antipathies in the moral realm. We must not be tempted to give our own ethical codes to young people as they make their way into life, since these will leave them unfree when it becomes necessary that they find their own moral impulses. We must respect and acknowledge the young person’s complete inner freedom, particularly in the realm of moral education. Such respect and tolerance truly demand a great deal of selflessness from educators, and a renunciation of any self-interest. Nor is there, as is the case in all other subject matters, the opportunity of treating morality as a subject in its own right; as such, it would be very unfruitful. The moral element must be allowed to pervade all of one’s teaching.

These difficulties can be overcome if we have truly made our own and imbued with spiritual science the knowledge that we bring to the pupils. Such knowledge, by opening one’s eyes to each individual child, is all-important, particularly in this moral sphere. Ideally speaking, moral education would have to begin with the first breath taken in by the newborn, and in a certain sense, this really is what must be done. The great pedagogue Jean Paul (who is far too little recognized, unfortunately) said that a child learns more of value during the first three years of life than during the three years spent at university. If these words were to be applied more to the moral aspect of education than to the cognitive and esthetic realms, they could be rephrased as follows: How an adult educator acts around the child is particularly important during the child’s first years, until approximately the change of teeth—that is, until we receive the child into our schools.

The first life period really needs to be examined closely. Those who have embarked on the path to a true knowledge of the human being will need to consider three main stages during this first life period. At first sight, they do not seem directly connected with the moral aspect, but they nevertheless shed light on the child’s entire moral life to come, right up to the point of death. In the first developmental phase of the child, the moral is tightly linked with the natural. In fact a crude psychology makes it difficult to notice the connection between later moral development and the child’s natural development during these first years. The three stages in the child’s development are usually not granted enough importance, yet they more or less determine the whole manner in which the child can become a human being inhabiting the Earth. The first one, when the child arises from what could be termed an animal-like existence yet in the human realm, is generally called “learning to walk.” In learning to walk, the child has the possibility of placing into the world the entire system of movements—that is, the sum of all potential movements that human beings can perform with their limbs, so that a certain equilibrium is achieved. The second stage, when the child gains something for the entire course of life, is “learning to speak.” It is the force through which children integrate themselves into the human environment, whereas by learning to walk, children learned to integrate themselves into the whole world through a whole system of movements. All of this happens in the unconscious depths of the human soul. And the third element the child appropriates is “learning to think.” However indistinct and childlike thinking may appear during the first life period, it is through learning to speak that the child gradually develops the capacity to make mental images, although in a primitive way at first.

We may ask: How does the child’s acquisition of the three capacities of walking, speaking, and thinking lead to further development, until the conclusion of the first life period when the permanent teeth appear? The answer seems simple enough at first, but when comprehended with some depth, it sheds tremendous light on all of human nature. We find that during this first life period, ending with the change of teeth, the child is essentially a being who imitates in a state of complete unconsciousness, finds a relationship to the world through imitation and through trial and error. Until age seven, children are entirely given over to the influences coming from their environment. The following comparison can be made: I breathe in the oxygen of the air, which is part of my surroundings, to unite, at the next moment, my bodily nature with it, thus changing some part of the external world into my own inner world, where it works, lives, and weaves within me. Likewise, with each indrawn breath, children up to the age of seven bring outer influences into their “inner soul breath,” by incorporating every gesture, facial expression, act, word, and even each thought coming from their surroundings. Just as the oxygen in my surroundings pulsates in my lungs, the instruments of my breathing, and blood circulation, so everything that is part of the surroundings pulsates through the young child.

This truth needs to stand before the soul’s eye, not just superficially, but with real psychological impact. For remarkable consequences follow when one is sufficiently aware of the child’s adaptation to its surroundings. I will discover how surprisingly the little child’s soul reverberates with even an unspoken thought, which may have affected my facial expression only fleetingly and ever so slightly, and under whose influence I may have slowed or speeded up my movements, no matter how minutely. It is astonishing how the small details that remain hidden within the adult’s soul are prolonged into the child’s soul; how the child’s life is drawn into the physical happenings of the surroundings, but also into the soul and spiritual environment. If we become sensitive to this fact of life, we will not permit ourselves even one impure, unchaste, or immoral thought near young children, because we know how imponderable influences work on children through their natural ability to imitate everything in their surroundings. A feeling for this fact and the attitude it creates are what make a person into a real educator.

Impressions that come from the company of adults around the child make a deep, though unconscious, imprint in the child’s soul, like a seal in soft wax; most important among them are those images of a moral character. What is expressed as energy and courage for life in the child’s father, how the father behaves in a variety of life situations, these things will always stamp themselves deeply into the child’s soul, and will continue their existence there in an extraordinarily characteristic, though subtle and intimate, way. A father’s energy will energize the entire organization of the child. A mother’s benevolence, kindness, and love, surrounding the child like an invisible cocoon, will unconsciously permeate the child’s inner being with a moral receptivity, with an openness and interest for ethical and moral matters.

It is very important to identify the origin of the forces in the child’s organization. As unlikely and paradoxical as this may sound to modern ears, in the young child these forces derive predominately from the nerve-and-sense system. Because the child’s ability to observe and perceive is unconscious, one does not notice how intensely and deeply the impressions coming from the surroundings enter its organization, not so much by way of various specific senses, as through the general “sensory being” of the child. It is generally known that the formation of the brain and of the nerves is completed by the change of teeth. During the first seven years the nerve-and-sense organization of the child could be compared with soft wax, in its plasticity. During this time, not only does the child receive the finest and most intimate impressions from the surroundings, but also, through the workings of energy in the nerve-and-sense system, everything received unconsciously radiates and flows into the blood circulation, into the firmness and reliability of the breathing process, into the growth of the tissues, into the formation of the muscles and skeleton. By means of the nerve-and-sense system, the child’s body becomes like an imprint of the surroundings and, particularly, of the morality inherent in them. When we receive children into school at the time of the change of teeth, it is as if we received the imprint of a seal in the way the muscles and tissues are formed, even in the rhythm of breathing and blood circulation, in the rhythm of the digestive system with its reliability or its tendency toward sluggishness; in short, in the children’s physical makeup we find the effects of the moral impressions received during the first seven years.

Today we have anthropology and we have psychology. Anthropology’s main concern is the abstract observation of the physical aspect of the human being, while that of psychology is the abstract observation of the human soul and spirit as entities separate from the physical body. What is missing is the anthroposophical perspective, which observes the human being—body, soul, and spirit—as a unity; a point of view that shows everywhere how and where spirit is flowing into matter, sending its forces into material counterparts. The strange feature of our materialistic age is that materialism cannot recognize matter for what it is. Materialism believes it can observe matter wholly externally. But only if one can see how soul and spiritual processes are everywhere streaming and radiating their forces into material processes, does one really know what matter is. Through spiritual knowledge, one learns to know how matter works and what its real nature is. One could answer the question, “What is materialism?” by saying, “Materialism is the one worldview that does not understand matter.”

This can be followed up even in details. If one has learned how to see the nature of the human being by viewing body, soul, and spirit as a unity, one will also recognize, in the formation of the muscles and tissues and in the breathing process, the ethical courage inherent in surroundings to which children have adapted during the first seven years. One sees, not only the moral love that warmed them, in the form of harmonious ethical attitudes in their environment, but also the consequences of disharmonious ethical attitudes and lack of love in the surroundings. Here a perceptive educator cannot help feeling that, by the time children are received by the school, they are already formed from the moral viewpoint—an insight that, taken seriously, could in itself engender a mood of tragedy. Given the difficult, disorderly, and chaotic social conditions of our time, it might almost seem preferable from a moral viewpoint if children could be taken into one’s care soon after birth. For if one knows the human being out of a sensitive and refined psychology, one realizes how serious it is that by the time the child loses the first teeth, moral predispositions are fixed. On the other hand, this very same psychological insight offers the possibility of identifying the child’s specific moral disposition and needs.

Children absorb environmental impressions, especially those of an ethical nature, as if in a dream. These dreams go on to affect the inmost physical organization of children. If children have unconsciously experienced and perceived courage, moral goodness, chastity, and a sense of truth, these qualities will live on in them. The presence of these qualities will be such that during the second life period, by the time children are in school, these qualities can still be mobilized.

I would like to illustrate this with an example: Let’s assume that a child has spent the earliest years under the influence of an environment conducive to introversion. This could easily happen if a child witnesses lack of courage and even downright cowardice in the surroundings. If a child has seen in the environment a tendency to opt out of life, witnessed dissatisfaction with life or despondency, something in the child’s inner being, so to speak, will evoke the impression of a continuously suppressed pallor. The educator who is not perceptive enough to observe such symptoms will find that the child takes in more and more intensely the effects of the lack of energy, the cowardice and doubt that has been witnessed in the surroundings. In some ways, even the child will exhibit such characteristics. But if one can view these things with greater depth, one will find that, what thus began as a distinct characterological disposition during the first seven years, can now be seized educationally and directed in a more positive way. It is possible to guide a child’s innate timidity, lack of courage, shyness or faintheartedness so that these same inherent forces become transmuted into prudence and the ability to judge a situation properly; this presumes that the teacher uses classroom opportunities to introduce examples of prudence and right judgment appropriate to the child’s age and understanding.

Now let’s assume that a child has witnessed in the surroundings repugnant scenes from which the child had inwardly recoiled in terror. The child will carry such experiences into school life in the form of a characterological disposition, affecting even the bodily organization. If such a trait is left unnoticed, it will continue to develop according to what the child had previously absorbed from the environment. On the other hand, if true insight into human nature shows how to reorient such negative characteristics, the latter can be transformed into a quality of purity and a noble feeling of modesty.

These specific examples illustrate that, although the child brings into school an imprint—even in the physical organization—of the moral attitudes witnessed in the earlier environment, the forces that the child has thus absorbed can be redirected in the most diverse ways.

In school we have an immensely important opportunity to correct an unbalanced disposition through a genuine, intimate, and practical sense of psychology, which can be developed by the educator who notices the various tendencies of character, will, and psyche in the students. By loving attentiveness to what the child’s nature is revealing, the teacher is in a position to divert into positive channels what may have developed as an unhealthy or harmful influence from the early environment. For one can state explicitly that, in the majority of cases, nothing is ever so negative or evil in an ethical predisposition that the child cannot be changed for the better, given a teacher’s insight and willing energy.

Contemporary society places far too little trust in the working of ethical and moral forces. People simply do not know how intensely moral forces affect the child’s physical health, or that physical debilitation can be improved and corrected through proper and wholesome educational practice. But assuming we know, for example, that if left uncorrected a characteristic trait in a child could turn into violence later on, and that it can be changed so that the same child will grow into a courageous adult, quick and ready to respond to life’s tasks—assuming that an intimate yet practical psychology has taught us these things, the following question will arise: How can we guide the moral education of the child, especially during the age of primary education? What means do we have at our disposal? To understand the answer, we will again have to look back at the three most significant stages in the development of the very young child.

The power of mental imagery and thinking that a child has developed until this point will continue to develop. One does not notice an abrupt change—perhaps at most, with the change of teeth, that the kind of mental imagery connected with memory takes on a different form. But one will notice that the soul and physical forces revealed in speech, which are closely linked to breathing and to the rhythmic system, will reappear, metamorphosed, during the years between the change of teeth and puberty. The first relationship to the realm of language is founded through the child’s learning to speak during the first years of life. Language here includes not just language itself in the restricted meaning of the word, for the entire human being, body, soul, and spirit, lives in language. Language is a symptom of the entire threefold human being.

Approximately between the ages of seven and fourteen years, however, this relationship to language becomes prominent in the child in an entirely different—even reversed—way. At that point, everything related to the soul, outwardly expressed through the medium of language, will reach a different phase of development and take on a different character. It is true that these things happen mostly in the unconscious, but they are nevertheless instrumental for the child’s entire development. Between the ages of seven and fourteen, the child wrestles with what lives in the language, and if he or she should speak more than one language, in all the languages spoken. The child knows little of this struggle because it remains unconscious. The nature of this wrestling is due to increasingly intense merging of the sounds issuing from the rhythmic system with the pupil’s thoughts, feelings, and will impulses. What is trying to evolve during this life period is the young adolescent’s hold on the self by means of language.

It is extremely important, therefore, that we understand the fine nuances of character expressed in the ways students bring their speech and language into the classroom. The general directions I have already presented regarding the observation of the pupils’ moral environment now sound back to us out of the tone of their voices, out of the very sound of their speech, if we are sensitive enough to perceive it. Through the way children use language, they present us with what I would call their basic moral character. Through the way we treat language and through the way students speak during lessons, every hour, even every minute, we are presented with the opportunity as teachers to guide what is thus revealed through speech, into the channels we consider appropriate and right. Very much can be done there, if one knows how to train during the age of primary education what, until the change of teeth, was struggling to become speech.

This is where we meet the actual principle of the growth and development that occurs during the elementary school age. During the first years up to the change of teeth, everything falls under the principle of imitation. At this stage the human being is an imitator. During the second life period, from the second dentition until puberty, the child is destined to surrender to what I would call the authority of the teacher. You will hardly expect me, the author of Intuitive Thinking as a Spiritual Path, to plead for the principle of authority per se. But for the time between the child’s change of teeth and puberty, one has to plead for the principle of self-evident authority, simply because during these years the child’s very nature needs to be able to look up to what comes from the authority of the adult.

The very young child observes the surroundings unconsciously. One could almost say that a child breathes in the whole character of the environment during the first seven years. The next seven years are spent not so much breathing in the environment, but listening to what it has to say. The word and its meaning now become the leading motive. The word becomes the guiding principle as a simple matter of human nature. During this stage the child learns to know about the world and the cosmos through the mediation of the educator. Whatever reaches the pupils through the mouth of the teacher as authority represents the truth to them. They observe beauty in gestures, in general conduct and again in the words spoken around them. Goodness is experienced through the sympathies and antipathies engendered by those in authority.

These few words give the main direction for moral education during the age between the second dentition and puberty. If we attempt to give the child abstract moral values upon its way, we will encounter inner resentment, not because of any inherent shortcomings in the child, but because of a natural response. On the other hand, if we can create moral pictures for the child, perhaps taken from the animal kingdom, letting animals appear symbolically in a moral light, and possibly extending this approach to include all of nature, then we can work for the good of the child, particularly during the seventh, eighth, and ninth years of life. If we create vivid, colorful human characters out of our own imagination and allow our own approval or disapproval of their deeds to shine through our descriptions, and if we allow our sympathies and antipathies to grow into definite feelings in the children that will lead them over into a more general moral judgment of good and evil, then our picture of the world cultivates ageappropriate moral judgements based in perceptions and feelings. But this particular way of presenting the world is of the essence. During the first years, the child has learned from direct perception. As we reach the primary school age, whatever comes toward the child, to strengthen a moral feeling leading to moral judgment, must have passed through the medium of those in authority. Now the teacher and educator must stand before the child as representatives of the order of the world. The child meets the teachers in order to receive the teachers’ picture of the world, colored by their sympathies and antipathies. Through the feelings with which children meet the teachers, and through instinctual life, children themselves must find what is good and what is evil. The students have to receive the world through the mediation of the educator. The children are happy who, thanks to a teacher’s interpretation of the world can form their own relationship to the world.

Those who have been fortunate enough to have enjoyed such a relationship with their teachers in childhood have gained something of value for the rest of their lives. People who say that children should learn intellectually and through their own observations, free from the influence of authority, speak like flagrant amateurs; for we do not teach children merely for the years during which they are under our care, but to benefit their whole lives. And the various life periods, right up to the point of death, are mutually interrelated in very interesting ways.

If, because of their teachers’ natural authority, pupils have once accepted subject matter they could not yet fully comprehend with their powers of reasoning—for the intellectual grasp belongs to a later stage of development and works destructively if enforced too early—if they have accepted something purely out of love for their teachers, such content remains deeply preserved in their souls. At the age of thirty-five or forty perhaps, or possibly even later in life, it may happen that they speak of the following strange experience: Only now, after having lived through so many joys, pains, and disappointments, only now do I see the light of what I accepted at the age of eight out of my respect for my teacher’s authority. This meaning now resurfaces, mingling with the many life experiences and the widening of horizons that have occurred meanwhile. What does such an experience mean for later life? A sensitive and empathetic psychology tells us that such events give off life-invigorating forces even into old age. Education gains new meaning from knowing that such an expansion of childhood experiences into older ages brings with it a new stimulus for life: we educate not only to satisfy the short-term needs of the child while at school, but also to satisfy the needs of life as a whole. The seeds laid into the child’s soul must be allowed to grow with the child. Hence we must be aware that whatever we teach must be capable of further growth. Nothing is worse than our pedantic insistence that the child learn rigid, sharply outlined concepts. One could compare this approach with that of forcing the child’s delicate hands into an iron glove to stop them from growing. We must not give the child fixed or finished definitions, but concepts capable of expansion and growth. The child’s soul needs to be equipped with the kind of seeds that can continue to grow during the whole of the life to come. For this growth to take place, it is not enough just to apply certain principles in one’s teaching; one has to know how to live with the child.

It is especially important for the moral and ethical aspect of education that we remember, for the ages between seven and fourteen, that the child’s moral judgment should be approached only through an appeal to feelings called forth by verbal pictures illustrating the essentials of an inherent morality. What matters at this age is that the child should develop sympathy for the moral and antipathy for the immoral. To give children moral admonitions would be going against their nature, for they do not penetrate the souls of children. The entire future moral development is determined by those things that, through forming sympathies, become transformed into moral judgments. One single fact will show the importance of the teacher’s right relationship to the child with regard to moral development. If one can educate with a discriminating, yet practical, sense of psychology, one will notice that, at a certain time around the ninth or tenth year (the exact age may vary in individual cases), the children’s relationship to the world—an outcome of sympathies and antipathies that can be cultivated—will be such that they forget themselves. Despite a certain “physical egotism” (to give it a name), the child will still be fully open to environmental influences. Just as teachers need clear insight into the child’s developmental stages when they use observational methods in object lessons with children of nine or ten, such insight is particularly important when it comes to moral education. If one pays sufficient attention to the more individual traits emerging in pupils, an interesting phenomenon can be observed at that age: the awareness that the child has a special need for help from the teacher. Sometimes a few words spoken by the child can be like a call for help. They can be the appropriate signal for a perceptive teacher, who now must find the right words to help the child over the hump. For the child is passing through a critical stage, when everything may depend on a few words spoken by the teacher to reestablish the right relationship between pupil and teacher.

What is happening at this time? By wrestling with language, the young person becomes aware, very consciously, for the first time that “There is a difference between myself and the world.” (This is unlike the time during the first seven-year period when, unconsciously, the child first learned to refer to the self as “I.”) The child now strongly demands a new orientation for body, soul, and spirit vis-à-vis the world. This awareness happens between the ninth and the tenth year. Again, unconsciously, the child has a remarkable experience in the form of all kinds of seemingly unrelated sentiments, feelings, and will impulses, which have no outward relationship with the behavior. The experience is: “Here before me stands my teacher who, as authority, opens the world for me. I look into the world through the medium of this authority. But is this authority the right one for me? Am I receiving the right picture of the world?” Please note that I am not saying this thought is a conscious one. All this happens subtly in the realm of the child’s feelings. Yet this time is decisive for determining whether or not the child can feel the continued trust in the teacher’s authority necessary for a healthy development until the onset of puberty. And this experience causes a certain inner unrest and nervousness in the child. The teacher has to find the right words to safeguard the child’s continued confidence and trust. For together with this consolidation of trust, the moral character of the child also becomes consolidated. At first it was only latent in the child; now it becomes inwardly more anchored and the child attains inner firmness. Children grasp, right into the physical organism, something that they had perceived thus far as a self-evident part of their own individual self, as I described earlier.

Contemporary physiology, consisting on the one side of anthropology and on the other of an abstract psychology, is ignorant of the most fundamental facts. One can say that, until the second dentition, all organic formations and functions proceed from the nerve-and-sense system. Between the change of teeth and puberty, the child’s physical fitness or weakness depends on the good functioning of the rhythmic system, on the breathing and blood circulation. Between the ninth and the tenth birthdays, what previously was still anchored primarily in the breathing, in the upper part of the organism, basically shifts over to the blood circulation; this is the time when the wonderful number relationship of one to four is being developed, in the approximately eighteen breaths and the seventy-two pulse beats per minute. This relationship between breathing and blood circulation becomes established at this time of life. However, it is only the outer expression of deep processes going on in the child’s soul, and the reinforcement of the trust between teacher and child must become part of these processes, for through this trust the consolidation of the child’s inner being also occurs.

These interactions between physiological and moral development must be described in detail if one wishes to speak of moral education and of the relationship between pedagogy and morality. As an educator, whether or not I am aware of this particular point in a child’s life will determine whether or not I exercise a beneficial or a harmful influence for the rest of a person’s life.

I should like to show, as a comparison, how things done at this stage continue to affect all of the rest of life. You may have noticed that there are people who, when they grow old, exert an unusual influence on those around them. That there are such people is generally known. Such people don’t even need to say much when they are with others. Their mere presence is enough to bring what one may call an “air of blessing” to those around them. A grace emanates from them that brings about a relaxed and balanced atmosphere. If one has the patience and energy to trace the origin of this gift, one will find that it has developed out of a seed that came into being during childhood through a deeply felt respect for the authority of someone in charge. One could also describe it by saying that, in such a case, the child’s moral judgment had been enhanced by a feeling of veneration that gradually reached the level of religious experience. If a child, between the change of teeth and puberty, experiences the feeling of reverence for certain people, reverence tinged even with a genuine religious feeling that lifts moral feelings into the light of piety, expressed in sincere prayer, then out of this childlike prayer grows the gift of blessing in old age, the gift of radiating grace to one’s fellow human beings. Using pictorial language, one could say: Hands that have learned to pray in childhood have the gift of bestowing blessing in old age. These words, though symbolic and pictorial, nevertheless correspond to the fact that seeds planted in childhood can have an effect right to the end of life.

Now, for an example how the stages of human life are interrelated; one example in the moral realm is, as I said earlier, that the child’s ability to form mental images in the thinking process develops along a continuous line. Only memory will take on a different character after the change of teeth. Language, on the other hand, becomes somehow inverted. Between the second dentition and puberty, the young person develops an entirely different relationship to language. This new relationship can be properly served by bringing to the child at this time the grammar and logic inherent in language. One can tackle practically every aspect of language if, instead of rashly bringing to consciousness the unconscious element of language from early childhood, one makes this translation in a way that considers the child.

But what about the third relationship: the young child’s creation of an individual equilibrium with the external world after having learned to walk? Most people interpret the child’s attempt to use the legs for the first time in a purely external and mechanistic way. It is not generally known, for example, that our ability for spatial imagination and our capacity for mathematical imagery is an upward projection of our limbs’ potential movements into the intellectual sphere; in this projection, the head experiences, as mental activity, what is experienced in our limbs as movement. A deeply hidden soul element of the human being lives especially in this system of movement, a deep soul element linked to outer material forces.

After crawling on hands and knees, the child assumes the vertical position, lifting vertically the bodily axis, which in the case of the animals remains parallel to the Earth’s surface. This upright achievement of the child is the physical expression of the moral potential for human will forces, which lift the human being above the level of the animals.

One day a comprehensive physiology, which is at the same time anthroposophy, will learn to understand that moral forces express themselves in the way a child performs physical movements in space. What the child achieves by assuming the upright posture and thus becoming free of the forces that keep the animal’s spine parallel to the Earth’s surface, what the child achieves by rising into a state of equilibrium in space, is the physical expression of the moral nature of its will energy. It is this achievement that makes the human individual into a moral being.

The objection may be raised that during sleep the position of the human spine is also parallel to the Earth’s surface. However I am speaking here about the general human organization, and about the way spatial dimensions are organized into the human being. Through an accurate assessment of these matters, within this upright position the physical expression of human morality can be seen, which allows the human countenance to gaze freely into the world.

Let me compare what actually happens in the child with a certain phenomenon in nature. In the southern region of old Austria, (now part of Italy) there is a river named the Poik, whose source is in the mountains. Suddenly this river disappears, completely vanishes from sight, and surfaces again later. What appears as the second river does not have its own source, but after its reemergence, people call it the Unz. The Unz disappears again, and resurfaces as a river called The Laibach. In other words, this river flows, unseen, in the depths of the Earth for part of its journey. Similarly, what the child has absorbed from its surroundings in its early years rests unperceived during childhood sleep. During the first years of life, when the child is unconsciously given over to moral forces inherent in the environment, the child acquires the ability to use the limbs in an upright position, thus becoming free of animality. What the child puts into this newly won skill is not noticeable between the change of teeth and puberty, but reappears as freedom in the making of moral judgements, as the freedom of human morality in the will sphere. If the teacher has cultivated the right moral sympathies and antipathies in the child at primary school age—without, however, being too heavy-handed—then, during the time before puberty, the most important aspects of the will can continue their “underground existence.” The child’s individual will, built on inner freedom, will eventually become completely a part of a human sense of responsibility, and will reappear after puberty so that the young person can be received as a free fellow human being. If the educator has refrained from handing down interdicts, and has instead planted sympathies and antipathies in the pupils’ emotional baggage, but without infringing upon the moral will now appearing, the young person can transform the gifts of sympathies and antipathies according to individual needs. After puberty, the young person can transform what was given by others into moral impulses, which now come freely from individuality.

This is how to develop, out of real empathy with the human being, what needs to be done at each age and stage. If one does so properly between the seventh and fourteenth years by allowing moral judgements to mature in the pupil’s life of feeling, what was given to the child properly with the support of authority will be submerged into the human sphere of free will. The human being can become free only after having been properly guided in the cultivation of moral sympathies and antipathies. If one proceeds in this manner regarding moral education, one stands beside the pupils so that one is only the motivator for their own self-education. One gives them what they are unconsciously asking for, and then only enough for them to become responsible for their own selves at the appropriate age, without any risk or danger to themselves.

The difficulty regarding moral education to which I drew your attention at the beginning of today’s meeting, is solved in this way. One must work side by side with one’s pupils, unselfishly and objectively. In other words, the aim should be never to leave behind a relic of one’s own brand of morality in the psychological makeup of the pupils; one should try instead to allow them to develop their own sympathies and antipathies for what they consider morally right or wrong. This approach will enable them to grow rightly into moral impulses and will give them a sense of freedom at the appropriate age.

The point is to stand beside the child on the basis of an intimate knowledge and art of psychology, which is both an art of life and an art of spiritual endeavor. This will do justice not only to artistic, but also to moral education. But one should have due respect for the human being and be able to rightly evaluate a child’s human potential. Then one’s education will become a moral education, which means that the highest claim, the highest demand, for the question of morality and education is contained in the following answer: The right relationship between education and morality is found in a moral pedagogy whereby the entire art of education is itself a moral deed. The morality inherent in an art of education is the basis for a moral pedagogy.

What I have said so far applies to education in general, but it is nearest to our heart at the present time, when an understandable and justified youth movement has been growing apace. I will not attempt to characterize this youth movement properly in just a few words. For many of you here, I have done so already in various other places. But I wish to express my conviction that, if the older generation of teachers and educators knows how to meet the moral impulses of the younger generation on the basis of an art of education as outlined here, this problem of modern youth will find its proper solution. For in the final resort, the young do not wish to stand alone; they really want to cooperate with the older generation. But this cooperation needs to happen so that what they receive from their elders is different, something other, from what they can themselves bring; they need to be able to perceive it as the thing which their soul needs and which the older people can give.

Contemporary social life has created conditions regarding this question of the younger generation that I would characterize in this way: It is often said that the old should retain their previous youthful forces in order to get on better with the young. Today (present company, as always, excluded) the older generation appears excessively youthful, because its members have forgotten how to grow old properly. Their souls and spirits no longer know how to grow into their changed bodies. They carry into their aging bodies what they used to do in their young days, but the human garment of life no longer fits. If now the old and the young meet, the ensuing lack of understanding is not caused by old age as such, but, on the contrary, because the old have not grown old properly and, consequently, cannot be of much help to the young. The young expect that the old should have grown old properly, without appearing childish. When today’s young meet their elders, they find them not very different from themselves. They are left with the impression that, although the old people have learned more in life, they do not seem to understand life more deeply, to be wiser. The young feel that the old have not used their age to become mature, that they have remained at the same human level as the young themselves. Youth expects that the old should have grown old in the right way.

For this concept to enter social life properly, a practical art of education is needed, which ensures that the seeds planted in education bear fruit right into ripe old age, as I have described it in various examples. One has to be able to unfold the appropriate life forces for each stage of life. One must know how to grow old. When the old understand how to grow old properly, they are full of inner freshness, whereas if they have become gray and wrinkled while remaining childishly immature, they cannot give anything to the young that the latter don’t have already. This sheds some light on the present situation. One must only look at these things objectively. Basically, those who find themselves in this situation are quite innocent of the problems involved. What matters is that we tackle this most important and topical human problem by looking closely at our contemporary education, and in particular at the moral factor in education. Coming to terms with it is of great import, not only from the educational point of view, but for the entire social life.

When all is said and done, the moral education of the human being is the crown of all education and teaching. In Faust, Goethe puts the following strange words into the mouth of the Creator-God:

The good person, in darkest aberration,
is of the right path conscious still.

It is worth noting that although Goethe let these words be spoken by the Lord God Himself, pedantic minds could not resist nitpicking over them. They said, “‘The good person, in darkest aberration ... is conscious...’ ”; this is a contradiction in terms, for the darkest aberration is purely instinctive and certainly not conscious. How could Goethe write such words in his Faust?” So much for erudite barbarians. Well, I believe that Goethe knew very well what he had written in this sentence. He wanted to express the idea that, for those who look at the moral life without prejudice, morality is connected with the darkest depths of the human being, and that in this realm one approaches the most difficult area of the human being. In today’s meeting, we saw for ourselves the difficulty of approaching moral issues in practical education. In these areas the darkest realms of the human being are encountered. Goethe clearly recognized this, but he also recognized that what the moral person can achieve only through the brightest rays of the spirit light, has to be attained in the darkest depths of the soul. I would like to think that Goethe’s words consecrate the moral aspect of education, for what do they really say? They express a deep truth of life, into which I wish to condense all that has been said about the meaning of moral education.

I therefore will sum up in the sense of Goethe’s words what I outlined for you today by concluding as follows: If you wish to enter the land of knowledge, you must follow the Spirit-light of day. You must work your way out of the darkness into the light. If you wish to find your way to the land of art, you must work your way, if not to the dazzling light of the Sun itself, at least into the colored brightness that Spirit-light radiates into the world. For in this light and in this light alone is everything turned into art.

However, it would be sad if, before becoming a morally good person, I first had to work my way toward these two goals. To become a morally good person, the innermost kernel of the human being has to be taken hold of down to its deepest recesses, for that is where the right orientation is needed. And the following must be said too: True, in our search for knowledge, we must work our way toward the light, and the pursuit of art means striving toward the colorful light of day; but it is equally true that, in the moral life, the human being who has found the right orientation can be a good person without light, and also without brightness; it is possible to be a good person through all the darkness and obscurity of life. If, as “the good person,” one is “conscious of the right path still,” one will be able to find the right way through all existing darkness, into the light and into all the colorful brightness of the world.

[ 1 ] Man can only come to a true understanding of himself when he grasps clearly the significance of thinking within his being. The brain is the bodily instrument for thinking. Just as man can only see colours with a properly constructed eye, so the suitably constructed brain serves him for thought. The whole body of man is so formed that it receives its crown in the organ of the spirit, the brain. The construction of the human brain can be understood only by considering it in relation to its task, which consists in being the bodily basis for the thinking spirit. This is borne out by a comparative survey of the animal world. Among the amphibians we find the brain small in comparison with the spinal cord; in mammals it is proportionately larger; in man it is largest in comparison with the rest of the body.

[ 2 ] Many prejudices are prevalent regarding such statements about thinking as are brought forward here. Many persons are inclined to undervalue thinking, and to place higher the “warm life of feeling” or “emotion.” Some, indeed, say it is not by “sober thinking,” but by warmth of feeling, by the immediate power of “the emotions,” that one raises oneself to higher knowledge. People who talk thus fear to blunt the feelings by clear thinking. This certainly does result from the ordinary thinking that is concerned only with matters of utility; but in the case of thoughts that lead to higher regions of existence, the opposite happens. There is no feeling and no enthusiasm to be compared with the sentiments of warmth, beauty and exaltation enkindled through the pure, crystal-clear thoughts which relate to higher worlds. For the highest feelings are as a matter of fact not those which come “of themselves,” but those which are achieved by energetic and persevering work in the realm of thought.

[ 3 ] The human body is so built as to be adapted to thinking. The same materials and forces which are present in the mineral kingdom are so combined in the human body that by means of this combination thought can manifest itself. This mineral construction, built up in accordance with its task, will be called in the following pages the physical body of man.

[ 4 ] This mineral structure which is organised with reference to the brain as its central point, comes into existence through propagation and reaches its fully developed form through growth. Propagation and growth man shares in common with plants and animals. Through propagation and growth what is living differentiates itself from the lifeless mineral. Life gives rise to life by means of the germ. Descendant follows forefather from one living generation to another. The forces through which a mineral originates are directed upon the substances of which it is composed. A quartz crystal is formed through the forces inherent in the silicon and oxygen which are combined in the crystal. The forces which shape an oak tree must be sought for in an indirect way in the germ in the mother and father plants. The form of the oak is preserved through propagation from forefather to descendant. There are inner determining conditions innate in all that is living. It was a crude view of Nature which held that lower animals, even fishes, could evolve out of mud. The form of the living passes itself on by means of heredity. How a living being develops depends on what father or mother it has sprung from, or in other words, on the species to which it belongs. The materials of which it is composed are continually changing; the species remains constant during life, and is transmitted to the descendants. Therefore the species is that which determines the combination of the materials. This force which determines species will be here called Life-force. Just as the mineral forces express themselves in the crystals, so the formative life-force expresses itself in the species or forms of plant and animal life.

[ 5 ] The mineral forces are perceived by man by means of his bodily senses; and he can only perceive that for which he has such senses. Without the eye there is no perception of light, without the ear no perception of sound. The lowest organisms have only one of the senses belonging to man: a kind of sense of touch. Nothing can be perceived by such organisms, in the way a human being perceives, except those mineral forces which make themselves known through the sense of touch. In proportion as the other senses are developed in the higher animals does their surrounding world, which man also perceives, become richer and more varied. It depends, therefore, on the organs of a being whether that which exists in the outer world exists also for the being itself, as perception, as sensation. What is present in the air as a certain motion becomes in man the sensation of hearing. Man does not perceive the manifestations of the life-force through the ordinary senses. He sees the colours of the plants; he smells their perfume; the life-force remains hidden from this form of observation. But the ordinary senses have just as little right to deny that there is a life-force as has the man born blind to deny that colours exist. Colours are there for the person born blind as soon as he has been operated upon; in the same way, the objects, the various species of plants and animals created by the life-force (not merely the individual plants and animals) are present to man as objects of perception as soon as the necessary organ unfolds within him. An entirely new world opens out to man through the unfolding of this organ. He now perceives, not merely the colours, the odours, etc., of the living beings, but the life itself of these beings. In each plant, in each animal, he perceives, besides the physical form, the life-filled spirit-form. In order to have a name for this spirit-form let it be called the ether-body, or life-body.¹

To the investigator of spiritual life, this matter presents itself in the following manner. The ether-body is for him not merely a product of the materials and forces of the physical body, but a real independent entity which first calls forth these physical materials and forces into life. It is in accordance with spiritual science to say: a purely physical body, a crystal for example, has its form through the action of the physical formative forces innate in that which is lifeless. A living body has its form not through the action of these forces, because the moment life has departed from it and it is given over to the physical forces only, it falls to pieces. The ether-body is an organism which preserves the physical body every moment during life from dissolution. In order to see this body, to perceive it in another being, one requires the awakened “spiritual eye.” Without this, its existence can be accepted as a fact on logical grounds; but one can see it with the spiritual eye as one sees colour with the physical eye. Offence should not be taken at the expression “ether-body.” “Ether” here designates something different from the hypothetical ether of the physicist. It should be regarded simply as a name for what is described here. And just as the physical body of man in its construction is a kind of reflection of its purpose, so is this also the case with man's etheric body. Moreover, it can be understood only when considered in relation to the thinking spirit. The etheric body of man differs from that of plants and animals, through being organised to serve the purposes of the thinking spirit. Just as man belongs to the mineral world through his physical body, he belongs through his etheric body to the life-world. After death the physical body dissolves into the mineral world, the ether-body into the life-world. By the word “body” is denoted that which gives any kind of being “shape” or “form.” The term “body” must not be confused with a bodily form perceptible to the physical senses. Used in the sense implied in this book the term “body” can also be applied to such forms as soul and spirit may assume.

[ 6 ] In the life-body we still have something external to man. With the first stirrings of sensation the inner self responds to the stimuli of the outer world. You may trace ever so far what one is justified in calling the outer world, but you will not be able to find sensation. Rays of light stream into the eye, penetrating it till they reach the retina. There they call forth chemical processes (in the so-called visual-purple); the effect of these stimuli is passed on through the optic nerve to the brain where further physical processes arise. Could one observe these, one would simply see physical processes, just as elsewhere in the physical world. If I were able to observe the ether-body, I should see how the physical brain-process is at the same time a life-process. But the sensation of blue colour, which the recipient of the rays of light has, I can find nowhere in this manner. It arises only within the soul of the recipient. If, therefore, the being of this recipient consisted only of the physical body and the ether-body, sensation could not exist. The activity by which sensation becomes a fact differs essentially from the operations of the formative life-force. It is an activity by which an inner experience is called forth from these operations. Without this activity there would be a mere life-process, such as is to be observed in plants. If one pictures a man receiving impressions from all sides, one must think of him at the same time as the source of the above-mentioned soul-activity which flows out from him to all the directions from which he is receiving the impressions. In all directions soul-sensations arise in response to the physical impacts. This fountain of activity shall be called the sentient soul. This sentient soul is just as real as the physical body. If a man stands before me, and I disregard his sentient soul by thinking of him as merely a physical body, it is exactly as if I were to call up in my mind, instead of a painting—merely the canvas.

A similar statement has to be made in regard to perceiving the sentient soul, as was previously made in reference to the ether-body. The bodily organs are “blind” to it. And blind to it also is the organ by which life can be perceived as life. But just as the ether-body is seen by means of this organ, so through a still higher organ can the inner world of sensation become a special kind of supersensible perception. A man would then not only sense the impressions of the physical and life-world, but would behold the sensations themselves. Before a man with such an organ, the sensation world of another being is spread out like an external reality.

One must distinguish between experiencing one's own world of sensation, and looking at that of another person. Every man of course can look into his own world of sensation; only the seer with the opened “spiritual eye” can see another person's world of sensation. Unless a man be a seer, he knows the world of sensation only as an “inner” one, only as the peculiar hidden experiences of his own soul; with the opened “spiritual eye” there shines out before the outward-turned spiritual gaze what otherwise lives only in the inner being of another person.

[ 7 ] In order to prevent misunderstanding, it may be expressly stated here that the seer does not simply experience in himself what the other being has within him as content of his world of sensation. That being experiences the sensations in question from the point of view of his own inner being; the seer becomes aware of a manifestation of the world of sensation.

[ 8 ] The sentient soul depends, as regards its activity, on the ether-body. For it draws from it that which it will cause to gleam forth as sensation. And since the ether-body is the life within the physical body, therefore the sentient soul is also indirectly dependent on the latter. Only with properly functioning and well-constructed eyes are correct colour sensations possible. It is in this way that the nature of the body affects the sentient soul. The latter is thus determined and limited in its activity by the body. It lives within the limitations fixed for it by the nature of the body. The body accordingly is built up of mineral substances, is vitalised by the ether-body, and limits even the sentient soul. A man, therefore, who has the above-mentioned organ for “seeing” the sentient soul, knows it to be conditioned by the body. But the boundary of the sentient soul does not coincide with that of the physical body. It extends somewhat beyond the physical body. From this one sees that it proves itself to be greater than the physical body. Nevertheless the force through which its limits are set proceeds from the physical body. Thus between the physical body and the ether-body, on the one hand, and the sentient soul on the other, there inserts itself another distinct member of the human being. This is the soul-body or sentient body. One can express this in another way. One part of the ether-body is finer than the rest, and this finer part of the ether-body forms a unity with the sentient soul, whereas the coarser part forms a kind of unity with the physical body. Nevertheless, the sentient soul extends, as has been said, beyond the soul-body.

[ 9 ] What is here called sensation is only a part of the soul-being. (The expression sentient soul is chosen for the sake of simplicity.) Connected with sensations are the feelings of desire and aversion, impulses, instincts, passions. All these bear the same character of individual life as do the sensations, and are, like them, dependent on the bodily nature.

[ 10 ] Just as the sentient soul enters into mutual action and reaction with the body, so does it also in thinking, with the spirit. In the first place thinking serves the sentient soul. Man forms thoughts about his sensations. He thus enlightens himself regarding the outside world. The child that has burnt itself thinks it over, and reaches the thought “fire burns.” Nor does man follow blindly his impulses, instincts, passions; his thinking about them brings about the opportunity through which he can gratify them. What is called material civilisation moves entirely in this direction. It consists in the services which thinking renders to the sentient soul. An immeasurable amount of thought-power is directed to this end. It is thought-power that has built ships, railways, telegraphs, telephones; and by far the greatest proportion of all this serves only to satisfy the needs of sentient souls.

Thought-force permeates the sentient soul in a similar way to that in which the formative-life-force permeates the physical body. The formative-life-force connects the physical body with forefathers and descendants, and thus brings it under a system of laws with which the purely mineral body is in no way concerned. In the same way thought-force brings the soul under a system of laws to which it does not belong as mere sentient soul.

Through the sentient soul man is related to the animal. In animals, also, we observe the presence of sensations, impulses, instincts and passions. But the animal obeys these immediately. They do not, in its case, become interwoven with independent thoughts, transcending the immediate experiences.² This is also the case to a certain extent with undeveloped human beings. The mere sentient soul is therefore different from the evolved higher member of the soul which brings thinking into its service. This soul that is served by thought will be termed the intellectual soul. One could also call it the mind-soul.

[ 11 ] The intellectual soul permeates the sentient soul. He who has the organ for “seeing” the soul sees, therefore, the intellectual soul as a separate entity, in relation to the mere sentient soul.

[ 12 ] By thinking, man is led above and beyond his own personal life. He acquires something that extends beyond his soul. He comes to take for granted his conviction that the laws of thought are in conformity with the laws of the world. And he feels at home in the world because this conformity exists. This conformity is one of the weighty facts through which man learns to know his own nature. Man searches in his soul for truth; and through this truth it is not only the soul that speaks, but the things of the world. That which is recognised as truth by means of thought has an independent significance, which refers to the things of the world, and not merely to one's own soul. In my delight at the starry heavens I live in my own inner being; the thoughts which I form for myself about the paths of heavenly bodies have the same significance for the thinking of every other person as they have for mine. It would be absurd to speak of my delight were I not in existence; but it is not in the same way absurd to speak of my thoughts, even without reference to myself. For the truth which I think to-day was true also yesterday; will be true to-morrow, although I concern myself with it only to-day. If a piece of knowledge gives me joy, the joy has significance just so long as it lives in me; the truth of the knowledge has its significance quite independently of this joy. By grasping the truth the soul connects itself with something that carries its value in itself. And this value does not vanish with the feeling in the soul any more than it arose with it. What is really truth neither arises nor passes away: it has a significance which cannot be destroyed. This is not contradicted by the fact that certain human “truths” have a value which is transitory, inasmuch as they are recognised after a certain period as partial or complete errors. A man must say to himself that truth exists in itself, and that his conceptions are only transient forms of eternal truths. Even he who says, like Lessing, that he contents himself with the eternal striving towards truth because the full, pure truth can, after all, only exist for a God, does not deny the eternity of truth but establishes it by such an utterance. For only that which has an eternal significance in itself can call forth an eternal striving after it. Were truth not in itself independent, if it acquired its value and significance through the feelings of the human soul, then it could not be the one unique goal for all mankind. One concedes its independent being by the very fact that one sets oneself to strive after it.

[ 13 ] And as it is with the true, so it is with the truly good. Moral goodness is independent of inclinations and passions, inasmuch as it does not allow itself to be commanded by, but commands them. Likes and dislikes, desire and loathing belong to the personal soul of man; duty stands higher than likes and dislikes. Duty may stand so high in the eyes of a man that he will sacrifice his life for its sake. And a man stands the higher the more he has ennobled his inclinations, his likes and dislikes, so that without compulsion or subjection they themselves obey what is recognised as duty. Moral goodness has, like truth, its eternal value in itself, and does not receive it from the sentient soul.

[ 14 ] By causing the self-existent true and good to come to life in his inner being, man raises himself above the mere sentient soul. The eternal spirit shines into it. A light is kindled in it which is imperishable. In so far as the soul lives in this light, it is a participant of the eternal. It unites therewith its own existence. What the soul carries within itself of the true and the good is immortal in it. Let us call that which shines forth in the soul as eternal the consciousness-soul.³ We can speak of consciousness even in connection with the lower soul-stirrings.

The most ordinary everyday sensation is a matter of consciousness. To this extent animals also have consciousness. By consciousness-soul is meant the kernel of human consciousness, the soul within the soul. The consciousness-soul is thus distinguished as a distinct member of the soul from the intellectual soul. This latter is still entangled in the sensations, the impulses, the passions, etc. Everyone knows how at first he counts as true that which he prefers in his feelings, and so on. Only that truth, however, is permanent which has freed itself from all flavour of such sympathy and antipathy of feeling. The truth is true, even if all personal feelings revolt against it. The part of the soul in which this truth lives will be called consciousness-soul.

[ 15 ] Thus three members have to be distinguished in the soul as in the body: sentient soul, intellectual soul, consciousness-soul. And just as the body works from below upwards with a limiting effect on the soul, so the spiritual works from above downwards into it, expanding it. For the more the soul fills itself with the true and the good, the wider and the more comprehensive becomes the eternal in it. To him who is able to “see” the soul, the radiance which proceeds from a human being because his eternal element is expanding, is just as much a reality as the light which streams out from a flame is real to the physical eye. For the “seer” the corporeal man counts as only part of the whole man. The physical body, as the coarsest structure, lies within others, which mutually interpenetrate both it and each other. The ether-body fills the physical body as a life-form; extending beyond this on all sides is to be perceived the soul-body (astral form). And beyond this, again, extends the sentient soul, then the intellectual soul which grows the larger the more it receives into itself of the true and the good. For this true and good cause the expansion of the intellectual soul. A man living only and entirely according to his inclinations, his likes and dislikes, would have an intellectual soul whose limits coincide with those of his sentient soul. These formations, in the midst of which the physical body appears as if in a cloud, may be called the human aura. The aura is that in regard to which the “being of man” becomes enriched, when it is seen as this book endeavours to present it.

[ 16 ] In the course of his development as a child, there comes the moment in the life of a man in which, for the first time, he feels himself to be an independent being distinct from the whole of the rest of the world. For finely strung natures it is a significant experience. The poet Jean Paul says in his autobiography: “I shall never forget the event which took place within me, hitherto narrated to no one, and of which I can give place and time, when I stood present at the birth of my self-consciousness. As a very small child I stood at the door of the house one morning, looking towards the wood pile on my left, when suddenly the inner vision, ‘I am an I’ came upon me like a flash of lightning from heaven and has remained shining ever since. In that moment my ego had seen itself for the first time and for ever. Any deception of memory is hardly to be conceived as possible here, for no narrations by outsiders could have introduced additions to an occurrence which took place in the holy of holies of a human being, and of which the novelty alone gave permanence to such everyday surroundings.” It is well known that little children say of themselves, “Charles is good,” “Mary wants to have this.” One feels it to be right that they speak of themselves as if of others, because they have not yet become conscious of their independent existence, because the consciousness of the self is not yet born in them. Through self-consciousness, man describes himself as an independent being, separate from all others, as “I.” In “I” man includes all that he experiences as a being with body and soul. Body and soul are the carriers of the ego or “I;” in them it acts. Just as the physical body has its centre in the brain, so has the soul its centre in the ego. Man is aroused to sensations by impacts from without; feelings manifest themselves as effects of the outer world; the will relates itself to the outside world in that it realises itself in external actions. The “I” as the essential being of man remains quite invisible. Excellently, therefore, does Jean Paul call a man's recognition of his ego an occurrence taking place only in his veiled holy of holies; for with his “I” man is quite alone. And this “I” is the man himself. That justifies him in regarding his ego as his true being. He may, therefore, describe his body and his soul as the “sheaths” or “veils” within which he lives; and he may describe them as bodily conditions through which he acts. In the course of his evolution he learns to regard these instruments ever more and more as servants of his ego. The little word “I” is a name which differs from all other names. Anyone who reflects in an appropriate manner on the nature of this name, will find that in so doing an avenue to the understanding of the human being in the deeper sense is revealed. Every other name can be applied to its corresponding object by all men in the same way. Everybody can call a table “table” or a chair “chair.” This is not so with the name “I.” No one can use it in referring to another person; each one can call only himself “I.” Never can the name “I” reach my ears from outside when it refers to me. Only from within, only through itself, can the human being refer to himself as “I.” When the human being therefore says “I” to himself, something begins to speak in him that has nothing to do with any one of the worlds from which the sheaths so far mentioned are taken. The “I” becomes ever more and more ruler of body and soul. This also expresses itself in the aura. The more the “I” is lord over body and soul, the more definitely organised, the more varied and the more richly coloured is the aura.

The effect of the “I” on the aura can be seen by the “seeing” person. The “I” itself is invisible even to him; this remains truly within the veiled “holy of holies.” But the “I” absorbs into itself the rays of the light which flashes up in a man as eternal light. As he gathers together the experiences of body and soul in the “I,” so too he causes the thoughts of truth and goodness to stream into the “I.” The phenomena of the senses reveal themselves to the “I” from the one side, the spirit reveals itself from the other. Body and soul yield themselves up to the “I” in order to serve it; but the “I” yields itself up to the spirit in order that the spirit may fill it to overflowing. The “I” lives in body and soul; but the spirit lives in the “I.” And what there is of spirit in the “I” is eternal. For the “I” receives its nature and significance from that with which it is bound up. In so far as it experiences itself in the physical body, it is subject to the laws of the mineral world; through its ether-body to the laws of propagation and growth; by virtue of the sentient and intellectual souls to the laws of the soul-world in so far as it receives the spiritual into itself it is subject to the laws of the spirit. That which the laws of mineral and of life construct, comes into being and vanishes; but the spirit has nothing to do with becoming and perishing.

[ 17 ] The “I” lives in the soul. Although the highest manifestation of the “I” belongs to the consciousness-soul, one must nevertheless say that this “I,” raying out from it, fills the whole of the soul, and through the soul exerts its action upon the body. And in the “I” the spirit is alive. The spirit sends its rays into the “I” and lives in it as in a “sheath” or veil, just as the “I” lives in its sheaths, the body and soul. The spirit develops the “I” from within, outwards; the mineral world develops it from without, inwards. The spirit forming an “I” and living as “I” will be called Spirit-self, because it manifests as the “I,” or ego, or “self” of man. The difference between the “Spirit-self” and the “consciousness-soul” can be made clear in the following way. The consciousness-soul is in touch with the self-existent truth which is independent of all antipathy and sympathy; the Spirit-self bears within it the same truth, but taken up into and enclosed by the “I,” individualised by the latter and absorbed into the independent being of the man. It is through the eternal truth becoming thus individualised and bound up into one being with the “I,” that the “I” itself attains to eternity.

[ 18 ] The Spirit-self is a revelation of the spiritual world within the “I,” just as from the other side sensations are a revelation of the physical world within the “I.” In what is red, green, light, dark, hard, soft, warm, cold, one recognises the revelations of the corporeal world; in what is true and good, the revelations of the spiritual world. In the same sense in which the revelation of the corporeal world is called sensation, let the revelation of the spiritual be called intuition.⁴ Even the most simple thought contains intuitions, for one cannot touch it with the hands or see it with the eyes; its revelation must be received from the spirit through the “I.” If an undeveloped and a developed man look at a plant, there lives in the “I” of the one something quite different from that which is in the “I” of the other. And yet the sensations of both are called forth by the same object. The difference lies in this, that the one can form far more perfect thoughts about the object than can the other. If objects revealed themselves through sensation alone, there could be no progress in spiritual development. Even the savage is affected by Nature; but the laws of Nature reveal themselves only to the thoughts, fructified by intuition, of the more highly developed man. The stimuli from the outer world are felt even by the child as incentives to the will; but the commandments of the morally good disclose themselves to him only in the course of his development, in proportion as he learns to live in the spirit and understand its revelations.

[ 19 ] Just as there could be no colour sensations without physical eyes, so there could be no intuitions without the higher thinking of the Spirit-self. And as little as sensation creates the plant on which the colour appears, does intuition create the spiritual realities about which it is merely giving information.

[ 20 ] The “I” of a man, which comes to life in the soul, draws into itself messages from above, from the spirit-world, through intuitions, just as through sensations it draws in messages from the physical world. And in so doing it fashions the spirit-world into the individualised life of its own soul, even as it does the physical world by means of the senses. The soul, or rather the “I” lighting up in it, opens its portals on two sides; towards the corporeal and towards the spiritual.

[ 21 ] Now just as the physical world can only give information about itself to the ego by building out of physical materials and forces a body in which the conscious soul can live and possess organs to perceive the corporeal world outside itself, so does the spirit-world build, with its spirit-substances and spirit-forces, a spirit-body in which the “I” can live and, through intuitions, perceive the spiritual. (It is evident that the expressions spirit-substance, spirit-body contain a contradiction, according to the literal meaning of the words. They are used only in order to direct attention to what, in the spiritual, corresponds to the physical body of man.)

[ 22 ] Just as within the physical world each human body is built up as a separate physical being, so is the spirit-body within the spirit-world. In the spirit-world there is an “inner” and an “outer” for man just as there is in the physical world. As man takes in the materials of the physical world around him and assimilates them in his physical body, so does he take up the spiritual from the spiritual environment and make it into his own. The spiritual is the eternal nourishment of man. And as man is born out of the physical world, so is he born out of the spirit through the eternal laws of the true and the good. He is separated from the spirit-world outside him, as he is separated from the whole physical world, as an independent being. This independent spiritual being will be called the Spirit-man.

[ 23 ] If we investigate the human physical body, we find the same materials and forces in it as are to be found outside it in the rest of the physical world. It is the same with the Spirit-man. In it pulsate the elements of the external spirit-world; in it the forces of the rest of the spirit-world are active. As within the physical skin a being is enclosed and limited which is alive and feels, so also is it in the spirit-world. The spiritual skin, which separates the Spirit-man from the homogeneous spirit-world, makes him an independent being within it, living a life within himself and perceiving intuitively the spiritual content of the world—let us call this “spiritual skin” (auric sheath) the spirit-sheath. Only it must be kept clearly in mind that the spiritual skin expands continually with advancing human evolution, so that the spiritual individuality of man (his auric sheath) is capable of enlargement to an unlimited extent.

[ 24 ] The Spirit-man lives within this spirit-sheath. It is built up by the spiritual life-force. In a similar way to that in which one speaks of an ether-body, one must therefore speak of an ether-spirit in reference to the Spirit-man. Let this ether-spirit be called Life-spirit. The spiritual being of man therefore is composed of three parts, Spirit-man, Life-spirit, and Spirit-self.

[ 25 ] For one who is a “seer” in the spiritual regions, this spiritual being of man is a perceptible reality as the higher, truly spiritual part of the aura. He “sees” the Spirit-man as Life-spirit within the spirit-sheath; and he “sees” how this “Life-spirit” grows continually larger, by taking in spiritual nourishment from the spiritual external world. Further, he sees how the spirit-sheath continually increases, widens out through what is brought into it, and how the Spirit-man becomes ever larger and larger. In so far as this “becoming larger” is “seen” spatially, it is of course, only a picture of the reality. In spite of this, man's soul is directed towards the corresponding spiritual reality in conceiving this picture. For the difference between the spiritual and the physical being of man is that the latter has a limited size while the former can grow to an unlimited extent. Whatever of spiritual nourishment is absorbed has an eternal value. The human aura is accordingly composed of two interpenetrating parts. Colour and form are given to the one by the physical existence of man, and to the other by his spiritual existence. The ego marks the separation between them in such wise that the physical, after its own manner, yields itself and builds up a body that allows a soul to live within it; and the “I” yields itself and allows to develop in it the spirit, which now for its part permeates the soul and gives it the goal in the spirit-world. Through the body the soul is enclosed in the physical; through the Spirit-man there grow wings for its movement in the spiritual world.

[ 26 ] In order to comprehend the whole man, one must think of him as put together out of the components above mentioned. The body builds itself up out of the world of physical matter in such wise that its construction is adapted to the requirements of the thinking ego. It is penetrated with life-force, and thereby becomes the etheric or life-body. As such it opens itself through the sense-organs towards the outer world and becomes the soul-body. This the sentient soul permeates and becomes a unity with it. The sentient soul does not merely receive the impacts of the outer world as sensations; it has its own inner life which it fertilises through thinking, on the one hand, as it does through sensations on the other. It thus becomes the intellectual soul. It is able to do this by opening itself to intuitions from above, as it does to sensations from below. Thus it becomes the consciousness-soul. This is possible for it because the spirit-world builds into it the organ of intuition, just as the physical body builds for it the sense-organs. As the senses transmit to the human organism sensations by means of the soul-body, so does the spirit transmit to it intuitions through the organ of intuition. The Spirit-self is thereby linked into a unity with the consciousness-soul, just as the physical body is with the sentient soul in the soul-body. Consciousness-soul and Spirit-self form a unity. In this unity the Spirit-man lives as Life-spirit, just as the etheric body forms the bodily basis for the soul-body. And as the physical body is enclosed in the physical skin, so is the Spirit-man in the spirit-sheath. The members of the whole man are therefore as follows:

1. Physical body.
2. Ether-body or life-body
3. Soul-body
4. Sentient soul
5. Intellectual soul
6. Consciousness-soul
7. Spirit-self
8. Life-spirit
9. Spirit-man

[ 1 ] Soul-body (C) and sentient soul (D) are a unity in the earthly man; in the same way are consciousness-soul (F) and Spirit-self (G) a unity. Thus there come to be seven parts in the earthly man.⁵

1. Physical body.
2. Ether-body or life-body
3. Sentient soul-body
4. Intellectual soul
5. Spirit-filled Consciousness-soul
6. Life-spirit
7. Spirit-man

[ 27 ] In the soul the “I” flashes forth, receives the impetus from the spirit and thereby becomes the bearer of the Spirit-man. Thus man participates in the “three worlds,” the physical, the soul, and the spiritual. He is rooted in the physical world through his physical body, ether-body, and soul-body and blossoms through the Spirit-self, Life-spirit, and Spirit-man up into the spiritual world. The stalk, however, which takes root in the one and blossoms in the other, is the soul itself.

[ 28 ] This arrangement of the members of man can be expressed in a simplified way, but one entirely consistent with the above. Although the human “I” lights up in the consciousness-soul it nevertheless penetrates the whole soul-being. The parts of this soul-being are not at all as distinctly separate as are the limbs of the body: they interpenetrate each other in a higher sense. If then one regards the intellectual soul and the consciousness-soul as the two sheaths of the “I” that belong together, with the “I” itself as their kernel, then one can divide man into physical body, life-body, astral body, and “I.” The expression astral body designates here what is formed by soul-body and sentient soul together. This expression is found in the older literature, and may be applied here in a somewhat broad sense to that in the constitution of man which lies beyond the sensibly perceptible. Although the sentient soul is in certain respects energised by the “I” it is still so intimately connected with the soul-body that, in thinking of both as united, a single expression is justified. When, now, the “I” saturates itself with the Spirit-self, then this Spirit-self makes its appearance in such wise that the astral body is worked over from within the soul. In the astral body there are primarily active the impulses, desires, and passions of man, in so far as they are felt by him; sense-perceptions are also active in it. Sense-perceptions arise through the soul-body as a member in man which comes to him from the external world. Impulses, desires, and passions, etc., arise in the sentient soul, in so far as it is energised from within, before this “inner” has yielded itself to the Spirit-self. If the “I” saturates itself with the Spirit-self, then the soul energises the astral body with this Spirit-self. This expresses itself in the illumination of the impulses, desires, and passions by what the “I” has received from the spirit. The “I” has then, through its participation in the spiritual world, become ruler in the world of impulses, desires, etc. To the extent to which it has become this the Spirit-self manifests in the astral body. And the astral body is thereby transmuted. The astral body itself then appears as a two-fold body—in part untransmuted and in part transmuted. Therefore the Spirit-self, as manifested in man, can be designated as the transmuted astral body.

A similar process takes place in a man when he receives the Life-spirit into his “I.” The life-body then becomes transmuted. It becomes penetrated with the Life-spirit. This manifests itself in such wise that the life-body becomes quite other than it was. For this reason one can also say that Life-spirit is the transmuted life-body. And if the “I” receives the Spirit-man, it thereby receives the necessary force with which to permeate the physical body. Naturally, that part of the physical body, thus transmuted, is not perceptible to the physical senses. For it is just that part of the physical body which has been spiritualised that has become the Spirit-man. The physical body is then present to the physical senses as physical, but in so far as this physical is spiritualised, it must be perceived by spiritual faculties of perception. To the external senses the physical, even when permeated by the spiritual, appears to be merely sensible.

Taking all this as basis, the following arrangement of the members of man may also be given:

1. Physical body.
2. Ether-body or life-body
3. Astral body
4. “I” as soul-kernel
5. Spirit-self as transmuted astral body
6. Life-spirit as transmuted life-body
7. Spirit-man as transmuted physical body

• 1. The author of this book, long after it was written, applied to what is here called etheric or life-body, the name “formative-force-body” (also cf. Das Reich, 4th book of the first year's issue.) He felt moved to give it this name, because he believes that one cannot do enough to prevent the misunderstanding due to confusing what is here meant by etheric body with the “vital force” of older natural science. In what concerns the rejection of this older concept of a vital force in the sense of modern natural science, the author shares in a certain respect the standpoint of those who are opposed to assuming such a vital force. For the purpose of assuming such a vital force was to explain the special mode of working in the organism of the inorganic forces. But that which works inorganically in the organism, does not work there in any other way than it does in the inorganic world. The laws of inorganic nature are in the organism no other than they are in the crystal, and so forth. But in the organism there is present something which is not inorganic: the formative life. The etheric body or formative-force-body lies at the base of this formative life. By assuming its existence, the rightful task of natural science is not interfered with: viz., to observe the workings of forces in inorganic nature and to follow the workings into the organic world: and further, to refuse to think of these operations within the organism as being modified by a special vital force. The spiritual investigator speaks of the etheric body in so far as there manifests in the organism something other than what shows itself in the lifeless. In spite of all this the author does not here feel impelled to replace the term “etheric body” by the other “formative-force-body,” since within the whole connected range of what is said here, any misunderstanding is excluded for everyone who really wants to see. Such a misunderstanding can only arise when the term is used in a development which cannot exhibit this connection. See also under Addendas 1, 2,& 3 p.26
• 2. See also under Addenda 4
• 3. Bewusstsein-Seele (consciousness-soul) may also, as indicated by Dr. Steiner, be translated “spiritual soul.”
• 4. See also underAddenda p.38-39.
• 5. See also underAddenda p.42

I consider it a particular honor to be able to speak to you about the relationship of my work in spiritual science to your pedagogical work. You will allow me to make two introductory remarks. The first is that I will, of course, need to clothe my thoughts in apparently theoretical words and ideas, since to discuss points of view, we need words. However, I expressly note that I do not speak theoretically. I would not even speak about today’s topic if I did not direct a portion of my activity toward the practical, particularly concerning educational methods and their effectiveness. Thus, what I wish to bring to you today comes directly from practice.

The second thing I would like to say is that at present spiritual science is extremely controversial. I therefore can quite understand (especially because I represent spiritual science) that there may be many objections today because its methods are, in many cases, foreign to modern points of view. Perhaps we can help make spiritual science more understandable through the way we introduce it and attempt to make it a true living force in such an important practical area as education.

Can we name any areas of life that are unaffected by pedagogical activities and interests? At an age when children can develop themselves into everything possible, we entrust them to those who act as teachers. Teachers can provide what humanity needs only through the warmest participation in the totality of human life. When I speak about the special topic of spiritual science and pedagogy, I do this because, particularly now, the science of the spirit should become an active part of life. Spiritual science should be present to reunite the separate human cultural interests that have been driven apart in the last centuries, particularly in the nineteenth century. Through spiritual science, through a concrete point of view, we can unite the specialties without becoming paralyzed by the requirements of specialization. Today, there is also a very important reason to think about the relationship of spiritual science to pedagogy: education has influenced all human thinking and activity, including modern science and its great achievements.

More than people know, the scientific way of thinking that has led to such glorious results in science has won influence over everything we do, particularly over what we do in education. Although I am unable to develop the foundations of spiritual science here, I wish to take note of one thing, namely, the relationship of the scientific method to life.

Think, for example, about the human eye, this marvel through which we experience the outside world in a particular realm of the senses. The eye, this marvelous organ, is constructed so as to see the world and at the same time (I speak comparatively) always to forget itself in this seeing. In a sense, when we really want to investigate this instrument of external vision, we must completely reverse the standpoint of observation that modern science can only approximate. While seeing, we cannot at the same time look back at the essence of our eyes. We can use this picture to relate the scientific method to life. In modern times we have carefully and conscientiously developed the scientific method so that it gives the different sciences an objective picture of the external world. In doing this, we have formed a basic mood of soul such that we forget the human self in the scientific observation of the world, such that we forget everything directly connected with human life. Thus, it has come about that the more we develop in a modern scientific sense, the less we can use this science to see what is human.

The desire of spiritual science to bring about that reversal of observation that again turns to human beings arises from an understanding of science that goes beyond the understanding conventional science has of itself. This reversal can only occur when people go through those stages of soul life that I have described in How 7o Know Higher Worlds, and in an abbreviated form have indicated in the second part of An Outline of Occult Science.These are the processes that really carry this life of the human soul beyond normal life, and beyond the normal scientific world.

To come to such a manner of looking at things, you must have what I would like to call intellectual modesty. In a recent public lecture here, I gave a picture of what is necessary. Suppose, for example, we observe a five-year-old child. Suppose we put a book of Goethe’s lyrical poetry in the hands of a fiveyear-old child. This book of Goethe’s poems contains a whole world. The child will take the book in hand and play around with it, but will not perceive anything that actually speaks to people from this volume. However, we can develop the child, that is, we can develop the soul powers sleeping in the child, so that in ten or twelve years the child can really take from the volume what it contains. We need this attitude if we are to find our way to the science of the spirit. We must be able to say to ourselves that even the most careful education of our intellect, of our methods of observation and experimentation, brings us only so far. From there on, we can take over our own development. From that stage on, we can develop the previously sleeping forces ourselves. Then we will become aware that previously we stood in the same relationship to the external nature of our spirit-soul being, particularly the essence of our humanity, as the five-year-old child to the volume of Goethe's lyrical poetry. In essence and in principle, everything depends upon a decision for intellectual modesty, so that we can find our way to the science of the spirit.

We achieve the capacity to really observe ourselves, to observe the human being, when we practice specific thinking, feeling and willing exercises developed to make thinking independent, to train the will, when we become increasingly independent from physical willing and thinking. If we can observe the human being, then we can also observe what is so extremely important, the developing human. Today, there is certainly much talk about the spirit, talk about independent thinking. The science of the spirit cannot agree with this talk for a simple reason. Spiritual science develops inner spiritual techniques to grasp and understand concrete spirituality, not the spirit about which people speak nebulously as forming the basis of things and people. Spiritual science must go into detail concerning the essence of the human being.

Today, we want to speak about the essence of the developing human. I would say that people speak quite abstractly about human individuality and its development. However, they are quite correctly conscious that the teacher especially needs to take the development of this human individuality into account. I only wish to point out that insightful teachers are very clear about how little our modern science of education is able to identify the orderly stages of human development. I would like to give two examples. The oft-mentioned Viennese educator Theodor Vogt represented the reformed Herbartian school of thought. He said that we are not advanced enough in our understanding of human history to derive a view of child development from human historical development in the same way biologists derive the individual human embryonic development from the development of the species. The pedagogue Rein repeated this point of view. It culminates in accepting that today we do not have research methods of any sort that could identify the basis of human development. The development of such capacities as those I have just cursorily mentioned (you can read more in my books) enables us to approach the riddle that meets us so wonderfully when we observe how, from birth onward, an inner human force increasingly appears in every gesture. In particular, we can see how it manifests through speech, through the relationships of people with their surroundings, and so forth. Usually people observe the different manifestations of human life much too superficially, both physiologically and biologically. People do not form a picture of the whole human being in which the body, soul and spirit intertwiningly affect one another. If you wish to teach and educate children as they need, you must form such a picture.

Now those who, strengthened by spiritual scientific methods, observe the developing child will find an important developmental juncture at approximately the time of the change of teeth, around six or seven years of age. There is an oft-quoted saying that nature makes no leaps. To a certain degree, this is quite correct. However, all such views are basically one-sided. You can see their correctness only if you recognize their one-sidedness, for nature continuously makes leaps. Think about a growing plant, to name only one example. Fine. You can use this saying, nature makes no leaps. However, in the sense of Goethe’s law of metamorphosis, we must say that, despite the fact that the green leaf is the same as the colorful flower petal, nature does make a leap from the leaf to the colorful petal, and yet another leap from the petal to the stamen, and another quite special leap to the fruit. We do not get along well in life if we abstractly adopt the point of view that nature, or life in general, does not make leaps. And this is particularly true with people. Human life flows along without leaps, but in this other sense, there are such leaps everywhere.

Around the age of six or seven there is a particularly important turning point that has far-reaching consequences for human structure and function. Modern physiology does not yet have a correct picture of this. Something also occurs in people in the spirit-soul realm. Until this time, human beings are fundamentally imitative beings. The constitution of their body and soul is such that they totally devote themselves to their surroundings. They feel their way into the surroundings. They develop themselves from the center of their will so that they mold the force lines and force rays of their will exactly to what occurs in their surroundings. More important than everything that we can bring to the child through reprimanding words, through preaching in this stage, is the way in which we ourselves behave in the presence of the child. Since the intangibles of life act much more strongly than what we can clearly observe on the surface, we must say that what the child imitates does not depend only upon the observable behavior of people. In every tone of speech, in every gesture that we as teachers use in the presence of the child during this stage, lies something to which the child adapts itself. As human beings we are much more than we know by the external reflection of our thoughts. In life we pay little attention to how we move a hand, but the way we move a hand is the faithful reflection of the whole state of our souls, the whole reflection of our inner mood. As adults with developed soul lives we pay little attention to the connection between the way we step forward with our legs, the way we gesture with our hands, the expressions on our faces, and the will and feeling impulses that lie in our souls. The child, however, lives into these intangibles. We do not exaggerate when we say that those in the young child’s surroundings who inwardly strive to be good, to be moral, who in their thinking and feeling consciously intend to do the child no wrong, even in what is not spoken—such people affect the child in the strongest possible manner through the intangibles of life.

In this connection we must pay attention to what, if I may express myself so, actually lies between the lines of life. In that we slowly find ourselves caught in the web of a more materialistic life, particularly in relation to the intimacies of existence, we become accustomed to paying relatively little attention to such things. Only when we value such things again will a certain impulse enter pedagogy, an impulse particularly necessary in a time that refers to itself as social, as a socially minded period.

You see, people cannot correctly value certain experiences if they do not take into account observations of the spirit-soul nature that is the foundation of human beings. I am speaking to you about everyday events. A despairing father comes, for example, and says, “What shall I do? My child has stolen something!” We can, of course, understand how a father can despair about such things. But, now we attempt to understand the situation better. We can say, “Yes, but what were the complete circumstances?” The child simply took some money from the drawer. What did the child do with the money? The child bought something for a friend, candy, for instance. So, the child did not steal for selfish reasons. Thus, we might possibly say the child did not steal at all. There can be no talk about the child having stolen. Every day the child has seen that Mother goes to the drawer and takes money out. The child has seen that as something normal and has only imitated. This is something that has resulted from the forces that are the most important at this stage, imitation and mimicking. If you direct the child properly in this sense, if you know how to properly direct the child’s attention, then this attention will be brought to all sorts of things that will have an important influence at this stage.

We must be quite conscious that reprimands and preaching at this stage do not help. Only what affects the will can help. This human characteristic exists until the moment when the remarkable physiological conclusion of childhood occurs, when “hardening” makes its final push and the permanent teeth crystallize out of the human organism. It is extremely interesting to use spiritual scientific methods to look at what lies at the basis of the developing organism, what forms the conclusion, the change of teeth. However, it is more important to follow what I have just described, the parallel spirit-soul development that arises completely from imitation.

Around the age of seven, a clear change in the spirit-soul constitution of the child begins. We could say that at this age the capacity to react to something quite differently than before emerges. Previously, the child’s eye was intent upon imitating, the child’s ear was intent upon imitating. Now the child begins to concentrate upon what adults radiate as opinion, as points of view. The child transforms its desire to imitate into devotion to authority. 1 know how unpleasant it is for many modern people when we make authority an important factor in education. However, if we wish to represent the facts openly and seriously, programs and slogans cannot direct us. Only empirical facts, only experience can be our guides. We need to see what it means when children have been guided by a teacher they can look up to because this teacher is a natural authority for them. That the developing human can take something into its thoughts, can live into something, because the respected adult has these thoughts and feelings, because there is a “growing together” between the developing being and the adult being, is of great importance in the development of the child. You can know what it means for the whole later life of the child only when you (I want to say this explicitly) have had the luck of having been able to devote yourself to a natural authority in the time between the transformation at around six or seven years of age and the last great transformation around the time of puberty, at about fourteen or fifteen years of age.

The main thing is not to become mired in such abstractions, but instead to enter into this very important stage of life that begins around the age of six or seven years and concludes with puberty. At this age the child, having been properly raised or spoiled through imitation, is turned over to the school by the parents. The most important things for the child’s life occur in this period. This is quite true if we keep in mind that not only each year, but each month, the teacher must carefully discover the real essence of developing children. This discovery must be not only general, but as far as possible in large classes, the teacher should also carefully consider each individual child. After the child enters school, we see the residual effects of the desire to imitate alongside the beginning devotion to authority until around the age of nine (these things are all only approximate, of course). If we can properly observe the interaction of these two basic forces in the growing child, then the living result of this observation forms the proper basis not only for the teaching method, but also for the curriculum.

Excuse me if I interject a personal remark, but I encountered this very question when the Waldorf School was formed this year. Through the understanding accommodation of our friend Emil Molt and the Waldorf-Astoria firm in Stuttgart, we were able to bring a complete unified elementary school to life. We were able to bring to life a school that, in its teaching methods and in the ordering of its curriculum, is to result entirely from what the science of the spirit can say about education. In September of this year it was my pleasure to hold a seminar for the faculty I assembled for this school. All of these questions came to me in a form very fitting to our times. What I want to talk to you about now is essentially an extract of everything given to the faculty during that seminar. These teachers are to guide this truly unified elementary school according to the needs of spiritual science and contemporary society.¹

We concerned ourselves not only with teaching methods, but particularly with creating the curriculum and teaching goals from a living observation of growing children. If we look at the growing child, we will find that after the age of six or seven much still comes from that particular kind of will that alone makes the child’s desire to imitate possible to the degree I described previously. It is the will that forms the basis of this desire to imitate, not the intellect. In principle, the intellect develops from the will much later. That intimate bond between one human being, the adult teacher, and another human being, the growing child, is expressed in a relationship between will and will. Thus, we can best reach the child in these first elementary school years when we are able to properly affect the will.

How can we best affect the will? We cannot affect the will if during these years we emphasize outer appearances too strongly, if we turn the child’s attention too strongly to material life. It turns out that we come particularly close to the will if in these first years we allow education to be permeated by a certain aesthetic artistry. We can really begin from this aesthetic artistry. We cannot, for example, begin with that teaching of reading and writing that does not arise from the proper connection between what we teach and the powers that come from the core of the child’s soul. The letters and characters used in reading and writing consist of something quite removed from life. You need only look back at earlier characters (not those of primitive peoples, but, for example, those of the highly developed Egyptian culture) to see that writing was still quite artistically formed. In the course of time, this has been lost. Our characters have become conventions. On the other hand, we can go back to the direct primary relationship that people once had to what has become writing. In other words, instead of giving abstract instruction in writing, we can begin to teach writing through drawing. We should not, however, teach through just any drawings, but through the real artistic feeling in people that we can later transform into artistically formed abstract characters for the growing child. Thus, you would begin with a kind of “written drawing” or “drawn writing,” and extend that by bringing the child true elements of the visual arts of painting and sculpture.

Psychologists who are genuinely concerned with the life of the soul know that what we bring to the child in this way does not reach simply the head, it reaches the whole person. What is of an intellectual color, what we permeate only with intellect, and particularly with convention, like the normal letters of reading and writing, reaches only the head. If we surround the instruction of these things with an artistic element, then we reach the whole person. Thus, a future pedagogy will attempt first to derive the intellectual element and the illustrative material from the artistic.

We can best take into account the interaction of the principles of authority and imitation if we approach the child artistically. Something of the imitative lies in the artistic. There is also something in the artistic that goes directly from subjective person to subjective person. What should act artistically must go through the subjectivity of people. As people with our own inner essence, we face the child quite differently when what we are to bring acquires an artistic form. In that way, we first pour our substance into what must naturally appear as authority. This enables us not to appear as a simple copy of conventional culture and the like, but humanly brings us closer to the child. Under the influence of this artistic education, the child will live into a recognition of the authority of the teacher as a matter of course.

At the same time, this indicates that spirit must prevail since we can teach in this way only when we allow what we have to convey to be permeated by spirit. This indicates that spirit must prevail in the entire manner of instruction, that we must live in what we have to convey. Here again I come to something that belongs to the intangibles of teaching life. People so easily believe that when they face the child they appear as the knowing, superior person before the simple, naive child. This can have very important consequences for teaching. I will show this with a specific example I have used in another connection in my lectures. Suppose I want to convey the concept of the immortality of the soul to a child. Conforming myself to the child’s mood of soul, I give the example by presenting a picture. I describe a cocoon and a butterfly creeping from it in a very pictorial way. Now, I make clear to the child, “In the same way that the butterfly rests in this cocoon, invisible to the eye, your immortal soul rests in your body. Just as the butterfly leaves the cocoon, in the same way, when you go through the gates of death, your immortal soul leaves your body and rises to a world that is just as different as the butterfly’s.”

Well, we can do that, of course. We think out such a picture with our intellect. However, when we bring this to the child, as “reasonable” people we do not easily believe it ourselves. This affects everything in teaching. One of the intangibles of education is that, through unknown forces working between the soul of the child and the soul of the teacher, the child accepts only what I, myself, believe.

Spiritual science guides us so that the picture I just described is not simply a clever intellectual creation.We can recognize that the divine powers of creation put this picture into nature. It is there not to symbolize arbitrarily the immortality of the soul in people, but because at a lower level the same thing occurs that occurs when the immortal soul leaves the body. We can bring ourselves to believe in the direct content of this picture as much as we want, or better, as much as we should want the child to believe it. When the powers of belief prevail in the soul of the teacher, then the teacher affects the child properly. Then the effectiveness of authority does not have a disadvantage, but instead becomes a major, an important, advantage.

When we mention such things, we must always note that human life is a whole. What we plant into the human life of a child often first appears after many, many years as a fitness for life, or as a conviction in life. We take so little note of this because it emerges transformed. Let us assume we succeed in arousing a quite necessary feeling capacity in a child, namely the ability to honor. Let us assume we succeed in developing in the child a feeling for what we can honor as divine in the world, a feeling of awe. Those who have learned to see life’s connections know that this feeling of awe later reappears transformed, metamorphosed. We need only recognize it again in its transformed appearance as an inner soul force that can affect other people in a healthy, in a blessed, manner. Adults who have not learned to pray as children will not have the powers of soul that can convey to children or younger people a blessing in their reprimands or facial expressions. What we received as the effect of grace during childhood transforms itself through various, largely unnoticed, phases. In the more mature stages of life it becomes something that can give forth blessing.

All kinds of forces transform themselves in this way. If we do not pay attention to these connections, if, in the art of teaching, we do not bring out the whole, wide, spiritually enlightened view of life, then education will not achieve what it should achieve. Namely, it will not be able to work with human developmental forces, but will work against them.

When people have reached approximately nine years of age, they enter a new stage that is not quite so clearly marked as the one around the age of seven years. It is, however, still quite clear. The aftereffects of the desire to imitate slowly subside, and something occurs in the growing child that, if we want to see it, can be quite closely observed. Children enter into a specific relationship to their own I. Of course, what we could call the soul relationship to the I occurs much earlier. It occurs in each persons life at the earliest moment he or she can remember. This is approximately the time when the child goes from saying, “Johnny wants this,” “Mary wants this,” to saying “I want this.” Later, people remember back to this moment. Earlier events normally completely disappear from memory. This is when the ensouled I enters the human being. However, it has not completely entered spiritually. We see what enters the human soul constitution spiritually as the experiencing of the I that occurs in the child approximately between nine and ten years of age. People who are observers of the soul have at times mentioned this important moment in human life. Jean Paul once so beautifully said that he could remember it quite exactly. As a young boy, he was standing before a barn in the courtyard of his parents’ home, so clearly could he recall it. There, the consciousness of his I awoke in him. He would never forget, so he told, how he looked through the veil at the holy of holies of the human soul.

Such a change occurs around the age of nine, in one case clearly, in another case less clearly. This moment is extremely important for the teacher. If you have previously been able to arouse in the growing child feelings tending in those directions of the will called religious or moral that you can bring forth through all your teaching, then you need only be a good observer of children to allow your authority to be effective when this stage appears. When you can observe that what you have previously prepared in the way of religious sensitivities is solidly in place and comes alive, you can meet the child with your authority.

This is the time that determines whether people can honestly and truly look from their innermost depths to something that divinely courses through the spirit and soul of the world and human life. At this point, those who can place themselves into human life through a spiritual point of view will, as teachers, be intuitively led to find the right words and the right behavior. In truth, education is something artistic. We must approach children not with a standardized pedagogy, but with an artistic pedagogy. In the same way that artists must be in control of their materials, must understand them exactly and intimately, those who work from the spiritual point of view must know the symptoms that arise around the age of nine. This is the time when people deepen their inner consciousness so that their Iconsciousness becomes spiritual, whereas previously it was soulful. Then the teacher will be able to change to an objective observation of things, whereas previously the child required a connection to human subjectivity. You will know, when you can correctly judge this moment, that prior to this you should, for example, speak to children about scientific things, about things that occur in nature, by clothing them in tales, in fables, in parables. You will know that all natural objects are to be treated as having, in a sense, human characteristics. In short, you will know that you do not separate people from their natural surroundings. At that moment around the age of nine when the I awakens, human beings separate themselves from the natural environment and become mature enough to objectively compare the relationships of natural occurrences. Thus, we should not begin to objectively describe nature before this moment in the child’s life. It is more important that we develop a sense, a spiritual instinct, for this important change.

Another such change occurs around eleven or twelve years of age. While the child is still completely under the influence of authority, something begins to shine into life that is fully formed only after sexual maturity. The child’s developing capacity to judge begins to shine in at this time. Thus, as teachers we work so that we appeal to the child’s capacity for judgment, and we allow the principle of authority to recede into the background. After about twelve years of age, the child’s developing capacity for judgment already plays a role. If we correctly see the changing condition of the child’s soul constitution, then we can also see that the child develops new interests. The child previously had the greatest interest, for example, in what we (of course, in a manner understandable to a child) brought in describing natural sciences. Only after this change, around eleven or twelve years of age, does this interest (I understand exactly the importance of what I say) develop into a true possibility of understanding physical phenomena, of understanding even the simplest physical concepts.

There can be no real pedagogical art without the observation of these basic underlying rhythms of human life. This art of education requires that we fit it exactly to what develops in a human being. We should derive what we call the curriculum and educational goals from that. What we teach and how we teach should flow from an understanding of human beings. However, we cannot gain this understanding of human beings if we are not able to turn our view of the world to seeing the spiritual that forms the basis of sensible facts. Then it will become clear to us that the intangibles that I have already mentioned really play a role, particularly in the pedagogical art.

Today, where our pedagogical art has developed more from the underlying scientific point of view, we place much value upon so-called visual aids (this is the case, although we are seldom conscious of it).² I would ask you not to understand the things I say as though I want to be polemic, as though I want to preach or derogatorily criticize. This is not at all the case. I only wish to characterize the role that the science of the spirit can have in the formation of a pedagogical art. That we emphasize visual aids beyond their bounds is only a result of the common way of thinking that has developed from a scientific point of view, from scientific methods. However (I will say this expressly), regardless of how justified it is to present illustrative materials at the proper time and with the proper subjects, it is just as important to ask if everything we should convey to the child can be conveyed by demonstration. We must ask if there are no other ways in which we can bring things from the soul of the teacher to the soul of the child. We must certainly mention that there are other ways. I have, in fact, mentioned the all-encompassing principle of authority that is active from the change of teeth until puberty. The child accepts the teacher’s opinion and feeling because they live in the teacher. There must be something in the way the teacher meets the child that acts as an intangible. There must be something that really flows from an all-encompassing understanding of life and from the interest in an all-encompassing understanding of life. I have characterized it by saying that what we impart to children often reveals itself in a metamorphosed form only in the adult, or even in old age.

For example, there is one thing people often do not observe because it goes beyond the boundaries of visual aids. You can reduce what you visually present the child down to the level the child can comprehend. You can reduce it to only what the child can comprehend, or at least what you believe the child can comprehend. Those who carry this to an extreme do not notice an important rule of life, namely, that it is a source of power and strength in life if you can reach a point, for example at the age of thirty-five, when you say to yourself that as a child you learned something once from your teacher, from the person who educated you. You took it into your memory and you remembered it. Why did you remember it? Because you loved the teacher as an authority, because the essence of the teacher so stood before you that it was clear to you when that teacher truly believed something, you must learn it. This is something you did instinctively. Now you have realized something, now that you are mature. You understand it in the way I have described it—"I learned something that I learned because of a love for an authority. Now the strength of maturity arises through which I can recall it again, and I can recognize it in a new sense. Only now do I understand it.”

Those who laugh at such a source of strength have no interest in real human life, they do not know that human life is a unity, that everything is connected. Thus, they cannot value what it means to go beyond normal visual aids, which are completely justifiable within their boundaries. Such people cannot value the need for their teaching to sink deeply into the child’s soul so that at each new level of maturity it will always return. Why do we meet so many inwardly broken people these days? Why do our hearts bleed when we look at the broad areas in need of such tremendous undertakings, while people nonetheless wander around aimlessly? Because no one has attended to developing in growing children those capacities that later in life become a pillar of strength to enable them really to enter into life.

These are the things that we must thoroughly consider when we change from simple conventional pedagogical science to a true art of education. In order for pedagogy to be general for humanity, teachers must practice it as an individual and personal art. We must have insight into certain inner connections if we want to understand clearly what people often say instinctively but without clear understanding. Today, with some justification, people demand that we should not only educate the intellect. They say it is not so important that growing children receive knowledge or understanding. What is important is that they become industrious people, that the element of will be formed, that real dexterity be developed, and so forth. Certainly, such demands are quite justifiable. What we need to realize though, is that we cannot meet such demands with general pedagogical phrases or standards; we can only meet them when we really enter into the concrete details of human developmental stages. We must know that it is the artistic aesthetic factor that fires the will, and we must be able to bring this artistic aesthetic factor to the will. We must not simply seek an external gateway to the will. That is what we would seek if we sought out people only through physiology and biology. That is what we would seek if we were not to seek them through the spiritual element that expresses itself in their being and expresses itself distinctly, particularly in childhood. There is much to be ensouled, to be spiritualized.

In our Waldorf School in Stuttgart, we have attempted for the first time to create something from what is usually based only upon the physiological, at least in its inner strength and its methods. Namely, we have attempted to transform gymnastics into the art of eurythmy. Almost every Saturday and Sunday in Dornach you can see a eurythmy performance. Eurythmy is an art form in which we use the human organism, with its possibilities for inner movement, as an instrument. What you see as an art form also has the possibility of ensouling and spiritualizing human movements that otherwise occur only in gymnastics.

Thus, people not only do what may affect this or that muscle, they also do what naturally flows from this or that feeling of the soul into the movement of the muscles, into the movement of the limbs.

Because it is based upon a spiritual scientific vitalization of life, we are convinced eurythmy will be significant for both pedagogy and healing. We are seeking the necessary healthy relationship between inner experiencing, feeling and expression of soul, and what we can develop in people as movement. We seek to develop these natural connections. We seek through the recognition of the ensouled and spiritualized human being what people usually seek only through physiology or other external facts. We can also affect the will not only when we apply the most common of arts to the principles of teaching in the early elementary school years. We can equally affect the will in a very special way when we allow soul-spirituality to permeate something also thought to cultivate the will, namely, gymnastics. However, we must recognize soul-spirituality in its concrete possibility of effectiveness, in its concrete form.

Thus, we must recognize the connections between two capacities of the human soul. Modern psychology cannot see this because it is not permeated by spiritual science. If we can look objectively at that important moment that I have described as occurring around nine years of age, we will see, on the one hand, that something important happens that is connected with the feeling capacity, the feeling life of the child. People look inwardly. Quite different feeling nuances occur. In a certain sense, the inner life of the soul becomes more independent from external nature in its feeling nuances. On the other hand, something else occurs that we can see only through a truly intimate observation of the soul. Namely, we learn because we still have what we might call an organically developed memory. Jean Paul noticed this and expressed it brilliantly when he said that we certainly learn more in the first three years of our life than in three years at the university. This is so because memory still works organically. We certainly learn more for living. However, around the age of nine a particular relationship forms between the life of feeling and the life of memory that plays more into conscious life.

We need only to see such things. If we cannot see them, then we think they are not there. If you can really see this intimate relationship between the life of feeling and memory, then you will find, if you pay attention, the proper standpoint from which to appeal to memory in your teaching. You should not appeal to memory any differently than you appeal to feeling. You will find the proper nuances, particularly for teaching history, for everything you have to say about history, if you know that you must permeate your presentation of what you want the children to remember with something that plays into their independent feelings. You will also be able to properly order the teaching of history in the curriculum if you know these connections. In this way, you can also gain a proper point of view about what the children should generally remember. You will be able to affect the feeling to the same extent you intend to affect the memory, in the same way you previously affected the will through artistic activity. Slowly, you will gain the possibility, following this stage of life, of allowing will and feeling to affect the intellect. If, in education, we do not develop the intellect in the proper way out of will and feeling, then we work in a manner opposing human developmental forces, rather than supporting them.

You can see that this whole lecture revolves around the relationship of spiritual science to pedagogical art, and how important it is to use spiritual science to provide a true understanding of human beings. In this way we obtain something from spiritual science that enters our will in the same way that artistic talents enter the human will. In this way we can remove ourselves from a pedagogy that is simply a science of convention, that always tells us to teach in this or that manner, according to some rules. We can transplant into the essence of our humanity what we must have in our will, the spiritual permeation of the will, so that from our will we can affect the developmental capacities of the growing child. In this manner, a truly effective understanding of human beings should support education in the spiritual scientific sense. The developing human thus becomes a divine riddle for us, a divine riddle that we wish to solve at every hour. If, with our art of teaching, we so place ourselves in the service of humanity, then we serve this life from our great interest in life.

Here at the conclusion, I wish to mention again the standpoint from which I began. Teachers work with people at that stage of life when we are to implant all the possibilities of life into human nature and, at the same time, to bring them forth from human nature. Then they can play a role in the whole remainder of human life and existence. For this reason we can say there is no area of life that should not, in some way or another, affect the teacher. However, only those who learn to understand life from a spiritual standpoint really understand life. To use Goethe’s expression, only those who can form life spiritually will be able to form life at all. It seems to me that the most necessary thing to achieve now is the shaping of life through a pedagogy practiced more and more in conformity with the spirit. Allow me to emphasize again that what I have said today was not said to be critical, to preach. I said it because, in my modest opinion, the science of the spirit and the understanding that can be gained through it, particularly about the essence of humanity, and thus about the essence of the growing child, can serve the art of education, can provide new sources of strength for the pedagogical art.

This is the goal of spiritual science. It does not desire to be something foreign and distant from this world. It desires to be a leaven that can permeate all the capacities and tasks of life. It is with this attitude that I attempt to speak from spiritual science about the various areas of life and attempt to affect them. Also, do not attribute to arrogance what I have said today about the relationship of spiritual science to pedagogy. Rather, attribute it to an attitude rooted in the conviction that, particularly now, we must learn much about the spirit if we are to be spiritually effective in life. Attribute it to an attitude that desires to work in an honest and upright manner in the differing areas of life, that wishes to work in the most magnificent, the most noble, the most important area of life—in the teaching and shaping of human beings.

Discussion Following the Lecture

W: The speaker says that he listened to Dr: Steiner’s explanation concerning pedagogy with great interest and that the same could be extended to art. He mentions Ferdinand Hodler’s words that what unites people is stronger than what divides them. He then continues—

What unites us all is just that spirituality of which Dr. Steiner has spoken. Modern art also seeks this spirituality again and will find it in spite of all opposition.

I would like to mention something else. We can follow the development of children through their pictures. We often see pictures that children have painted. These pictures tell us something, if we can understand them. I will relate an experience that L, as an art teacher, have had in teaching.

I had a class draw pictures of witches. Each child expressed in the picture of the witch the bad characteristic that he or she also had. Afterward, I discussed this with the class teacher, and he told me that what I saw in the pictures was completely correct. My judgment, based upon the pictures, was completely correct.

Now a short remark concerning the way we can view modern art, the way we must view it. I can show you by means of an example. In front of us we have a blackboard. I can view this blackboard with my intellect, which tells me that this blackboard has four corners with two pairs of parallel sides and a surface that is dark and somber. My feelings tell me something else. My feelings tell me that this black, hard angular form gives me the impression of something heavy, dark, harsh, disturbing. What I first think of in seeing this blackboard, what first comes to mind, is perhaps a coffin.

It is in this way that we must understand modern pictures, no longer through reasoning, but through feeling. What do I feel in this picture, and what thoughts come to mind? We must teach children not so much to see what is externally there, but more to feel.

X: I find myself speaking now due to an inner need. In particular, I wish to express my heartfelt thanks to the lecturer for his beautiful words and for the pictures, ideas and thoughts that he unrolled before our eyes. His words have affected me extremely positively because they come from ideas with which I have concerned myself time and again for many years.

I did not know what “spiritual science” meant. Now I see quite clearly that a close connection exists between spiritual science and pedagogy. This is now my complete conviction. His words have also quite positively affected me since he demonstrated a certain development throughout the complete presentation, the development we see in the Herbart-Ziller school to which the lecturer also made reference.

The lecturer also referred to certain stages of development in children, and this causes me to make a short remark.

He has described stages in such a way that I am convinced such stages really exist. We find that Herbart also defined such stages. Already in 1804 Herbart showed, in a very interesting work concerning aesthetic form in education, what should be, what must be really important in education. From this he created the theory of stages, which Ziller carried further. These stages were to a certain degree plausibly described by Vogt in Vienna.

However, reading about all these stages had still not convinced me of their reality, of their existence, as the lecturer, Dr. Steiner, did in speaking today. For that I wish to express particular thanks.

Now one thing more. You have certainly felt that everything depends upon one thing, upon something that surely must lie heavily upon our souls, including my own. Everything depends upon the personality of the teacher. This comes out quite clearly throughout the whole lecture, with warmth, depth and responsibility. Time and again it made me particularly happy that Dr. Steiner emphasized this with complete insight and certainty. Thus, he has also shown us what a great task and responsibility we have if we wish to continue in our profession as teachers. I am generally in complete agreement with all the pictures of life he has presented. You have spoken from what I myself have experienced, thought and felt for decades. I wish to again express my most heartfelt thanks to the lecturer for his remarks.

Y: The first speaker has already expressed to a large extent what I wanted to say about how we should live into the child through art.

Now, I would like to say something somewhat critical. Dr. Steiner said that we should replace gymnastics as we now have it in the school with eurythmy. I have seen some of the eurythmy performances and understand their intent. However, I do not believe that we may use eurythmy alone in the school. What does eurythmy develop? I think that all these dancing movements ignore the human upper body, the formation of muscles. However, it is precisely this that is important to working people, and most of our elementary school students will become working people. Through eurythmy we will produce undeveloped, weak muscles, weak chest muscles, weak back muscles. The leg muscles will be strongly developed, but not those of the upper arms. They will be undeveloped and weak. We see just this weakness already today in so-called girls gymnastics, where the tendency is already to lay too much value upon dancing. Where the strength of the upper arms is demanded, these muscles fail. These girls cannot even do the simplest exercises requiring support of the arms. However, this is much less important to girls than it is to boys in their later work. If we take eurythmy and leave aside physiological gymnastics—the parallel bars, the high bar, rope climbing—then I fear that the strength people need in their work may suffer. What I wish to say is that we can teach eurythmy, and the children will receive an aesthetic training, but it should not be eurythmy alone. What pleased me at the performances in Dornach was the beautiful play of lines, the harmony of the movements, the artistic, the aesthetic. However, I would doubt that these eurythmy exercises can really play a part in making the body suitable for working. I would like to hear a further explanation if Dr. Steiner desires to have only eurythmy exercise, if he desires to deny school gymnastics, based in physiological facts, its rightful place. If we were to deny those physical exercises based upon an understanding of the human body their rightful place, then I would be unable to agree completely with the introduction of eurythmy into the schools.

Dr. Steiner: I would first like to say a few words concerning the last point so that misunderstandings do not arise.

Perhaps I did not make this clear enough in the lecture, since I could only briefly discuss the subject. When we present eurythmy in Dornach, we do this, of course, as an artistic activity, in that we emphasize just what you referred to as being pleasant. In that we emphasize what can be pleasant, in Dornach we must, of course, present those things meant more for viewing, for an artistic presentation. In the lecture I wanted to indicate more that in viewing eurythmy people would recognize that what they normally think of as simply physiological (this is somewhat radically said, since gymnastics is not thought of as only physiological), what is primarily thought of as only physiological, can be spiritualized and ensouled. If you include eurythmy in the curriculum (when I introduce a eurythmy performance, I normally mention that eurythmy is only in its beginning stages), and if today it seems one-sided in that it particularly develops certain limbs, this will disappear when we develop eurythmy further. I need to mention this so as not to leave the impression that I believe we should drop gymnastics.

You see, in the Waldorf School in Stuttgart, we have a period of normal gymnastics and a period of eurythmy, consisting of more than you see in an artistic presentation. Thus, we take into account the requirements that you justifiably presented.

What is important to me is that along with the physical, the physiological that forms the basis of gymnastics, we add the spirit and soul, so that both things are present. Just as people themselves consist of a totality in the interaction of body, soul and spirit, what is truly the soul, recognizable for itself, also works in the movements that people carry out in gymnastics and such. We are not at all concerned with eliminating gymnastics. Quite the opposite. It is my desire that gymnastics be enriched with eurythmy. We should not eliminate one single exercise on the parallel bars or high bar. We should leave out nothing in gymnastics. However, what eurythmy attempts is that instead of asking how we can handle this or that muscle from the physiological point of view, the question becomes how does a soul impulse work? In other words, alongside what already exists, we add something else. I do not at all wish to criticize what already exists, but rather to describe briefly what spiritual science fosters in the way of permeating things with spirit and soul. I agree with your objection, but it is my desire to show that bringing the soul element into gymnastics can originate from the science of the spirit.

Z: Mr. Z describes how the principle that Dr. Steiner has developed would be extremely educational and fruitful for the school.

If people were to consider how schools now handle things, they would have to say that this does not correspond to the stages described by Dr. Steiner. Goethe once said that children must go through the cultures of humanity to develop their feeling life. If we want to connect with these valuable words from Goethe and make them fruitful, we should have methods that are completely contrary to the ideas we have used for years. The second thing I would like to mention is that in drawing, we always begin with lines and figures. If we look at the drawings of the cave dwellers, we must realize that they did not have any instruction in drawing at all. I think that we can learn a great deal for teaching drawing to our children from the first drawings and paintings of those primitive people. Regarding singing, we now begin with the scale, as if that was the natural basis for singing in school. However, if we study the history of music, we will immediately see that the scale is an abstraction to which humanity has come only over many centuries. The primary thing in music is the triad, the chord in general. Thus, our singing instruction should much more properly begin with chords and only later come to scales. For other subjects, such as geography and history, I think we should pay much more attention to how primitive people first obtained this (I dare not say science), this knowledge. We could then continue in the same way. For example, we could present geography beginning with interesting drawings of the trips of discovery to the New World, and so forth. Then the children would show much, much more interest because we would have enlivened the subject instead of presenting them with the finished results as is done today in the dry textbooks and through the dry instructions—“obstructions.”³

Dr. Steiner: It is now much too late for me to attempt to give any real concluding remarks. I am touched with a deep sense of satisfaction that what has come forth from the various speakers in the discussion was extremely interesting, and fell very naturally into what I intended in the lecture. It’s true, isn't it, that you can comprehend in what, for example, you can see in Dornach, in what we present in the various artistic activities in Dornach, that something is given that reflects the fundamental conviction of spiritual science.

Now the gentleman who just spoke so beautifully about how we can educate for artistic feeling rather than mere viewing, would see that spiritual science artistically attempts to do justice to such things. He would see that in Dornach we attempt to paint purely from color, so that people also feel the inner content of the color, of the colored surface, and that what occurs as a line results from the colored area. In this regard, what is substantial in spiritual science can work to enliven much of what it touches today. The remarks about the Herbartian pedagogy were extremely interesting to me, since in both a positive and negative sense we can learn much from Herbart. This is particularly true when we see that in the Herbartian psychology, in spite of a methodical striving toward the formation of the will, intellectualism has played a major role. You must struggle past much in Herbartian pedagogy in order to come to the principles that result from my explanation today.

Regarding the last speaker, I agree with almost everything. He could convince himself that the kind of education he demands, in all its details, belongs to the principle direction of our Waldorf School, particularly concerning the methods of teaching drawing, music and geography. We have put forth much effort, particularly in these three areas, to bring into a practical form just what the speaker imagines. For instance, in the faculty seminar we did a practice presentation about the Mississippi Valley. I think the way we prepared this presentation of a living, vivid geography lesson that does not come from some theory or intellectuality, but from human experience, would have been very satisfactory to the speaker. In place of a closing word, I therefore only wish to say that I am extremely satisfied that so many people gave such encouraging and important additions to the lecture.

• 1. Translators’ note: The needs of society are to be understood as both the requirements of the Department of Education and the inherent needs of a more humanly formed social organization.
• 2. See note, p. 87.
• 3. Translators’ note: This is a word play in German: Lejtfiden—Leidfiden

[ 1 ] Man can only come to a true understanding of himself when he grasps clearly the significance of thinking within his being. The brain is the bodily instrument of thinking. A properly constructed eye serves us for seeing colors, and the suitably constructed brain serves us for thinking. The whole body of man is so formed that it receives its crown in the physical organ of the spirit, the brain. The construction of the human brain can only be understood by considering it in relation to its task—that of being the bodily basis for the thinking spirit. This is borne out by a comparative survey of the animal world. Among the amphibians the brain is small in comparison with the spinal cord; in mammals it is proportionately larger; in man it is largest in comparison with the rest of the body.

[ 2 ] There are many prejudices prevalent regarding such statements about thinking as are presented here. Many people are inclined to under-value thinking and to place higher value on the warm life of feeling or emotion. Some even say it is not by sober thinking but by warmth of feeling and the immediate power of the emotions that we raise ourselves to higher knowledge. People who talk in this way are afraid they will blunt the feelings by clear thinking. This certainly does result from ordinary thinking that refers only to matters of utility. In the case of thoughts that lead to higher regions of existence, what happens is just the opposite. There is no feeling and no enthusiasm to be compared with the sentiments of warmth, beauty and exaltation that are enkindled through the pure, crystal-clear thoughts that refer to the higher worlds. The highest feelings are, as a matter of fact, not those that come of themselves, but those that are achieved by energetic and persevering thinking.

[ 3 ] The human body is so constructed that it is adapted to thinking. The same materials and forces that are present in the mineral kingdom are so combined in the human body that thought can manifest itself by means of this combination. This mineral structure built up in accordance with its function will be called in the following pages the physical body of man.

[ 4 ] Organized with reference to the brain as its central point, this mineral structure comes into existence by propagation and reaches its fully developed form through growth. Man shares propagation and growth in common with plants and animals. Through propagation and growth what is living differentiates itself from the lifeless mineral. Life gives rise to life by means of the germ. Descendant follows forefather from one living generation to another. The forces through which a mineral originates are directed upon the substances of which it is composed. A quartz crystal is formed through the forces inherent in the silicon and oxygen that are combined in the crystal. The forces that shape an oak tree must be sought for indirectly in the germ-cells of the mother and father plants. The form of the oak is preserved through propagation from forefather to descendent. Thus, there are inner determining conditions innate in living things, and it was a crude view of nature that held lower animals, even fishes, to have evolved out of mud. The form of the living passes itself on by means of heredity. How a living being develops depends on what father and mother it has sprung from—in other words, on the species to which it belongs. The materials it is composed of are continually changing but the species remains constant during life and is transmitted to the descendants. Therefore, it is the species that determines the combination of the materials. This force that determines species will here be called life-force. Mineral forces express themselves in crystals, and the formative life-force expresses itself in the species or forms of plant and animal life.

[ 5 ] The mineral forces are perceived by man by means of his bodily senses, and he can only perceive things for which he has such senses. Without the eye there is no perception of light; without the ear no perception of sound. The lowest organisms have only one of the senses belonging to man—a kind of sense of touch (See Addendum 2). These organisms have no awareness of the world perceptible to man with the exception of those mineral forces that they perceive by the sense of touch. In proportion to the development of the other senses in the higher animals does their surrounding world, which man also perceives, become richer and more varied. It depends, therefore, on the organs of a being whether what exists in the outer world exists also for the being itself as something perceptible. What is present in the air as a certain motion becomes in man the sensation of hearing. Man, however, does not perceive the manifestations of the life-force through the ordinary senses. He sees the colors of the plants; he smells their perfume. The life-force, however, remains hidden from this form of observation. Even so, those with ordinary senses have just as little right to deny that there is a life-force as the man born blind has to deny that colors exist. Colors are there for the person born blind as soon as he has undergone an operation. In the same way, the various species of plants and animals created by the life-force—not merely the individual plants and animals—are present for man as objects of perception as soon as the necessary organ unfolds within him. An entirely new world opens out to him through the unfolding of this organ. He now perceives not merely the colors, the odors and other characteristics of living beings, but the life itself of these beings. In each plant and animal he perceives, besides the physical form, the life-filled spirit-form. In order to have a name for this spirit-form, let it be called the ether body or life body.² (Compare this also with what is said under Addendum 1)

To the investigator of spiritual life this ether body is for him not merely a product of the materials and forces of the physical body, but a real independent entity that first calls forth into life these physical materials and forces. We speak in accordance with spiritual science when we say that a purely physical body derives its form—a crystal, for example—through the action of the physical formative forces innate in the lifeless. A living body does not receive its form through the action of these forces because in the moment life has departed from it and it is given over to the physical forces only, it falls to pieces. The ether body is an organism that preserves the physical body from dissolution every moment during life. In order to see this body, to perceive it in another being, the awakened spiritual eye is required. Without this ability its existence as a fact can still be accepted on logical grounds, but it can be seen with the spiritual eye just as color can be seen with the physical eye.

We should not take offense at the expression “ether body.” “Ether” here designates something different from the hypothetical ether of the physicist. We should regard it simply as a name for what is described here. The structure of the physical body of the human being is a kind of reflection of its purpose, and this is also the case with the human etheric body. It can be understood only when it is considered in relation to the thinking spirit. The human etheric body differs from that of plants and animals through being organized to serve the purposes of the thinking spirit. Man belongs to the mineral world through his physical body, and he belongs through this etheric body to the life-world. After death the physical body dissolves into the mineral world, the ether body into the life-world. By the word “body” is meant whatever gives a being shape or form. The term body must not be confused with a bodily form perceptible to the physical senses. Used in the sense implied in this book, the term body can also be applied to such forms as soul and spirit may assume.

[ 6 ] The life-body is still something external to man. With the first stirrings of sensation the inner self responds to the stimuli of the outer world. You may search forever in what is called the outer world but you will be unable to find sensation in it. Rays of light stream into the eye, penetrating it until they reach the retina. There they cause chemical processes in the so-called visual-purple. The effect of these stimuli is passed on through the optic nerve to the brain. There further physical processes arise. Could these be observed, we would simply see more physical processes just as elsewhere in the physical world. If I am able also to observe the ether body, I shall see how the physical brain process is at the same time a life-process. The sensation of blue color that the recipient of the rays of light experiences, however, I can find nowhere in this manner. It arises only within the soul of the recipient. If, therefore, the being of this recipient consisted only of the physical and ether bodies, sensation could not exist. The activity by which sensation becomes a fact differs essentially from the operations of the formative life-force. By that activity an inner experience is called forth from these operations. Without this activity there would be a mere life-process such as we observe in plants. Imagine a man receiving impressions from all sides. Think of him as the source of the activity mentioned above, flowing out in all directions from which he is receiving these impressions. In all directions sensations arise in response to the stimuli. This fountain of activity is to be called the sentient soul. This sentient soul is just as real as the physical body. If a man stands before me and I disregard his sentient soul by thinking of him as merely a physical body, it is exactly as if, instead of a painting, I were to call up in memory merely the canvas.

A statement similar to the one previously made in reference to the ether body must be made here about perceiving the sentient soul. The bodily organs are blind to it. The organ by which life can be perceived as life is also blind to it. The ether body is seen by means of this organ, and so through a still higher organ the inner world of sensation can become a special kind of supersensible perception. Then a man not only senses the impressions of the physical and life world, but he beholds the sensations themselves. The sensation world of another being is spread out before a man with such an organ like an external reality. One must distinguish between experiencing one's own sensation world, and looking at the sensation world of another person. Every man, of course, can see into his own sensation world. Only the seer with the opened spiritual eye can see the sensation world of another. Unless a man is a seer, he knows the world of sensation only as an inner one, only as the peculiar hidden experiences of his own soul. With the opened spiritual eye there shines out before the outward-turned spiritual gaze what otherwise lives only in the inner nature of another being.

[ 7 ] In order to prevent misunderstanding, it may be expressly stated here that the seer does not experience in himself what the other being experiences as the content of his world of sensation. The other being experiences the sensations in question from the point of view of his own inner nature. The seer, however, becomes aware of a manifestation or expression of the sentient world.

[ 8 ] The sentient soul's activity depends entirely on the ether body. The sentient soul draws from the ether body what it in turn causes to gleam forth as sensation. Since the ether body is the life within the physical body, the sentient soul is also directly dependent on the physical body. Only with correctly functioning and well-constructed eyes are correct color sensations possible. It is in this way that the nature of the body affects the sentient soul, and it is thus determined and limited in its activity by the body. It lives within the limitations fixed for it by the nature of the body. The body accordingly is built up of mineral substances, is vitalized by the ether body, and itself limits the sentient soul. A man, therefore, who has the organ mentioned above for seeing the sentient soul sees it limited by the body, but its limits do not coincide with those of the physical body. This soul extends somewhat beyond the physical body and proves itself to be greater than the physical body. The force through which its limits are set, however, proceeds from the physical body. Thus, between the physical body and the ether body on the one hand, and the sentient soul on the other, another distinct member of the human constitution inserts itself. This is the soul body or sentient body. It may also be said that one part of the ether body is finer than the rest and this finer part forms a unity with the sentient soul, whereas the coarser part forms a kind of unity with the physical body. The sentient soul, nevertheless, extends, as has been said, beyond the soul body.

[ 9 ] What is here called sensation is only a part of the soul nature. (The expression sentient soul is chosen for the sake of simplicity.) Connected with sensations are the feelings of desire and aversion, impulses, instincts, passions. All these bear the same character of individual life as do the sensations, and are, like them, dependent on the bodily nature.

[ 10 ] The sentient soul enters into mutual action and reaction with the body, and also with thinking, with the spirit. In the first place, thinking serves the sentient soul. Man forms thoughts about his sensations and thus enlightens himself regarding the outside world. The child that has burnt itself thinks it over and reaches the thought, “Fire burns.” Man does not follow his impulses, instincts, and passions blindly but his reflection upon them brings about the opportunity for him to gratify them. What one calls material civilization is motivated entirely in this direction. It consists in the services that thinking renders to the sentient soul. Immeasurable quantities of thought-power are directed to this end. It is thought-power that has built ships, railways, telegraphs and telephones, and by far the greatest proportion of these conveniences serves only to satisfy the needs of sentient souls. Thought-force permeates the sentient soul similarly to the way the formative life-force permeates the physical body. The formative life-force connects the physical body with forefathers and descendants and thus brings it under a system of laws with which the purely mineral body is in no way concerned. In the same way thought-force brings the soul under a system of laws to which it does not belong as mere sentient soul. Through the sentient soul man is related to the animals. In animals also we observe the presence of sensations, impulses, instincts and passions. The animal, however, obeys these immediately and they do not become interwoven with independent thoughts thereby transcending the immediate experiences (See Addendum 4). This is also the case to a certain extent with undeveloped human beings. The mere sentient soul, therefore, differs from the evolved higher member of the soul that brings thinking into its service. This soul that is served by thought will be termed the intellectual soul. It could also be called the mind soul.

[ 11 ] The intellectual soul permeates the sentient soul. The one who possesses the organ for seeing the soul sees the intellectual soul as a separate entity in contrast to the mere sentient soul.

[ 12 ] By thinking, the human being is led above and beyond his own personal life. He acquires something that extends beyond his soul. He comes to take for granted his conviction that the laws of thought are in conformity with the laws of the universe, and he feels at home in the universe because this conformity exists. This conformity is one of the weighty facts through which he learns to know his own nature. He searches in his soul for truth and through this truth it is not only the soul that speaks but also the things of the world. What is recognized as truth by means of thought has an independent significance that refers to the things of the world, and not merely to one's own soul. In my delight at the starry heavens I live in my own inner being. The thoughts I form for myself about the paths of heavenly bodies have the same significance for the thinking of every other person as they have for mine. It would be absurd to speak of my delight were I not in existence. It is not in the same way absurd, however, to speak of my thoughts, even without reference to myself, because the truth that I think today was true also yesterday and will be true tomorrow, although I concern myself with it only today. If a fragment of knowledge gives me joy, the joy has significance just as long as it lives in me, whereas the truth of the knowledge has its significance quite independently of this joy.

By grasping the truth, the soul connects itself with something that carries its value in itself. This value does not vanish with the feeling in the soul any more than it arose with it. What is really truth neither arises nor passes away. It has a significance that cannot be destroyed. This is not contradicted by the fact that certain human truths have a value that is transitory inasmuch as they are recognized after a certain period as partial or complete errors. Man must say to himself that truth after all exists in itself, although his conceptions are only transient forms of manifestation of the eternal truths. Even someone who says, like Lessing, that he contents himself with the eternal striving for truth because the full pure truth can only exist for a god, does not deny the eternity of truth but establishes it by such an utterance. Only what has an eternal significance in itself can call forth an eternal striving for it. Were truth not in itself independent, if it acquired its value and significance through the feelings of the human soul, it could not be the one unique goal for all mankind. By the very fact of our striving for truth, we concede its independent being.

[ 13 ] As it is with the true, so is it with the truly good. Moral goodness is independent of inclinations and passions inasmuch as it does not allow itself to be commanded by them but commands them. Likes and dislikes, desire and loathing belong to the personal soul of a man. Duty stands higher than likes and dislikes. Duty may stand so high in the eyes of a man that he will sacrifice his life for its sake. A man stands the higher the more he has ennobled his inclinations, his likes and dislikes, so that without compulsion or subjection they themselves obey what is recognized as duty. The morally good has, like truth, its eternal value in itself and does not receive it from the sentient soul.

[ 14 ] By causing the self-existent true and good to come to life in his inner being, man raises himself above the mere sentient soul. An imperishable light is kindled in it. In so far as the soul lives in this light, it is a participant in the eternal and unites its existence with it. What the soul carries within itself of the true and the good is immortal in it. Let us call what shines forth in the soul as eternal, the consciousness soul. We can speak of consciousness even in connection with the lower soul stirrings. The most ordinary everyday sensation is a matter of consciousness. To this extent animals also have consciousness. The kernel of human consciousness, that is, the soul within the soul, is what is here meant by consciousness soul. The consciousness soul is thus distinguished as a member of the soul distinct from the intellectual soul, which is still entangled in the sensations, impulses and passions. Everyone knows how a man at first counts as true what he prefers in his feelings and desires. Only that truth is permanent, however, that has freed itself from all flavor of such sympathy and antipathy of feeling. The truth is true even if all personal feelings revolt against it. That part of the soul in which this truth lives will be called consciousness soul.

[ 15 ] Thus three members must be distinguished in the soul as in the body, namely, sentient soul, intellectual soul and consciousness soul. As the body works from below upwards with a limiting effect on the soul, so the spiritual works from above downwards into it, expanding it. The more the soul fills itself with the true and the good, the wider and the more comprehensive becomes the eternal in it. To him who is able to see the soul, the splendor radiating forth from a man in whom the eternal is expanding is just as much a reality as the light that streams out from a flame is real to the physical eye.

For the seer, the corporeal man counts as only part of the whole man. The physical body as the coarsest structure lies within others that mutually interpenetrate it and each other. The ether body fills the physical body as a life-form. The soul body (astral shape) can be perceived extending beyond this on all sides. Beyond this, again, extends the sentient soul, and then the intellectual soul, which grows the larger the more of the true and the good it receives into itself. This true and good causes the expansion of the intellectual soul. On the other hand, a man living only and entirely according to his inclinations, likes and dislikes, would have an intellectual soul whose limits coincide with those of his sentient soul. These organizations, in the midst of which the physical body appears as if in a cloud, may be called the human aura. The perception of this aura, when seen as this book endeavors to present it, indicates an enrichment of man's soul nature.

[ 16 ] In the course of his development as a child, there comes a moment in the life of a man when for the first time he feels himself to be an independent being distinct from all the rest of the world. For sensitive natures, it is a significant experience. The poet, Jean Paul, says in his autobiography, “I shall never forget the event that took place within me, hitherto narrated to no one and of which I can give place and time, when I stood present at the birth of my self-consciousness. As a small child I stood one morning at the door of the house looking towards the wood-pile on my left, when suddenly the inner vision, I am an I, came upon me like a flash of lightning from heaven and has remained shining ever since. In that moment my ego had seen itself for the first time and forever. Any deception of memory is hardly to be conceived as possible here, for no narrations by outsiders could have introduced additions to an occurrence that took place in the holy of holies of a human being, and of which the novelty alone gave permanence to such everyday surroundings.” It is known that little children say of themselves, “Charles is good.” “Mary wants to have this.” One feels it is to be right that they speak of themselves as if of others because they have not yet become conscious of their independent existence, and the consciousness of the self is not yet born in them (See Addendum 5).

Through self-consciousness man describes himself as an independent being separate from all others, as “I.” In his “I” he brings together all that he experiences as a being with body and soul. Body and soul are the carriers of the ego or “I,” and in them it acts. Just as the physical body has its center in the brain, so has the soul its center in the ego. Man is aroused to sensations by impacts from without; feelings manifest themselves as effects of the outer world; the will relates itself to the outside world, realizing itself in external actions. The “I” as the particular and essential being of man remains quite invisible. With excellent judgment, therefore, does Jean Paul call a man's recognition of his ego an “occurrence taking place only in the veiled holy of holies of a human being,” for with his “I” man is quite alone. This “I” is the very man himself. That justifies him in regarding his ego as his true being. He may, therefore, describe his body and his soul as the sheaths or veils within which he lives, and he may describe them as bodily conditions through which he acts. In the course of his evolution he learns to regard these tools ever more as instruments of service to his ego. The little word “I” is a name which differs from all others. Anyone who reflects in an appropriate manner on the nature of this name will find that in so doing an avenue opens itself to the understanding of the human being in the deeper sense. Any other name can be applied to its corresponding object by all men in the same way. Anybody can call a table, table, or a chair, chair. This is not so with the name “I.” No one can use it in referring to another person. Each one can call only himself “I.” Never can the name “I” reach my ears from outside when it refers to me. Only from within, only through itself, can the soul refer to itself as “I.” When man therefore says “I” to himself, something begins to speak in him that has to do with none of the worlds from which the sheaths so far mentioned are taken. The “I” becomes increasingly the ruler of body and soul.

This also expresses itself in the aura. The more the “I” is lord over body and soul, the more definitely organized, the more varied and the more richly colored is the aura. The effect of the “I” on the aura can be seen by the seer. The “I” itself is invisible even to him. This remains truly within the “veiled holy of holies of a human being.” The “I” absorbs into itself the rays of the light that flame forth in him as eternal light. As he gathers together the experiences of body and soul in the “I,” so too he causes the thoughts of truth and goodness to stream into the “I.” The phenomena of the senses reveal themselves to the “I” from the one side, the spirit reveals itself from the other. Body and soul yield themselves up to the “I” in order to serve it, but the “I” yields itself up to the spirit in order that the spirit may fill it to overflowing. The “I” lives in body and soul, but the spirit lives in the “I”. What there is of spirit in it is eternal, for the “I” receives its nature and significance from that with which it is bound up. In so far as it lives in the physical body, it is subject to the laws of the mineral world; through its ether body to the laws of propagation and growth; by virtue of the sentient and intellectual souls, to the laws of the soul world; in so far as it receives the spiritual into itself it is subject to the laws of the spirit. What the laws of mineral and of life construct, come into being and vanishes. The spirit has nothing to do with becoming and perishing.

[ 17 ] The “I” lives in the soul. Although the highest manifestation of the “I” belongs to the consciousness soul, one must, nevertheless, say that this “I” raying out from it fills the whole soul, and through it exerts its action upon the body. In the “I” the spirit is alive. The spirit sends its rays into the “I” and lives in it as in a sheath or veil, just as the “I” lives in its sheaths, the body and soul. The spirit develops the “I” from within, outwards; the mineral world develops it from without, inwards. The spirit forming and living as “I” will be called spirit self because it manifests as the “I,” or ego, or self of man. The difference between the spirit self and the consciousness soul can be made clear in the following way. The consciousness soul is in touch with the self-existent truth that is independent of all antipathy and sympathy. The spirit self bears within it the same truth, but taken up into and enclosed by the “I,” individualized by it, and absorbed into the independent being of the individual. It is through the eternal truth becoming thus individualized and bound up into one being with the “I” that the “I” itself attains to the eternal.

[ 18 ] The spirit self is a revelation of the spiritual world within the “I,” just as from the other side sensations are a revelation of the physical world within the “I.” In what is red, green, light, dark, hard, soft, warm, cold one recognizes the revelations of the corporeal world. In what is true and good are to be found the revelations of the spiritual world. In the same sense in which the revelation of the corporeal world is called sensation, let the revelation of the spiritual be called intuition.⁵ Even the most simple thought contains intuition because one cannot touch thought with the hands or see it with the eyes. Its revelation must be received from the spirit through the “I.” If an undeveloped and a developed man look at a plant, there lives in the ego of the one something quite different from what exists in the ego of the other. Yet the sensation of both are called forth by the same object. The difference lies in this, that the one can form far more perfect thoughts about the object than the other. If objects revealed themselves through sensation only, there could be no progress in spiritual development. Even the savage is affected by nature, but the laws of nature reveal themselves only to the thoughts fructified by intuition of the more highly developed man. The stimuli from the outer world are felt also by the child as incentives to the will, but the commandments of the morally good disclose themselves to him in the course of his development in proportion as he learns to live in the spirit and understand its revelations.

[ 19 ] There could be no color sensations without physical eyes, and there could be no intuitions without the higher thinking of the spirit self. As little as sensation creates the plant in which color appears does intuition create the spiritual realities about which it is merely giving knowledge.

[ 20 ] The ego of a man that comes to life in the soul draws into itself messages from above, from the spirit world, through intuitions, and through sensations it draws in messages from the physical world. In so doing it makes the spirit world into the individualized life of its own soul, even as it does the physical world by means of the senses. The soul, or rather the “I” flaming forth in it, opens its portals on two sides—towards the corporeal and towards the spiritual.

[ 21 ] Now the physical world can only give information about itself to the ego by building out of physical materials and forces a body in which the conscious soul can live and possess within its organs for perceiving the corporeal world outside itself. The spiritual world, on the other hand, with its spiritual substances, and spiritual forces, builds a spirit body in which the `I” can live and, through intuitions, perceive the spiritual. (It is evident that the expressions spirit substance, spirit body, contain contradictions according to the literal meaning of the words. They are only used to direct attention to what, in the spiritual region, corresponds to the physical substance, the physical body of man See Addendum 6).

[ 22 ] Within the physical world each human body is built up as a separate being, and within the spirit world the spirit body is also built up separately. For man there is an inner and an outer in the spirit world just as in the physical world there is an inner and an outer. Man takes in the materials of the physical world around him and assimilates them in his physical body, and he also takes up the spiritual from the spiritual environment and makes it into his own. The spiritual is the eternal nourishment of man. Man is born of the physical world, and he is also born of the spirit through the eternal laws of the true and the good. He is separated as an independent being from the spirit world outside him, and he is separated in the same manner from the whole physical world. This independent spiritual being will be called the spirit man.

[ 23 ] If we investigate the human physical body, it is found to contain the same materials and forces as are to be found outside in the rest of the physical world. It is the same with the spirit man. In it pulsate the elements of the external spirit world. In it the forces of the rest of the spirit world are active. Within the physical skin a being is enclosed and limited that is alive and feels. It is the same in the spirit world. The spiritual skin that separates the spirit man from the unitary spirit world makes him an independent being within it, living a life within himself and perceiving intuitively the spiritual content of the world. Let us call this “spiritual skin” (auric sheath) the spirit sheath. Only it must be kept clearly in mind that the spiritual skin expands continually with advancing human evolution so that the spiritual individuality of man (his auric sheath) is capable of enlargement to an unlimited extent.

[ 24 ] The spirit man lives within this spirit sheath. It is built up by the spiritual life force in the same way as the physical body is by the physical life force. In a similar way to that in which one speaks of an ether body, one must speak of an ether spirit in reference to the spirit man. Let his ether spirit be called life spirit. The spiritual nature of man is thus composed of three parts, spirit man, life spirit and spirit self.

[ 25 ] For one who is a seer in the spiritual regions, this spiritual nature of man is, as the higher, truly spiritual part of the aura, a perceptible reality. He sees the spirit man as life spirit within the spirit sheath, and he sees how this life spirit grows continually larger by taking in spiritual nourishment from the spiritual external world. Further, he sees how the spirit sheath continually increases, widens out through what is brought into it, and how the spirit man becomes ever larger and larger. In so far as this becoming larger is seen spatially, it is of course only a picture of the reality. This fact notwithstanding, the human soul is directed towards the corresponding spiritual reality in conceiving this picture because the difference between the spiritual and the physical nature of man is that the physical nature has a limited size while the spiritual nature can grow to an unlimited extent.

Whatever of spiritual nourishment is absorbed has an eternal value. The human aura is accordingly composed of two interpenetrating parts. Color and form are given to the one by the physical existence of a man, and to the other by his spiritual existence. The ego marks the separation between them in such wise that the physical element after its own manner surrenders itself and builds up a body that allows a soul to live within it. The “I” surrenders itself and allows the spirit to develop in it, which now for its part permeates the soul and gives the soul its goal in the spirit world. Through the body the soul is enclosed in the physical. Through the spirit man there grow wings for movement in the spiritual world.

[ 26 ] In order to comprehend the whole man one must think of him as put together out of the components mentioned above. The body builds itself up out of the world of physical matter in such a way that this structure is adapted to the requirements of the thinking ego. It is permeated with life force and becomes thereby the etheric or life body. As such it opens itself through the sense organs towards the outer world and becomes the soul body. The sentient soul permeates this and becomes a unity with it. The sentient soul does not merely receive the impacts of the outer world as sensations. It has its own inner life, fertilized through thinking on the one hand and through sensations on the other. The sentient soul thus becomes the intellectual soul. It is able to do this by opening itself to the intuitions from above as it does to sensations from below. Thus it becomes the consciousness soul. This is possible because the spirit world builds into it the organ of intuition, just as the physical body builds for it the sense organs. The senses transmit sensations by means of the soul body, and the spirit transmits to it intuitions through the organ of intuition. The spiritual human being is thereby linked into a unity with the consciousness soul, just as the physical body is linked with the sentient soul in the soul body. Consciousness soul and spirit self form a unity. In this unity the spirit man lives as life spirit in the same way that the ether body forms the bodily life basis for the soul body. Thus, as the physical body is enclosed in the physical skin, so is the spirit man in the spirit sheath. The members of the whole man are therefore as follows:

1. Physical Body
2. Ether or life body
3. Soul body
4. Sentient soul
5. Intellectual soul
6. Consciousness soul
7. Spirit self
8. Life spirit
9. Spirit man

Soul body (C) and sentient soul (D) are a unity in the earthly human being. In the same way consciousness soul (F) and spirit self (G) are a unity. Thus there come to be seven members in earthly man.

1. Physical body
2. Etheric or life body
3. Sentient soul body
4. Intellectual soul
5. Spirit-filled consciousness soul
6. Life spirit
7. Spirit man

[ 27 ] In the soul the “I” flashes forth, receives the impulse from the spirit, and thereby becomes the bearer of the spiritual human being. Thus man participates in the three worlds, the physical, the soul and the spiritual. He is rooted in the physical world through his physical body, ether body and soul body, and through the spirit self, life spirit and spirit man he comes to flower in the spiritual world. The stalk, however, that takes root in the one and flowers in the other is the soul itself.

[ 28 ] This arrangement of the members of man can be expressed in a simplified way, but one entirely consistent with the above. Although the human “I” flashes forth in the consciousness soul, it nevertheless penetrates the whole soul being. The parts of this soul being are not at all as distinctly separate as are the members of the bodily nature. They interpenetrate each other in a higher sense. If then one regards the intellectual soul and the consciousness soul as the two sheaths of the “I” that belong together, with the “I” itself as their kernel, then one can divide man into physical body, life body, astral body and “I.” The expression astral body designates what is formed by considering the soul body and sentient soul as a unity. This expression is found in the older literature, and may be applied here in a somewhat broad sense to what lies beyond the sensibly perceptible in the constitution of man. Although the sentient soul is in certain respects energized by the “I,” it is still so intimately connected with the soul body that a single expression is justified when united. When now the “I” saturates itself with the spirit self, this spirit self makes its appearance in such a way that the astral body is transmuted from within the soul. In the astral body the impulses, desires and passions of man are primarily active in so far as they are felt by him. Sense perceptions also are active therein. Sense perceptions arise through the soul body as a member in man that comes to him from the external world. Impulses, desires and passions arise in the sentient soul in so far as it is energized from within, before this inner part has yielded itself to the spirit self. This expresses itself in the illumination of the impulses, desires and passions by what the “I” has received from the spirit. The “I” has then, through its participation in the spiritual world, become ruler in the world of impulses and desires. To the extent to which it has become this, the spirit self manifests in the astral body, and the astral body is transmuted thereby. The astral body itself then appears as a two-fold body—partly untransmuted and partly transmuted. We can, therefore, designate the spirit self manifesting itself in man as the transmuted astral body.

A similar process takes place in the human individual when he receives the life spirit into his “I.” The life body then becomes transmuted, penetrated with life spirit. The life spirit manifests itself in such a way that the life body becomes quite different from what it was. For this reason it can also be said that the life spirit is the transmuted life body. If the “I” receives the spirit man, it thereby receives the necessary force to penetrate the physical body. Naturally, that part of the physical body thus transmuted is not perceptible to the physical senses, because it is just this spiritualized part of the physical body that has become the spirit man. It is then present to the physical senses as physical, and insofar as this physical is spiritualized, it has to be beheld by spiritual perceptive faculties, because to the external senses the physical, even when penetrated by the spiritual, appears to be merely sensible. (See Addendum 3)

Taking all this as basis, the following arrangement may also be given of the members of man:

1. Physical body
2. Life body
3. Astral body
4. I, as soul kernel
5. Spirit self as transmuted astral body
6. Life spirit as transmuted life body
7. Spirit man as transmuted physical body

• 2. The author wishes to note that long after this book was written, he gave the name “formative-force body” to what is here called etheric or life body, (also cp. Das Reich, fourth book of the first year's issue, January, 1917). He felt himself moved to give it this name because he believes that one cannot do enough to prevent the misunderstanding due to confusing what is here called etheric body with the “vital force” of older natural science. In what concerns the rejection of this older concept of a vital force in the sense of modern natural science, the author shares, in a certain sense, the standpoint of those who are opposed to assuming the existence of such a vital force. The purpose of assuming such a vital force was to explain how the inorganic forces work in a special way in the organism. But there is no difference between the activity of the inorganic in the organism and its activity outside in the inorganic world. The laws of inorganic nature are in the organism no different from what they are in the crystal. But in the organism there is present something that is not inorganic—the formative life. The etheric body, or formative force body, lies at the base of this formative life. By assuming its existence, the rightful task of natural science is not interfered with, namely, to observe the workings of forces in inorganic nature and to follow these workings into the organic world, and further, to refuse to think of these operations within the organism as being modified by a special vital force. To a true spiritual science this seems justified. The spiritual researcher speaks of the etheric body insofar as there manifests in the organism something different from what shows itself in the lifeless. In spite of all this, the author does not feel himself impelled to replace the term “etheric body” by the other “formative force body,” since within the whole connected range of what is said here, any misunderstanding is excluded for anyone who really wants to comprehend. Such a misunderstanding can only arise when the term is used in a development that cannot exhibit this connection.
• 5. See Addendum 6

Yesterday I tried to show the methods used by Eastern spirituality for approaching the super-sensible world. I pointed out how anybody who wished to follow this path into the super-sensible more or less dispensed with the bridge linking him with his fellows. He preferred to avoid the communication with other human beings that is established by speaking, thinking and ego-perception. I showed how the attempt was first of all made not to hear and understand through the word what another person wished to say, but actually to live in the words themselves. This process of living-in-the-word was enhanced by forming the words into certain aphorisms. One lived in these and repeated them, so that the soul forces acquired by thus living in the words were further strengthened by repetition.

I showed how in this way a soul-condition was attained that we might call a state of Inspiration, in the sense in which I have used the word. What distinguished the sages of the ancient Eastern world was that they were true to their race; conscious individuality was far less developed with them than it came to be in later stages of human evolution. This meant that their penetration of the spiritual world was a more or less instinctive process. Because the whole thing was instinctive and to some extent the product of a healthy human impulse, it could not in ancient times lead to the pathological disturbances of which we have also spoken. In later times steps were taken by the so-called Mystery centres to guard against such disturbances as I have tried to describe to you. What I said was that those in the West, who wish to come to grips with the spiritual world, must attempt things in a different way.

Mankind has progressed since the days of which I was speaking. Other soul forces have emerged, so that it is not simply a matter of breathing new life into the ancient Eastern way of spiritual development. A reactionary harking back to the spiritual life of prehistoric times or of man's early historical development is impossible. For the Western world, the way of initiation into the super-sensible world is through Imagination. But Imagination must be integrated organically with our spiritual life as a whole. This can come about in the most varied ways: as it did, after all, in the East. There, too, the way was not determined unequivocally in advance. To-day I should like to describe a way of initiation that conforms to the needs of Western civilisation and is particularly well suited to anyone who is immersed in the scientific life of the West.

In my book, Knowledge of the Higher Worlds, I have described a sure path to the super-sensible. But this book has a fairly general appeal and is not specially suited to the requirements of someone with a definite scientific training. The path of initiation which I wish to describe to-day is specifically designed for the scientist. All my experience tells me that for such a man the way of knowledge must be based on what I have set out in The Philosophy of Spiritual Activity. I will explain what I mean by this.

This book, The Philosophy of Spiritual Activity, was not written with the objects in mind that are customary when writing books to-day. Nowadays people write simply in order to inform the reader of the subject-matter of the book, so that he learns what the book contains in accordance with his education, his scientific training or the special knowledge he already possesses. This was not basically my intention in writing The Philosophy of Spiritual Activity. For this reason it will not be popular with those who read books only to acquire information. The purpose of the book is to make the reader use his own processes of thought on every page, In a sense the book is only a kind of musical score, to be read with inward thought-activity in order to be able of oneself to advance from one thought to the next. This book constantly expects the reader to co-operate by thinking for himself.

Moreover, what happens to the soul of the reader, when he makes this effort of co-operation in thought, is also to be considered. Anybody who works through this book and brings his thought-activity to bear on it will admit to gaining a measure of self-comprehension in an element of his soul-life where this had been lacking. If he cannot do this, he is not reading The Philosophy of Spiritual Activity in the right way. He should feel how he is being lifted out of his usual concepts into thoughts which are independent of his sense-life and in which his whole existence is merged. He should be able to feel how this kind of thinking has freed him from dependence on the bodily state. Anyone who denies experiencing this has fundamentally misunderstood the book. It should be more or less possible to say: “Now I know through what I have achieved in the thought-activity of my soul what true thinking really is.”

The strange thing is that most Western philosophers utterly deny the reality of the very thing that my Philosophy of Spiritual Activity seeks to awaken in the soul of the reader. Countless philosophers have expounded the view that pure thinking does not exist, but is bound to contain traces, however diluted, of sense-perception. A strong impression is left that philosophers who maintain this have never really studied mathematics, or gone into the difference between analytical and empirical mechanics. The degree of specialisation required to-day will alone account for the fact that a great deal of philosophising goes on nowadays without the remotest understanding of mathematical thinking. Philosophy is fundamentally impossible without a grasp of at least the spirit of mathematical thinking. Goethe's attitude to this has been noticed, even though he made no claim himself to any special training in mathematics. Many would deny the existence of the very faculty which I should like readers of The Philosophy of Spiritual Activity to acquire.

Let us imagine a reader who simply sets about working through The Philosophy of Spiritual Activity within the framework of his ordinary consciousness in the way I have just described. He will not of course be able to claim that he has been transported into a super-sensible world; for I intentionally wrote this book in the way I did so as to present people with a work of pure philosophy. Just consider what advantage it would have been to anthroposophically orientated science if I had written works of spiritual science from the start. They would of course have been disregarded by all trained philosophers as the amateurish efforts of a dilettante. To begin with I had to concentrate on pure philosophy: I had to present the world with something thought out in pure philosophical terms, even though it transcended the normal bounds of philosophy.

However, at some point the transition had to be made from pure philosophy and science to writing about spiritual science. This occurred at a time when I had been asked to write about Goethe's scientific works, and this was followed by an invitation to write one particular chapter in a German biography of Goethe that was about to appear. It was in the late 1890's and the chapter was to be concerned with Goethe's scientific works. I had actually written it and sent it to the publisher when another work of mine came out, called Mysticism at the Dawn of the Modern Age. This book was a link between pure philosophy and philosophy based on Anthroposophy. When this came out, my other manuscript was returned to me. Nothing was enclosed apart from my fee, the idea being that any claim I might make had thus been met. Among the learned pedants there obviously was no interest in anything written—not even a single chapter devoted to the development of Goethe's attitude to natural science—by one who had indulged in such mysticism.

I will now assume that The Philosophy of Spiritual Activity has already been studied with one's ordinary consciousness in the way I have suggested. We are now in the right frame of mind to guide our souls in the direction briefly indicated yesterday—along the first steps of the way leading to Imagination. It is possible to pursue this path in a form consonant with Western life if we simply try to surrender ourselves completely to the world of outer phenomena, so that we absorb them without thinking about them. In ordinary waking life, you will agree, we are constantly perceiving, but in the very act of doing so we are always permeating out perceptions with concepts. Scientific thinking involves a systematic interweaving of perceptions with concepts, building up systems of concepts and so on. In acquiring a capacity for the kind of thinking that gradually results from reading The Philosophy of Spiritual Activity, we become capable of such strong inner activity that we are able to perceive without conceptualising.

There is something further we can do to strengthen our soul-forces so that we are enabled to absorb perceptions in the way I have just described: that is, by refraining from elaborating them with concepts in the very act of absorbing them. We can call up symbolic or other kinds of images—visual images, sound images, images of warmth, taste, and so on. If we thus bring our activity of perception into a state of flux, as it were, and infuse it with life and movement, not in the way we follow when forming concepts, but by working on our perceptions in an artistic or symbolising manner, we shall develop much sooner the power of allowing the percepts to permeate us in their pure essence. Simply to train ourselves rigorously in what I have called phenomenalism—that is, in elaborating the phenomena—is an excellent preparation for this kind of cognition. If we have really striven to reach the material boundaries of cognition—if we have not lazily looked beyond the veil of sense for metaphysical explanations in terms of atoms and molecules, but have used concepts to set in order the phenomena and to follow them through to their archetypes—then we have already undergone a training which can enable us to keep all conceptional activity away from the phenomena. And if at the same time we turn the phenomena into symbols and images, we shall acquire such strength of soul as to be able, one might say, to absorb the outer world free from concepts.

Obviously we cannot expect to achieve this all at once. Spiritual research demands far more of us than research in a laboratory or observatory. Above all an intense effort of will is required. For a time we should strive to concentrate on a symbolic picture, and occupy ourselves with the images that arise, leaving them undisturbed by phenomena present in the soul. Otherwise they will disappear as we hurry through life from sensation to sensation and from experience to experience. We should accustom ourselves to contemplating at least one such image—whether of our own creation or suggested by somebody else—for longer and longer periods. We should penetrate to its very core, concentrating on it beyond the possibility of being influenced by mere memory. If we do all this, and keep repeating the process, we can strengthen our soul forces and finally become aware of an inner experience, of which formerly we had not the remotest inkling.

Finally—it is important not to misunderstand what I am going to say—it is possible to form a picture of something experienced only in our inner being, if we recall especially lively dream-pictures, so long as they derive from memories and do not relate directly to anything external, and are thus a sort of reaction stemming from within ourselves. If we experience these images in their fullest depth, we have a very real experience; and the point is reached when we meet within ourselves the spiritual element which actuates the processes of growth. We meet the power of growth itself. Contact is established with a part of our human make-up which we formerly experienced only unconsciously, but which is nevertheless active within us. What do I mean by “experienced unconsciously?”

Now I have told you how from birth until the change of teeth a spiritual soul force works on and through the human being; and after this it more or less detaches itself. Later, between the change of teeth and maturity, it immerses itself, so to speak, in the physical body, awakening the erotic impulse—and much else besides. All this happens unconsciously. But if we consciously use such soul-activities as I have described in order to observe how the qualities of soul and spirit can penetrate our physical make-up, we begin to see how these processes work in a human being, and how from the time of his birth he is given over to the external world. Nowadays this relation to the outer world is regarded as amounting to nothing more than abstract perception or abstract knowledge. This is not so. We are surrounded by a world of colour, sound and warmth and by all kinds of sensory impressions. As our thinking gets to work on them, our whole being receives yet further impressions. When unconscious experiences of childhood come to be experienced consciously, we even find that, while we were absorbing colour and sound impressions unconsciously, they were working spiritually upon us. When, between the change of teeth and maturity, erotic feelings make their first impact, they do not simply grow out of our constitution but come to meet us from the cosmos in rays of colour, sound and warmth.

But warmth, light and sound are not to be understood in a merely physical sense. Through our sensory impressions we are conscious only of what I might call outer sound and outer colour. And when we thus surrender ourselves to nature, we do not encounter the ether-waves, atoms and so on which are imagined by modern physics and physiology. Spiritual forces are at work in the physical world; forces which between birth and death fashion us into the human beings we are.

When once we tread the paths of knowledge which I have described, we become aware of the fact that it is the outer world which forms us. As we become clearly conscious of spirit in the outer world, we are able to experience consciously the living forces at work in our bodies. It is phenomenology itself that reveals to us so clearly the existence of spirit in the outer world. It is the observation of phenomena, and not abstract metaphysics, that brings the spiritual to our notice, if we make a point of observing consciously what we would otherwise tend to do unconsciously; if we notice how through the sense-world spiritual powers enter into our being and work formatively upon it.

Yesterday I pointed out to you that the Eastern sage virtually ignores the significance of speech, thought and ego-perception. His attitude towards these activities is different, for speech, perception of thoughts and ego-perception tend at first to lead us away from the spiritual world into social contact with other human beings. We buy our way into social life, as it were, by exposing our thoughts, our speech and our ego-perception and making them communicable. The Eastern sage lived in the word and resigned himself to the fact that it could not be communicated. He felt the same about his thoughts; he lived in his thinking, and so on. In the West we are more inclined to cast a backward glance at humanity as we follow the path into the super-sensible world.

At this point it is well to remember that man has a certain kind of sensory organisation within him. I have already described the three inner senses through which he becomes aware of his inner being, just as he perceives what goes on around him. We have a sense of balance, which tells us of the space we occupy as human beings and within whose limits our wills can function. We have a sense of movement, which tells us, even in the dark, that we are moving. This knowledge comes from within and is not derived from contact with outside objects that we may touch in passing. We have a “sense of life,” through which we are aware of our general state of health, or, one might say, of our constantly changing inward condition.

It is just in the first seven years of our life that these three inner senses work in conjunction with the will. We are guided by our sense of balance: and a being that, to begin with, cannot move about and later on can only crawl, is transformed into one that can stand upright and walk. When we learn to walk upright, we are coming to grips with the world. This is possible only because of our sense of balance. Similarly, our sense of movement and our sense of life contribute to our development as integrated human beings.

Anybody able to apply laboratory standards of objective observation to the study of man's development—spirit-soul as well as physical—will soon discover how those forces that form the human being and are especially active in the first seven years free themselves and begin to assume a different aspect from the time of the change of teeth. By this time a person is less intimately connected with his inner life than he was as a child. A child is closely bound up inwardly with human equilibrium, movement and processes of life. As emancipation from them gradually occurs, something else is developing. A certain adjustment is taking place to the three senses of smell, taste and touch.

A detailed observation of the way a child comes to grips with life is extraordinarily interesting. This can be seen most obviously, of course, in early life, but anybody trained to do so can see it clearly enough later on as well. I refer to the process of orientation made possible by the senses of smell, of taste and of touch. The child in a manner expels from himself the forces of equilibrium, movement and life and, while he is so doing, draws into him the qualitative senses of smell, taste and touch. Over a fairly long period the former are, so to speak, being breathed out and the latter breathed in; so that the two trinities encounter each other within our organism—the forces of equilibrium, movement and life pushing their way outward from within, while smell, taste and touch, which point us to qualities, are pressing inwards from without. These two trinities of sense interpenetrate each other; and it is through this interpenetration that the human being first comes to realise himself as a true self.

Now we are cut off from outer spirituality by speech and by our faculties of perceiving the thoughts and perceiving the egos of others—and rightly so, for if it were otherwise we could never in this physical life grow into social beings. [See previous lecture.] In precisely the same way, inasmuch as the qualities of smell, taste and touch wax counter to equilibrium, movement and life, we are inwardly cut off from the last three—which would otherwise disclose themselves to us directly. One could say that the sensations of smell, taste and touch form a barricade in front of the sensations of balance, movement and life and prevent our experiencing them.

What is the result of that development towards Imagination of which I spoke? It is this. The oriental stops short at speech in order to live in it; stops at thought in order to live in it; stops at ego-perception in order to live in it; and by these means makes his way outward into the spiritual world. We, as the result of developing Imagination, do something similar when we absorb the external percept without conceptualising it. But the direction we take in doing this is the opposite to the direction taken by an oriental who practises restraint in the matter of speech, thought-perception and ego-perception. He stays still in these. He lives his way into them. The aspirant to Imagination, on the other hand, worms his way inward through smell, taste and perception; he penetrates inward and, ignoring the importunities of his sensations of smell, taste and touch, makes contact with the experiences of equilibrium, movement and life.

It is a great moment when we have penetrated the sensory trinity, as I have called it, of taste, smell and touch, and we stand naked, as it were, before essential movement, equilibrium and life.

Having thus prepared the ground, it is interesting to study what it is that Western mysticism so often has to offer. Most certainly, I am very far from decrying the elements of poetry, beauty and imaginative expression in many mystical writings. Most certainly I admire what, for instance, St. Theresa, Mechthild of Magdeburg and others have to tell us, and indeed Meister Eckhardt and Johannes Tauler; but all this reveals itself also to the true spiritual scientist. It is what arises if one follows an inward path without penetrating through the domain of smell, taste and touch. Read what has been written by individuals who have described with particular clarity what they have experienced in this way. They speak of an inner sense of taste, experienced in connection with the soul-spiritual element in man's inner being. They refer also to smell and touch in a special way. Anybody, for instance, who reads Mechthild of Magdeburg or St. Theresa rightly will see that they follow this inward path, but never penetrate right through smell, taste and touch. They use beautiful poetic imagery for their descriptions, but they are speaking only of how one can smell, taste and touch oneself inwardly.

It is indeed less agreeable to see the true nature of reality with spiritually developed senses than to read the accounts given by a sensual mysticism—the only term for it—which fundamentally gratifies only a refined inward-looking egotism of soul. As I say, much as this mysticism is to be admired—and I do admire it—the true spiritual scientist has to realise that it stops half-way. What is manifest in the splendid poetic imagery of Mechthild of Magdeburg, St. Theresa and others is really only what is smelt, tasted and touched before attaining to true inwardness.

Truth can be unpleasant, perhaps even cruel, at times. But modern man has no business to become rickety in soul through following a vague incomplete mysticism. What is required to-day is to penetrate the true mysteries of man's inner nature with all our intellectual powers—with the same powers that we have disciplined in the cause of science and used to effect in the outer world. There is no mistaking what science is. It is respected for the very method and discipline it demands. It is when we have learnt to be scientific that we appreciate the achievements of a vague mysticism at their true worth but we also discover that they are not what spiritual science has to foster. On the contrary, the task of spiritual science is to reveal clearly the true nature of man's being. This in turn makes possible a sound understanding of the outer world.

Instead of speaking in this way, as the truth demands of me, I could be claiming the support of every vague, woolly mystic, who goes in for mysticism to satisfy the inward appetite of his soul. That is not our concern here, but rather the discovery of powers that can be used for living; spiritual powers that are capable of informing our scientific and social life.

When we have come to grips with the forces that dwell in our senses of balance, life and movement, then we have reached something that is first of all experienced through its transparency as man's essential inward being. The very nature of the thing shows us clearly that we cannot penetrate any deeper. What we do find is quite enough to be going on with, for what we discover is not the stuff of vague mystical dreams but a genuine organology. Above all, we find within ourselves the true nature of balance and movement, and of the stream of life. We find this within ourselves.

When this experience is complete, something unique has taken place. In due course we discover something. An essential prerequisite is, as I have said, to have worked carefully through The Philosophy of Spiritual Activity. The Philosophy is then left, so to speak, on one side, while we pursue the inward path of contemplation and meditation. We have advanced as far as balance, movement and life. We live in this life, balance and movement. Parallel with our pursuit of the way of contemplation and meditation, but without any other activity on our part, our thinking in connection with The Philosophy of Spiritual Activity has undergone a transformation. We have been able to experience as pure thought what a philosophy such as this has to offer; but now that we have worked upon ourselves in another sphere, our inner soul life; this has turned into something quite different. It has taken on new dimensions and is now much more full of meaning. While on the one hand we have been penetrating our inward being and have deepened our power of Imagination, we have also lifted out of the ordinary level of consciousness the fruits of our thinking on The Philosophy of Spiritual Activity. Thoughts which formerly had a more or less abstract existence in the realm of pure cerebration have now become significant forces. They are now alive in our consciousness, and what was once pure thinking has become Inspiration. We have developed Imagination; and thinking has been transformed into Inspiration.

What we have attained by these two methods in our progress along this road has to be clearly differentiated. On the one hand we have gained Inspiration from what was, to begin with, pure thought. On the other hand, there is the experience that comes to us through our senses of balance, movement and life. We are now in a position to unite the two forms of experience, the outer and the inner. The fusion of Inspiration and Imagination brings us to Intuition.

What have we accomplished now? I can answer this question by approaching it from the other side. First of all I must draw attention to the steps taken by the Oriental seer, who wishes to advance further after being trained in the mantras and experiencing the living word and language. He now learns to experience not only the rhythms of language but also, and in a sense consciously, the process of breathing. He has, as it were, to undergo an artificial kind of breathing by varying it in all kinds of ways. For him this is one step up; but this is not something to be taken over in its entirety by the West.

What does the Eastern student of yoga attain by consciously regulating his breathing in a variety of ways? He experiences something very remarkable when he breathes in. As he does so, he is brought into contact with a quality of air that is not to be found when we experience air as a purely physical substance, but only when we unite ourselves with the air and so experience it spiritually. A genuine student of yoga, as he breathes in, experiences something that works upon his whole being, an activity that is not completed in this life and does not end with death. The spiritual quality of the outer air enters our being and engenders in us something that goes with us through the gate of death. To experience the breathing process consciously means taking part in something that continues when we have laid aside our bodies. To experience consciously the process of breathing is to experience both the reaction of our inner being to the drawing in of breath and the activities of our soul-spiritual being before birth: or let us say rather that we experience our conception and the factors that contribute to our embryonic development and work on us further within our organism as children. Breathing consciously means realising our own identity on the far side of birth and death. Advancing from the experience of the word and of language to that of breathing means penetrating further into an inspired realisation of the eternal in man. We Westerners have to experience much the same—but in a different sphere.

What in fact is the process of perception? It is only a modification of the breathing process. As we breathe in, the air presses on our diaphragm and on our whole being. Brain fluid is driven up through our spinal column into our brain. This establishes a connection between breathing and cerebral activity. Breathing, in so far as it influences the brain, works upon our sense-activity in the form of perception. Drawing in breath has various sides to it, and one of these is perception.

How is it when we breathe out? Brain fluid descends and exerts pressure on the circulation of the blood. The descent of brain fluid is bound up with the activity of will and also with breathing out. Anybody who really makes a study of The Philosophy of Spiritual Activity will discover that when we attain to pure thinking, a fusion of thinking and willing takes place. Pure thinking is fundamentally an expression of will. So it comes about that what we have characterised as pure thinking is related to what the Easterner experiences in the process of breathing out.

Pure thinking is related to breathing out, just as perception is related to breathing in. We have to go through the same process as the yogi, but in a more inward form. Yoga depends on the regulation of breathing, both in and out, and in this way comes into contact with the eternal in man. What should Western man do? He can transform into soul-experience both perception on the one hand and thinking on the other. He can unite in his inner experience perception and thinking, which would otherwise only come quietly together in a formal abstract way, so that he has the same experience inwardly in his soul and spirit as he has physically in breathing in and out. Breathing in and out are physical experiences. When they are harmonised, we experience the eternal.

We experience thought-perception in our everyday lives. As we bring movement into our soul life, we become aware of rhythm, of the swing of the pendulum, of the constant movement to and fro of perception and thinking. Higher realities are experienced in the East by breathing in and out. The Westerner develops a kind of breathing process in his soul and spirit, in place of the physical breathing of yoga, when he develops within himself, through perception, the vital process of transformed in-breathing and, through thinking, that of out-breathing; and fuses concept, thought and perception into a harmonious whole. Gradually, with the beat of this rhythmical breathing process in perception and thinking, his development advances to true spiritual reality in the form of Imagination, Inspiration and Intuition.

In my Philosophy of Spiritual Activity I indicated as a philosophical fact that reality is the product of the interpenetration of perception and thinking. Since this book was designed to deal with man's soul activity, some indication should also be given of the training that Western man needs if he is to penetrate the spiritual world. The Easterner speaks of the systole and diastole, breathing in and out. In place of these terms Western man should put perception and thinking. Where the Oriental speaks of the development of physical breathing, we in the West say: development of soul-spiritual breathing in the course of cognition through perception and thinking.

All this should perhaps be contrasted with the kind of blind alley reached by Western spiritual development. Let me explain what I mean. In 1841 Michelet, the Berlin philosopher, published Hegel's posthumous works of natural philosophy. Hegel had worked at the end of the eighteenth century, together with Schelling, at laying the foundations of a system of natural philosophy. Schelling, with the enthusiasm of youth, had built his natural philosophy in a remarkable way on what he called intellectual contemplation. But he reached a point where he could make no further progress. His immersion in mysticism produced splendid results in his work, Bruno, or concerning the Divine and Natural Principle in Things, and that fine piece of writing, Human Freedom, or the Origin of Evil. But for all this he could make no progress and began to hold back from expressing himself at all. He kept promising to follow things up with a philosophy that would reveal the true nature of those hidden forces at which his earlier natural philosophy had only hinted.

When Hegel's natural philosophy appeared in 1841, through Michelet, the position was that Schelling's expected and oft-promised philosophical revelations had still not been vouchsafed to the public. He was summoned to Berlin. But what he had to offer contained no spiritual qualities to permeate the natural philosophy he had founded. He had struggled to create an intellectual picture of the world. He stood still at this point, because he was unable to use Imagination to enter the sphere of which I have been speaking to you to-day. So there he was at a dead end.

Hegel, who had a more rational intellect, had taken over Schelling's thoughts and carried them further by applying pure thinking to the observation of nature. That was the origin of Hegel's natural philosophy. So Schelling's promise to explain nature in spiritual terms was never fulfilled, and we got Hegel's natural philosophy which was to be discarded by science in the second half of the nineteenth century. It was not understood and was bound to remain so, for there was no connection between phenomenology, or the true observation of nature, and the ideas contained in Hegel's natural philosophy. It was a strange confrontation: Schelling travelling from Munich to Berlin, where something great was expected of him, and it turned out that he had nothing to say. This was a disappointment for all those who believed that through Hegel's natural philosophy revelations about nature would emerge from pure thinking. The historical fact is that Schelling reached the stage of intellectual contemplation but not that of genuine Imagination; while Hegel showed that if pure thinking does not lead on to Imagination, it cannot lead to Inspiration and to an understanding of nature's secrets. This line of Western development had terminated in a blind alley.

There was nothing—nothing permeated with the spirit—to set against Eastern teaching, which only engendered scepticism in the West. Anyone who has lovingly immersed himself in the true Schelling and Hegel, and has thus been able to see, with love in his heart, the limitations of Western philosophy, should turn his attention to Anthroposophy. He should work to bring about an anthroposophically orientated Spiritual Science for the West, so that we come to possess something of spiritual origin to compare with what the East has created through the interaction of systole and diastole.

For us in the West, there is the spiritual-soul rhythm of perception and thinking, through which we can rise to something more than a merely abstract science. It opens the way to a living science, which on that account enables us to live in harmony with truth. After all the misfires of the Kantian, Schellingian and Hegelian philosophies, we have come to the point where we need something that can show, by revealing the way of the spirit, how truth and science are related. The truth that dwells in a spiritualised science would be a healing power in the future development of mankind.