| 343. Foundation Course: Spiritual Discernment, Religious Feeling, Sacramental Action: Ordination and Transubstantiation
03 Oct 1921, Dornach Tr. Hanna von Maltitz Rudolf Steiner |
|---|
| Today quite a different state of consciousness is needed to be able to manage Imagination, Inspiration and Intuition. So when I take today's second kind of consciousness as a start, perhaps it can lead to greater understanding, in such a way that the usual daily consciousness still remains complete. A person should not for a moment—without falling sick—be somehow impaired by exercises or the like, as I have described in my book "Knowledge of the Higher Worlds"; a person should not be impaired in the management of his daily consciousness, it must be present. The other consciousness which lacks real freedom which consist in managing Imagination, Inspiration and Intuition must be there as something which can always change quickly, in an instant change to ordinary daily consciousness, like sleep can be changed into the waking state, only that this changing between seeing consciousness and ordinary day consciousness would be completely situated within human capriciousness. |
| In outer normal consciousness people of that time had an image-rich consciousness. We can really say: in comparison to olden times, today every human being who has gone through school, has gone beyond the threshold. |
| 343. Foundation Course: Spiritual Discernment, Religious Feeling, Sacramental Action: Ordination and Transubstantiation
03 Oct 1921, Dornach Tr. Hanna von Maltitz Rudolf Steiner |
|---|
My dear friends! I agree with Licentiate Bock who suggested it would be best to take up yesterday's reflections plus those of the afternoon and orientate ourselves toward questions that had arisen. Yesterday I tried to present a kind of overview of the seven sacraments. I tried to show how the sacraments either determine a kind of value of involution to an evolution value, or the reverse. In the questions which have been asked, there is a wish for something to be said about the sacrament of priest ordination. We have looked at how five sacraments essentially are arranged along the developmental line of each individual human being, how this line connects from birth up to death. We have seen how both the sacraments of priest ordination and marriage in the Christian sense fall away from the other (five) sacraments, and how the priest ordination ceremony points out the evolutionary element which is present in each human being as an involutionary process, namely the mysterious connection each individual human being has with the Divine. Now let us first of all try to place the concept of this sacrament of ordination in front of us according to its development, how its Christian content has gone over into Christian ceremonies and gradually crystallized life in Catholicism as the culmination of all ceremonies. We must very clearly understand that the connection of human beings with the Divine in the sense of the epoch in which the Mystery of Golgotha took place, was such that it certainly existed way back, behind the consciousness of modern man today. If we go back far into the cultural development of humanity, we discover another kind of selection for the priesthood than what was later the case, and of the kind we actually want to talk about here. You must clearly understand that ceremonies, rituals and sacraments only become comprehensible within the entire relationship of human evolution, because the Christian sacraments are a kind of transformation of older sacraments. So, regarding priesthood, the relationship is different compared to olden times. In earlier times the one who was taken up into the mysteries by leaders of the mysteries was elected according to his soul characteristics; his entire human development was regarded as being worthy—if today we could select an apt term we would say: 'to be chosen'. This is a concept which has so much more meaning, the further we look back in human evolution. The point of view that people are equal is a modern-day opinion; it is actually essentially something that only emerged from the consciousness of the epoch around the Mystery of Golgotha. By contrast they believed that in fact, in olden times, one person was more worthy of being chosen than another, so that those who were worthy to be inducted into the Mysteries—or to be initiated, as one can clearly impress the imagination with other expressions—was to be discovered within the masses of people. When these individuals were in this or that way discovered, which was believed as predestination for a priestly calling, he had to go through with the initiation. This process of initiation meant that the person was brought into a situation where he had to manage another state of consciousness other than merely the one he experienced in the outer world. In olden times another state of consciousness prevailed, quite different from what it is today. Today quite a different state of consciousness is needed to be able to manage Imagination, Inspiration and Intuition. So when I take today's second kind of consciousness as a start, perhaps it can lead to greater understanding, in such a way that the usual daily consciousness still remains complete. A person should not for a moment—without falling sick—be somehow impaired by exercises or the like, as I have described in my book "Knowledge of the Higher Worlds"; a person should not be impaired in the management of his daily consciousness, it must be present. The other consciousness which lacks real freedom which consist in managing Imagination, Inspiration and Intuition must be there as something which can always change quickly, in an instant change to ordinary daily consciousness, like sleep can be changed into the waking state, only that this changing between seeing consciousness and ordinary day consciousness would be completely situated within human capriciousness. This is certainly something which can only be attained after practice and needs to be examined in all its being, in order to talk about this at all. It is precisely this other consciousness which presents a completely different world compared with the world developed out of the senses and understood with the mind, aspects which feed back into the being of the human I, to stick to the human ego. The human I is present in the other consciousness with great power, one doesn't have something which is merely permeated with a single imagination or feeling, but one has an image. One has the possibility of looking at it and knows, this I is something in which one not merely lives, but it is present as an objectivity. The other thing about this higher consciousness is that one doesn't gain any insight into the mineral kingdom—the mineral kingdom belongs only to ordinary human daily consciousness—by contrast it is fully aware towards anything plant-like, animal-like and the human self. One really lives in another world. What is between these two worlds is called the threshold; it must be crossed over but can only be crossed over after preparations have been achieved, after one has really faithfully practiced the exercises which I have presented in my book "Knowledge of the Higher Worlds and its Attainment." If one has not really prepared for this crossing, one could, through the acquisition of this new consciousness, slip down into physicality. (During the following presentation a central drawing is made on the blackboard.)  I would like to sketch it in the following way. Let's accept that this daily consciousness is connected to human physicality. This higher consciousness is now lifted from it and one sees a completely new world. However, now one has to retain this higher consciousness; it must be purely soul-spiritual. It can't happen however, if one has not previously developed the strength through exercises—it can't happen if not accomplished in a lively way; what I'm implying is more of a hypothesis—so, when one has not acquired the strength through exercises, it can all collapse into physicality. This means one is not living in a free soul-spiritual consciousness but the processes in human organs will reveal what this consciousness observes; then one has to do with dreams, one does not really have actual objective imaginations full of content. The objective, content-filled imagination exists as a result of, what one experiences, not being impregnated with bodily processes, but processes of the supersensible world. This must be achieved through exercises and by having achieved this, being able to step over the boundary between the sensual and supersensible which is designated as the threshold. This is the case today. Today our ordinary consciousness contains content known to everyone, but we have another content—which of course can be described as I have done now again from a certain point of view - which is certainly described as the content of a higher world as opposed to that of the ordinary world. If we now go back to the times of human earthly development which I want to speak to you about here, in which the chosen ones were inaugurated, then we find they also sought another condition of consciousness but it was different to that of today in as far as the condition of consciousness which we regard as the normal human consciousness, was most extraordinary in each mystery pupil, and a certain image-rich imagination, observing the Divine in all the individual things, was the norm. So, what at that time in the old Mysteries was indicated as the threshold lay in quite a different place to where the threshold is situated for us today. We can even see this in outer things. You see, today there is something which a child already learns at school, and that is the heliocentric world system. The heliocentric world system—you can find this actually historically handed down—has passed into literature through a kind of betrayal. The heliocentric world system already existed in Greek times, it was already clearly present earlier; it was taught in the Mysteries. What an ordinary child learns today at school, which forms their attitude towards the view of the world, this was taught in olden times only in the Mysteries. In outer normal consciousness people of that time had an image-rich consciousness. We can really say: in comparison to olden times, today every human being who has gone through school, has gone beyond the threshold. Those in the old Mysteries would regard it quite dangerous for people who have not gone through a regular initiation but through some or other elementary experience, to have gone over the threshold, for example by not adhering to the geocentric system—that the earth remains stationary and the sun and stars move—but believe in the immobility of the sun as the initiated students believed in olden times. People said you had to be prepared to tolerate what lies, for example, in the heliocentric world system or what lies, for example, in our current biology or psychology, and so on. This seems like a paradox to people today, yet it was so. One can say that historically human kind as such in the time of the Mystery of Golgotha crossed over the threshold which in earlier epochs in the Mysteries had to be artificially crossed in order to reach initiation. At that time those to be initiated learnt what every child learns today. Today we again learn to gain insight into Higher Worlds which later would be the norm. So it is with the evolution of humanity. It is not recognised through examples from olden writings that it was a given—for human consciousness was image-rich—in such a way that things were not seen outwardly but that all things were perceived for their inner spirituality. One must be aware that the words of these ancient writers are to be read in a different way to the way today's ancient language researchers or cultural historians or anthropologists and their equivalents read, because the consciousness at that time was image-rich. We could therefore say, in olden times the initiate was led towards the world we know today. I would like to still add one more detail. When we go back to olden Greek times, we find people couldn't clearly perceive the colour blue as we can today. They had no sensual experience of the colour blue, they had much more of a sense developed towards the other side, towards vital colours, red and so on, so that for the Greeks blue appeared more green than it is for us today. From this point of view, one must understand everything as the ancients did. We must clearly understand that active thinking is connected to humankind's development towards an experience of blue. If blue is mentioned in ancient scriptures it is always in error, because those people didn't have the experience of blue as we have in today's active experience of understanding. Those people, upon looking at blue, didn't have the ability to be objective, for the out-flowing of the I as an objective, they had far more the experience of what stirred in red, which goes from the objective towards the subjective, which is outwardly active and touches and is sensed, where the awareness of the Divine lay in the objects. So this initiation was already something quite definite, it involved the initiation being carried out in these olden times by the fact that man himself had to do things which he had to endure physically which to a certain extent formed a kind of inner sacrament. The sacraments in olden times were more inward. Take for instance some outer events which throw a person into a state of fear, caused by these external actions. For example, in Greece there existed Mysteries in which one of the most important processes consisted in a person being placed in total darkness, where he has to live into this darkness, and then suddenly the room was lit up completely—this is the perception he would have been given. What it meant at that time was the transformation of the state of consciousness from being in the darkness, in the blackness, to going into the light. Something happened in a person, fine processes took place inside. These fine processes which were happening in people, I can describe in the following manner. When a human being, after he has for some time experienced this transformation out of the darkness into the light, salt is separated in him—depending on his individual nature - which is deposited. Salt deposits actually took place as a result of the transfer of going from a dark state to a light state, taking place during the change. These processes became something of which a person became completely aware as being accompanied by the feeling very similar to fear. These salt deposits were observed by a person; he was inwardly observing an interrelation taking place inside himself. At that moment when it happened in him through an external action, man had gone through an initiation process because in olden times initiation consisted in a person experiencing such processes out of himself. What is important now however, was what accompanied such a process of salt deposits within him. Such a salt depositing process within was accompanied by the person's consciousness being impregnated by the process of light perception, not merely of the light perception but from the inner light containing spirituality; he was thus taking in the light which contained spirituality. By the salt coagulating in his inner being, a person felt this coagulation of salts as a penetration of the Divine. To make these conditions conscious was the art of initiation in ancient times. A person could speak quite differently, in them the life of light was not a mere observation by the senses but it was a penetration of light, so that he could say: 'By me living in the light, matter coagulates in me'. With that which is contained in ordinary matter, in a certain sense he directly perceived the effect of that which lies above the substance of ordinary matter. Now we will not understand these things, my dear friends, if we don't know that the entire constitution of people in older times was different to what it became later. Such a process, which I have sketched for you, you can observe today when waking up or going to sleep. When physical development reaches puberty, the conditions are such that you won't be able to do these things any longer. The influence on the human being is no longer possible in this intense way; people have hardened more in themselves. Today it doesn't happen for these fine spiritual processes which are taking place there, to be observed just like that. In this respect it will even change the human race. As a result, it has happened that what had taken place within, during earlier times, now is to be looked for outwardly. To a certain extent the opposite of the inner process is performed as a ceremony. The old process of initiation, the process through which a person allows the spirit to reign, this process is now performed outwardly. The priest ordination was in olden times not at all the weakened process of today, but a process, despite it being performed outwardly, still making a deep impression on people. In later times, still in the time of the Mystery of Golgotha and afterwards, the act of baptism, for example, was at least performed as a deed which still accomplished something in people themselves. Those being baptised were immersed in water and thus brought in the same situation as someone being drowned, who sees the retrograde perspective of their life processes flash through them in a spiritual vision. This was part of baptism in earlier times; a person's past life was brought before his soul, so that he learned to see spiritually in a certain way. Later on the sacrament of baptism was temporarily postponed and so it could not be performed in this way, but only symbolically. It is the same with the priest ordination. The priest ordination in itself is to a certain extent an outer process for that which earlier was evoked inwardly in those going through initiation, through the inversion of outer processes; it is what in fact places the human being in another world. A person is then made aware—I can depict this even more precisely—of certain interrelationships in the cosmos, which can't be studied in the outer world. A person is made aware that physical processes are taking place which do not coincide with the usual outer sensually perceptible processes and he becomes attentive to what is actually sacramental. He learns to see for instance, in dissolving salt in water, that something is happening which isn't created in a physical-chemical process of dissolution, but what happens in salt dissolving in water is actually something inward, I could call it, something radiant. He learns to recognise how processes happen which are only conceivable through the spirit in man. This becoming transported into the world of such revelations which can't be seen with the outer senses or understood with ordinary minds, essentially belongs to the priest consecration. Therefore, through the priest ordination the person will as much be penetrated by this world of the Divine, as the person in olden times was initiated through not merely sensing the penetration of his physicality with light, but that he feels permeated also with the soul-spiritual of the light. So, I can put it like this: through priest ordination human consciousness is brought into such a condition that a person can with total inner conviction say: the world around us is actually only a fragment of the world; it is there to hide many things from us, namely hiding spiritual processes, from us. We see spiritually in the processes when we are prepared in the appropriate way to do so. Priest ordination involves such preparation which would allow for spiritual perception, to see, everywhere, the sense perceptible as well as the spiritual processes. Let's take a concrete example. We can look at the development of leaves on a plant, the development of the flowers, the ovary, the stamens and see the ovary mature. (He draws on the blackboard, left.) We then observe how the pollen flies around, how it fertilises the flowers. If you only observe outwardly then you will evaluate according to the sense perceptible outer processes which you then combine in your mind. Someone who has become mature in spiritual seeing, must see a supersensible weaving which expands as a kind of wavering transmission over plant growth and all that is involved in plant fertilization. Through this however, the earth in which the plants have their roots, is brought into a reciprocal relationship with the spiritual environment of the earth. A renewed way of looking must be introduced through priest ordination. Only then, when you have been introduced to this spiritual observing through the priest ordination, will you learn to recognise how the human word evolves in the world, how the human word is not a mere material movement of air but that the word carries spirit on physical air movement, how this spirit permeates certain substances which are fleeting, like for instance the smoke. So being a priest means: seeing how the expressed word grip the smoke, how the smoke weaves the matter, the words, and how through this, that it penetrates the words, how the words tinged with smoke envelops the matter in the words, changing the words themselves, just like in fact evolution continues, how a real, a spiritual reality is there in what happens in the outer world, in phenomena of the world. So being consecrated also means: to be able to perform actions which, besides their physical meaning, also have a spiritual meaning. This is of course something—I always must stress this—which lies extraordinarily far from modern consciousness, but unbelievably close to that consciousness which was available at the time of the Mystery of Golgotha. During that time people stood in the middle, between the old and the new, they still knew about seeing the Divine-spiritual in everything natural, either through tradition or through atavistic vision, and they lived in fear of the conditions which would arrive when what is natural would no longer be regarded as natural and as a result the Divine-spiritual would be only be understood as a derived abstraction. At that time people still understood the weaving of the spiritual with the sense perceptible. The disciples of Christ Jesus simply knew that this being-in-his-presence meant something different than being in the presence of one another. They knew that he was the carrier of a supersensible being, they felt moved by this supersensible being, and this togetherness with him was for them without doubt the glow of supersensible consciousness. Let's think about this. We see a number of people around Christ Jesus in a world, who say: When one is in his presence, one is brought into a world where one can see the Divine-spiritual.—Now, in connection with this, I want to call your attention to important concepts necessary for the understanding of the earliest Christian times. Those individuals who could still call themselves the apostles of the Lord, who, for the affirmation of their mission, did not only refer to the fact that they had heard his words. Having heard his words didn't really carry as much weight as we would experience today when we listen to some or other speech, or a teaching. The teaching of Christ Jesus was something that was felt to be completely charitable in his environment, but it wasn't the first thing you would consider as the most important. It was far more important for them to stress the results: we have lain our hands in his wounds, we have participated in looking at his Being.—The direct togetherness with Christ Jesus is something in particular which I ask you to please consider seriously. You see, you will reach a conclusion of what actually is at a soul foundation when I say to you: you need to first sense the difference between what you experience when you place your one hand on an outer object, or on your own hand, or when you place it on some part of your body. You must come to the conclusion that you sense a difference, that there is a difference. You must also be able to feel something else; you must be able to feel you possess two eyes with two lines of vision which meet and cross. (He draws on the blackboard, right.) These two lines of sight which cross at what we are looking at—it is quite like when I hug myself with my two arms encircling myself. Just think about the difference between man and animal. An animal has, to a much reduced degree, the possibility to experience what we for instance experience when our one hand touches the other. Just look at the position of particular animal eyes; you can clearly distinguish how strong the egoism of an animal is, according to its eye positions. Animals which have eye positions with eye axes which can't cross are unable to develop egoism, because the experience, the sense of having an I, depends on a person being able to "grasp" his I, and that the right gaze of the eye can meet the left gaze by crossing. On this the sense of the I is dependant. The disciples knew themselves to be so connected to the Christ that in a certain sense it was as similar as feeling their own hands, when they touched his wounds. So this direct connection with the Christ was something which gave them the awareness that they lived with him in a higher world. This was actually what the disciples felt, it was as if a spiritual island surrounded them and their Lord, and when they felt that their Lord had gone away and they had now become the teachers, they called themselves teachers, training for this how-to-be-together-with-him. Then again, the disciples of the Apostles in turn depended on the imagery which they had experienced; you can even read this in individual letters. When some or other apostolic disciple, Polycarp of Smyrna for instance, could describe what some or other person who had taught him, looked like, the description was unbelievably more important than the communication of mere words. What is most essential here, was recalling the feeling of being-together-with everything in connection with the Christ, so that one can say the Apostles sensed the succession, but they could no longer inwardly experience every transformation which had been experienced in the old initiation mysteries. Don't misunderstand me, I don't suggest that the apostles or apostle disciples have made such deliberations, but their soul constitution was so that they could make such deliberations and it was characteristic of their soul constitution to formulate such deliberations. When they were asked to formulate their soul constitution, they would have said: Yes, we couldn't go through with it in the same way as was still possible in the earlier Mysteries, for instance experiencing the transformation of light to darkness; we can no longer experience how one is anointed with oil and so on, and we can no longer experience the inner pain through recalling; but here a God has incarnated in the form of Jesus who was here, and with whom we have relations and when we really in our consciousness take it up, not merely with intellectual grasping but when in all concreteness we live in it, then something lifts us up into the supersensible world. With the apostles it was the direct living-in-community with the Christ, with the apostle disciples it was the community living-with-him, being carried over to them, who had laid their hands on those who had still been touched by the Lord, and transmitted to those in the third generation who had again laid their hands on someone who had had the Lord touch them. They would get a sense of apostolic succession when they would recall what I've just said, and they would also get a feeling for what it meant to stand inside a world which is spiritually, as it were, like standing in a physical line of ancestors. The physical line of ancestors flows through from birth. The spiritual ancestral line however, must go up to the spiritual father ancestor, the Christ Jesus, it flows through the ongoing, continuous fulfilment of consecrated ceremonies, which lead to the Christ, which certainly must always become more and more outward, because it must ever more make an intensive impression on people. As a result, besides the laying on of hands, other ceremonies were recorded in the next centuries, to make the outer impressions even stronger. A process of internalisation existed with those surrounding Christ Jesus: here Christ Jesus was performing a ritual himself. My dear friends, why was this necessary? The life of Christ Jesus was the ritual for that which was around him, that which was accomplished in reality, that was the ritual/cult: the great offering of mass was fulfilled on Golgotha. Here we are led back to the first fulfilment of the ritual: at least this is what lives in Christian consciousness. This was followed by outward signs: it required the necessity for an outward imprint of activity, like remembrance, to show the eyes and to impress it on the soul in prayer, which could not be as alive as it had been with the apostles and the apostle disciples. I know that many people who hear such things with today's consciousness say: Why don't you simply express it in a short and sweet answer, shaped in sharply outlined terms, this or that is apostolic succession?—If someone wants such sharply outlined concepts, his argument is inwardly untruthful. One only speaks truth when it introduces the view of something that has been experienced. Such a thing can't be understood in sharply outlined concepts. Apostolic succession is something experienced first and then one knows that actually something is being experienced in a spiritual line of ancestors leading back to Christ, just like the ancestral line flowing through the blood links to the natural ancestral line, to any of the ancestors. This spiritual blood lies in the continuous fulfilment of the priestly ordination ceremony. It forms therefore the direct connection, for those who become priests, to the spiritual world. It is consecrated by someone who have themselves received such a consecration, and these, to those, and so on, up to the point where the supersensible descended into a human body and in this way for the first time brought a new, substantial fructification in the earth, which had become old. We will want to develop the particular format of the priest ordination, into a ritual form. I would like, still today, to point out that you could eventually find something which remains incomprehensible in the priest ordination. Now, by me saying something like this you will understand, also in connection with the regular previous lectures up to this morning, that in fact a complete break had to take place regarding the understanding of such things, when the changed consciousness appeared from the middle of the 15th century. In me expressing these things, I'm using words, which actually for the general consciousness could only have been fully understood before the middle of the 15th century. Then people actually stopped having a real sense for the meaning of these words. It is basically only through the trust you have been able to put in me, that you can hear something here in the manner and way it happened in former times when the soul constitution experienced things in quite a different way. Then came the time when less importance was attached to a concrete connection, when people who still knew how to attach importance to this concrete connection, became rare. Now, the most importance was attributed to the comprehensible content of the Gospels, to the comprehensible content of religion as such. Thus, gradually it took on particular importance to discuss the content of the Gospels, to discuss the content of the sacraments and to a certain extent particularly look into the teaching material, at the teaching content. The teaching content gradually became the most important. Not actually the concrete, but the abstract, became the most important, that is the essential thing. While for the catholic consciousness—I don't mean merely the roman catholic, but the catholic Christian consciousness—the priest ordination placed the chosen one in a spiritual ancestry up to Christ, which actually for the modern person made everything quite comprehensible, from definitions to declarations which places nothing into a reality. However, we must be very clear about it, that we live again in a time where we need deepening again in that direction. Well, the catholic consciousness has basically always acted quite consistently according to these prerequisites; quite consistently. In order not to be misunderstood regarding what follows, I would like to introduce it like this. When today we want to prepare someone—in fact, I mean for something which we see as a new ritual—when we, today, want to prepare someone to perform ceremonial actions, then we would for those who stand outside Catholicism in the world, no longer with full inner devotion be able to integrate a person into the apostolic succession. As I've mentioned to you, there have been remarkable Theosophists like Leadbeater and similar ones, who have likewise tried to place themselves in the apostolic succession, but that's going to resist any man who's honest with the world, if he is not imbued with Catholic consciousness. We need to look for something else. We need to fully understand that a reality is not something which is spoken about, something abstract. We must also learn to understand the sacramental. We must learn to understand, throughout, that the content of the teaching does not contain the essential but that something must be added from real processes and in such a way that these actual processes are carried on the waves of reality as the weaving of the Divine. There have only been single individuals, like Novalis, who understood this—do read his Aphorisms, then you'll see. He spoke about magical idealism; he knew this wasn't alive in outer sensory worlds, but within people, there lived the soul—spiritual. Then there was Schelling—in his old age, that's why he was hardly understood—for whom it was quite absurd to believe that the essence of Christianity consisted in the acceptance of what Christ taught; rather, Schelling recognised the essential much more according to the account of Jesus going through the process of the entire Golgotha drama, in the description of actions which took place around Golgotha. However, there are individuals who tend towards the reality, who in turn want to enter into actual experiences connected to the spiritual. In totality one could say that the way Catholicism experiences it, is something quite antiquated which can't be introduced into modern consciousness any longer. For this reason we mustn't only search for a renewal of old rituals but we must search for a ritual which we can create out of ourselves, but created in such a way that it creates the Divine in us in the sense we have spoken about, so that the words of Paul become the truth—in Gospel interpretation, and in all religious activities: Not I, but Christ in me. Catholicism, as Roman Catholicism, has actually always known how to act consistently. To a certain extent it has turned out, lifted out, from general humanity, all those who were descendants of Christ Jesus himself and so a sharp awareness has come about, separating the priestly spiritual generation, meaning those people connected to consecration, from all other people who had not attended consecration. Like a member of the nobility who for instance connects his bloodline back to the 18th ancestor and knows who carry this blood in their veins, their ancestral connection differs from that of the rest of humanity, in the same way there's a difference from those consecrated into the apostolic succession up to Christ himself, who have continuously and consistently received consecration, right down to those who had not received it. They felt themselves placed in this connection and felt others were different; that's why it was quite necessary during a certain time period that certain things were presented to people. A person gradually absorbed what had more or less consciously existed in his awareness and allowed this to be expressed in his actions. After this, because of the ever-increasing sharper awareness related to the Christ developed, came the necessity for greater withdrawal for the uninitiated: celibacy. The celibate already had his inner foundation and there where the celibate was dogmatised it was found throughout that the priest had to withdraw from connecting to all others, was a human personality who found it far more important to practice the priest consecration as a conscious inheritance of the father of his ancestors and because he was placed in this ancestral blood of a spiritual ancestry, he could not be in contact with that world from which he was taken out by the consecration ceremony. The moment a person strongly experienced this particular situation of priesthood in relation to the world, the necessity for celibacy was added, and of course there's no denying that one could also feel the political usefulness for Rome, and so on. However, you can be quite certain that during the time when celibacy was introduced—it was a time when the celibate person came from the monk priesthood—in the unconscious impulses was the urge for a certain honesty and truthfulness. It was certainly the case that the creation of celibacy was understood in the way I have presented it now. Just as in the 19th century, in a kind of natural way—as I said—the consequential process living in the Catholic consciousness resulted in the dogma of immaculate conception and how this resulted in the infallibility dogma, so at a certain time causes led to the consequences of celibacy. Well, if you take all of this in then we already come to what is of particular importance today. Of particular importance today for us is to again return to the ritual, to ceremonies. You are experiencing, at least many of you have said you experience it like this: you are actually experiencing necessities based on what has come out of, and is given by, this time. Of course we can't undo events, we can't go back to untruths for instance, we can't reverse an untruth, such as taking something which no longer feels alive were to be changed externally, like being ordained by an olden-time Catholic priest. That would be contradictory to those who have already ignited the Protestant consciousness too strongly in themselves because for the Protestant consciousness this possibility doesn't exist; in their experience one can't oppose something which has been created out of quite other circumstances. What you need to arrive at, if reality is at all part of your striving, is what can flow out of the spiritual world itself, which can be seen as flowing directly from Christ Jesus. We must strengthen ourselves in the words of Jesus: I am with you until the end of earthly days.— These words out of the Gospels also announce such a process of the Christ impulse will be found on the earth for so long, that it will last until the end of the earth comes about. For this reason, one must firstly announce this as a postulate to a certain extent, that it must be possible—as a reality—to come to Christ, like with the Catholic consciousness, through the apostolic succession historically the spiritual family tree is searched for, reaching right to Christ. It must be able to find Him again, in a moment in the present; a connection to the Divine, a connection to the Christianized Divine as it was historically found by the Catholics in the apostolic succession right up to the Christian ancestors of this apostolic succession. That is why it must take place this way, that we find the spiritual again, not only in words about the Christian aspect, but so that we actually connect with what is real in the Christian aspect. Then we can create the ritual out of this, like the ritual was created within the apostolic succession. However, we need to penetrate it with an understanding which goes far beyond the understanding of the time. We must indeed move towards an understanding that can be expressed—I want to first formulate it as follows: In the world and in ordinary human thinking we experience the phenomenal: we however want to experience the nominal, we want to try and enter into the essential and out of this essence find the ritual. If you really want to find the ritual, then it must finally be so that this ritual is discovered as it had been during the second century, where gradually, what used to exist in simpler forms—only a few of which have been recorded—has now been transferred to the forms of later rituals. How was the ritual experienced? A person was caught up in it, just like a person who smokes knows what he is doing by smoking; he knows he can express what he wants to, only by smoking. So you must again learn to feel that you, when you perform some or other ceremony, know for yourself: the ceremony must be performed in this way. A person knows what he has to say today when he turns to other people, he knows how to clothe his inner life with words. My dear friends, there is a moment in life, where one inwardly experiences that it is impossible to continue using words, where what you want to say no longer translates into words, where you have to stop with words or at most continue with words by carrying out the sacred act by starting to not merely letting the word sound out but where, for instance, the development of smoke must take place, where in particular one of the other actions must be carried out imaginatively. Where the words connect with a particular action, by coming into the original consciousness, where also, like your soul content, being enlivened by the Divine, pours into the words, now your soul content will no longer be merely a phenomenal one but a nominal one, then you will be lifted out of what the outer world comprises, there you will gradually enter into the sacramental. Somewhat in this way, I've tried to clarify how one must enter into the sacramental. It actually makes no sense, let's say, in simply transforming holy water as is often done today by subordinate clerics. There is simply no point in performing the transubstantiation in this way, as is done by many subordinate clerics today, who are left in the dark in relation to the esoteric consecration of the Catholic Church. Regarding the old soul constitutions, it had made sense to be fully aware of one's actions when a certain word was spoken over the salt substance, and that they knew the salt substance had changed as a result. Today experiments have already been done to make the gentle sensitivity of a flame visible, by placing a flame somewhere and a person speaking rhythmically at a distance from it, to see the flame copy the rhythm. Here a rhythm is being copied by something inorganic. If I know the right words in the right word correlation over the salt substance, then the salt substance will change. If I now allow this salt substance which has been permeated, to enter into water, then I have kindled a process, which, if I understand it, when I have performed it in spirit, is a sacramental act. We must be able, once again, to look at the nominal as such. This we will address tomorrow. I think, in any case, my dear friends, that many questions could be conjured out of the soul by me speaking about these things, and I would love it if the questions, while you are all here, not in general, could also be formulated concretely so that no doubt remains. I completely understand that with earnestness your small circle has turned to me with the clear intention to really work toward a renewal of the religious life. It is not possible to do so by merely changing the teaching content; it is only possible when you enter with a changed soul constitution. We are now entering more deeply into things and, triggered through your questions we will become ever more acquainted with these things so that you're actually going to understand what I mean to convey. |
| 93a. Foundations of Esotericism: Lecture VIII
03 Oct 1905, Berlin Tr. Vera Compton-Burnett, Judith Compton-Burnett Rudolf Steiner |
|---|
| When a person of those times is reincarnated today he must as a child learn quite other things. As a child he must learn to write. The stream of culture has meanwhile progressed. One must distinguish between the stream of culture and the development of the individual soul. As a child one must catch up with the civilisation and for this reason one must be born again as a child. Now we must ask: What causes such utterly different conditions on earth? |
| For a moment space and time were extinguished and the disciples found themselves with their consciousness on the mental plane. Those who were no longer physically present, Moses and Elias, appeared. |
| 93a. Foundations of Esotericism: Lecture VIII
03 Oct 1905, Berlin Tr. Vera Compton-Burnett, Judith Compton-Burnett Rudolf Steiner |
|---|
The different incarnations of the human individuality are a kind of swinging of the pendulum to and fro until the rhythm is brought to rest and the higher part of man has found in the physical a fitting expression, a suitable instrument. Approximately ever since human beings have reincarnated, the position of sun, moon and earth has existed as it is now. We must understand that man belongs to the great cosmic organism. In the times in which great changes take place in the life of humanity, mighty changes also occur in the cosmos. Earlier than this, before there was reincarnation, sun, moon and earth were not yet separated as now. Kant and Laplace made their observation from the physical plane only, and to this extent their theory is quite correct, but they did not know the connection with spiritual forces. When out of the primal fire-vapour sun, moon and earth came into existence as separate bodies, man also began to incarnate. When human incarnations will have come to an end, the sun also will be re-united with the earth. On the large scale as in the single details, one must bear in mind these relationships of man to the universe. You will often have heard that man usually incarnates after a period of about two thousand years. One can investigate when people who are alive today had their earlier incarnation. The souls who are now incarnated, one finds as a rule about 300 to 400 years after the birth of Christ. In addition, however, one finds others who are incarnated at various times, some earlier, some later. But there is another way to determine incarnations, a way which leads more certainly to the goal. One can say: Were the human beings who die today to return in a short time they would meet almost the same conditions as now. But man ought to learn as much as possible on the Earth. This can only happen when in the next incarnation he finds something new which is essentially different from the earlier conditions. Let us for instance imagine ourselves back into the time about 600 to 800 years before Christ; that is about the time of the Iliad and the Odyssey. With the advanced peoples of that time the conditions of life were quite different from what they are now. One would for instance be astonished to see with what curious implements people ate. At that time also people had not yet learnt to write. The great poems were transmitted by word of mouth. When a person of those times is reincarnated today he must as a child learn quite other things. As a child he must learn to write. The stream of culture has meanwhile progressed. One must distinguish between the stream of culture and the development of the individual soul. As a child one must catch up with the civilisation and for this reason one must be born again as a child. Now we must ask: What causes such utterly different conditions on earth? This is connected with the progression of the spring equinox. About 800 years before Christ the sun in spring entered the constellation of Aries, of the Ram. Every year at the vernal point it shifts a little. Because of this the conditions on the earth are always slightly changing. Eight hundred years before Christ the sun stood in the constellation of Aries. Earlier it stood in the constellation of Taurus, still earlier in Gemini and still earlier in Cancer. Now already for some hundred of years it rises in the constellation of Pisces. After this comes Aquarius. The advance of civilisations is also connected with the progression of the sun from one constellation to the other.  At the time when the sun rose in the constellation of Cancer the ancient Vedic culture of the Indians, the culture of the Rishis reached its highest point. The Rishis, those still half-divine beings, were the teachers of men. The Atlantean civilisation had met its destruction; a new impulse broke in. In occultism this is called a ‘vortex’ (wirbel). This is also why, in the age in which the sun stood in the constellation of Cancer, the sign was made in this way: Cancer signifies a breaking in of something new, a ‘vortex’ (a double spiral). The second cultural epoch is named the constellation of the Twins. At that time the dual nature of the world was understood, the opposing forces of the world, Ormuzd and Ahriman, Good and Evil. Thus the Persians also speak of the Twins. The third cultural epoch is that of the Sumerians in Asia Minor and of the Egyptians. The constellation of the Bull corresponds to this epoch. This is why in Asia the Bull was venerated and in Egypt, Apis. At that time in Babylon and Assyria the Sumerian language was the language of wisdom. Then the Bull fell into decadence and the Ram came into the ascendant. The first indication of this is the Saga of the Golden Fleece. The fourth culture is that of the Ram, or Lamb; Christ stands in the sign of the Ram, or Lamb; hence he calls himself the Lamb of God. As fifth culture the external materialistic civilisation follows, in the constellation of the Fishes. This developed principally from the 12th century onwards and reached its climax about the year 1800. This is the culture of the Fifth sub-race, the present time. In the constellation of the Water-Man in the future, the new Christianity will be proclaimed. ‘Water-Man’ is also the one who will bring it, he who has already been here: John the Baptist. Later he will again be the forerunner of Christ, when the Sixth, the spiritual sub-race will be founded. The Theosophical Movement should be the preparation for that time. In the New Testament the expression ‘on the mountain’ is used on various occasions. ‘On the mountain’ means: in the mystery, in the innermost, in the intimate. Even the Sermon on the Mount is not to be understood as a sermon for the people, but as an intimate teaching for the disciples. The Transfiguration on the Mountain has also to be understood in this sense. Jesus went up into the mountain with the three disciples, Peter, James and John. There, we are told, the disciples were caught up out of themselves; then Moses and Elias appeared on either side of Jesus. For a moment space and time were extinguished and the disciples found themselves with their consciousness on the mental plane. Those who were no longer physically present, Moses and Elias, appeared. In direct revelation they had before them: ‘I am the Way, the Truth and the Life.’ The way = Elias, Moses = the truth, Christ = the life. This appeared here to the disciples in actual form. Jesus once said to them: ‘Elias has come again;29 John was Elias, he has only not been recognised.’ But he said further: ‘Tell it to no man until I come again.’ Christianity was not to teach reincarnation for two thousand years, not for any arbitrary reason, but on educational grounds. People were to know nothing of it for two thousand years. In the gospel of St. John there is an indication of this in the miracle of the wedding at Cana where water is turned into wine. In the old Mysteries only water was distributed, but in the Christian Mysteries wine. For in the priesthood, through the partaking of wine, knowledge of reincarnation was blotted out. Whoever partakes of wine cannot attain to any true knowledge of Manas, Buddhi and Atma. He can never comprehend reincarnation. By his coming again Christ means his reappearance in the Sixth sub-race when he will be proclaimed by the ‘Water-Man’. Theosophy actually carries out the testament of Christianity and works towards this epoch of time. Every time the sun progresses from one sign of the Zodiac to another incisive changes take place in civilisation. In between there elapses a period of about two thousand six hundred years.30 If we take the moment of time when the sun entered the sign of the Ram or Lamb, about 800 years before Christ and 1800 years after Christ, then we have two thousand six hundred years. About the year 1800 we entered the sign of the Fishes. This is the time when materialistic culture reached its highest point. It was prepared for in the Middle Ages and has now begun to decline. About the year 4,400 mankind enters the sign of spiritual culture, that of the Water-Man. Preparation has also to be made for this. Thus conditions change also with the constellation. With the progression from one sign to another new conditions also arise, so that rebirth has meaning. The human being is reborn approximately every two thousand six hundred years, but the experiences he makes as man and as woman are so radically different that two such incarnations, as man and as woman, are reckoned as one. About one thousand three hundred years elapse between two incarnations as man or as woman, and about two thousand six hundred years between such double incarnations if one reckons both as one. The human being is only man or woman in regard to the physical body. When the physical body is masculine the etheric body is feminine; and vice versa, when the physical body is feminine the etheric body is masculine. Only the astral body is at the same time masculine and feminine. The human being bears within him the opposite sex as etheric body. Thus in the etheric the man is feminine and in the etheric the woman masculine. The physical woman has therefore many concealed masculine qualities; the physical incarnation is present only exoterically. The human being therefore goes through a constellation every time as man and as woman. This is why the Master said to Sinnett that the human being is incarnated about twice in a sub-race. Occultly both incarnations are reckoned together as one. There must come a time in which the woman actually approaches the culture dominated by the man. The present woman's movement is to be recognized as the preparation for another later and quite different woman's movement. In the future, sex differentiation will be totally overcome. There was a special reason why, for about two thousand years, the teaching of reincarnation was completely suppressed. The human being was to learn to know and value the importance of the one life. Every slave in Ancient Egypt was still convinced of the fact that he would return, that one day he would be master instead of slave, but that he had to pay his karmic debts. The single life was therefore not so important to him. But the lesson people now had to learn was to gain firm ground under their feet; thus during one life, reincarnation was to remain unknown. Christ therefore expressly forbade any teaching about reincarnation. But from 800 years before Christ until about 1800 years after Christ, the time had elapsed during which nearly everyone had gone through the one life without experiencing anything of reincarnation. The great Masters31 have the task not always to impart the whole truth at any one time, but only that part needed by man. This withholding of the consciousness of reincarnation came to poetic expression in this epoch in Dante's Divine Comedy. In monastic esotericism on the other hand, reincarnation was definitely taught when the occasion arose. The Trappists32 had to remain silent throughout one incarnation, so that in the next they might become eloquent speakers. They were intentionally trained in this way to become eloquent speakers, for of these the Church can make good use. When St. Augustine put forward the doctrine of predestination he was entirely consistent.33 Because in the age of materialism reincarnation was not to be taught, the Augustinian doctrine of predestination had to make its appearance. Only in this way could the differences in people's circumstances be explained. Connected with this is the deeply materialistic character of traditional Christianity, which lies in the fact that the Beyond is made dependent on one physical existence. This materialistic teaching of Christianity has, so to say, borne its fruit. Today there is no longer any consciousness of the Beyond. Social democracy is the ultimate consequence of traditional Christianity. But now a new impulse must come into the world. When one epoch comes to an end something new breaks in. Christianity worked towards the gradual dawning of the materialistic age. In order to bring about the materialistic civilisation, human beings for a period of one thousand three hundred years had to have such a teaching as was brought by Christianity; namely, that man should make the whole of eternity dependent upon one earthly life. Urban bourgeoisie then became the actual founder of the age of materialism. Already at the time of Christ the spiritual had to be betrayed by the purely material. Judas Iscariot had to betray Christ. One can however say: had there been no Judas there would also have been no Christianity. Judas is the first to attach prime importance to money, that is to say, to materialism. In Judas was incarnated the entire materialistic age. This materialistic age has obscured and darkened the spiritual. Through his death Christ becomes the Redeemer of materialism.
|
| 311. The Kingdom of Childhood: Lecture Three
14 Aug 1924, Torquay Tr. Helen Fox Rudolf Steiner |
|---|
| Even after the tenth year these conceptions should only be brought to the child in the form of pictures. It is only towards the twelfth year that the child is ready to hear causes and effects spoken of. |
| 1 Now it always fills me with horror to see a teacher standing in his class with a book in his hand teaching out of the book, or a notebook in which he has noted down the questions he wants to ask the children and to which he keeps referring. The child does not appear to notice this with his upper consciousness, it is true; but if you are aware of these things then you will see that the children have subconscious wisdom and say to themselves: He does not himself know what I am supposed to be learning. |
| And the astral body works with much more certainty than the upper consciousness of the child. These are the thoughts I wished to include in today's lecture. In the next few days we will deal with special subjects and stages in the child's education. |
| 311. The Kingdom of Childhood: Lecture Three
14 Aug 1924, Torquay Tr. Helen Fox Rudolf Steiner |
|---|
Today we will characterise certain general principles of the art of education for the period between the change of teeth and puberty, passing on in the next lecture to more detailed treatment of single subjects and particular conditions which may arise. When the child reaches his ninth or tenth year he begins to differentiate himself from his environment. For the first time there is a difference between subject and object; subject is what belongs to oneself, object is what belongs to the other person or other thing; and now we can begin to speak of external things as such, whereas before this time we must treat them as though these external objects formed one whole together with the child's own body. I showed yesterday how we speak of animals and plants, for instance, as though they were human beings who speak and act. The child thereby has the feeling that the outside world is simply a continuation of his own being. But now when the child has passed his ninth or tenth year we must introduce him to certain elementary facts of the outside world, the facts of the plant and animal kingdoms. Other subjects I shall speak of later. But it is particularly in this realm that we must be guided by what the child's own nature needs and asks of us. The first thing we have to do is to dispense with all the textbooks. For textbooks as they are written at the present time contain nothing about the plant and animal kingdoms which one can use in teaching. They are good for instructing grown up people about plants and animals, but we shall ruin the individuality of the child if we use them at school. And indeed there are no textbooks or handbooks today which show one how these things should be taught. Now the important point is really this. If you put single plants in front of the child and demonstrate different things from them, you are doing something which has no reality. A plant by itself is not a reality. If you pull out a hair and examine it as though it were a thing by itself, that would not be a reality either. In ordinary life we say of everything of which we can sec the outlines with our eyes that it is real. But if you look at a stone and form some opinion about it, that is one thing; if you look at a hair or a rose, it is another. In ten years' time the stone will be exactly as it is now, but in two days the rose will have changed. The rose is only a reality together with the whole rosebush. The hair is nothing in itself, but is only a reality when considered with the whole head, as part of the whole human being. Now if you go out into the fields and pull up plants, it is as though you had torn out the hair of the earth. For the plants belong to the earth just in the same way as the hair belongs to the organism of the human being. And it is nonsense to examine a hair by itself as though it could suddenly grow anywhere of its own accord. It is just as foolish to take a botanical tin and bring home plants to be examined by themselves. This has no relation to reality, and such a method cannot lead one to a right knowledge of nature or of the human being. Here we have a plant (see drawing) but this alone is not the plant, for there also belongs to it the soil beneath it spread out on all sides, maybe a very long way. There are some plants which send out little roots a very long way. And when you realise that the small clod of earth containing the plant belongs to a much greater area of soil around it, then you will see how necessary it is to manure the earth in order to promote  healthy plant growth. Something else is living besides the actual plant; this part here (below the line in drawing) lives with it and belongs to the plant; the earth lives with the plant. There are some plants which blossom in the spring, about May or June, and bear fruit in autumn. Then they wither and die and remain in the earth which belongs to them. But there are other plants which take the earth forces out of their environment. If this is the earth, then the root takes into itself the forces which are around it, and because it has done so these forces shoot upwards and a tree is formed. For what is actually a tree? A tree is a colony of many plants. And it does not matter whether you are considering a hill which has less life in itself but which has many plants growing on it, or a tree trunk where the living earth itself has as it were withdrawn into the tree. Under no circumstances can you understand any plant properly if you examine it by itself.  If you go (preferably on foot) into a district in which there are definite geological formations, let us say red sand, and look at the plants there, you will find that most of them have reddish-yellow flowers. The flowers belong to the soil. Soil and plant make up a unity, just as your head and your hair also make a unity. Therefore you must not teach Geography and Geology by themselves, and then Botany separately. That would be absurd. Geography must be taught together with a description of the country and observation of the plants, for the earth is an organism and the plants are like the hair of this organism. The child must be able to see that the earth and the plants belong together, and that each portion of soil bears those plants which belong to it. Thus the only right way is to speak of the plants in connection with the earth, and to give the child a clear feeling that the earth is a living being that has hair growing on it. The plants are the hair of the earth. People speak of the earth as having the force of gravity. This is spoken of as belonging to the earth. But the plants with their force of growth belong to the earth just as much. The earth and the plants are no more separate entities than a man and his hair would be. They belong together just as the hair on the head belongs to the man. If you show a child plants out of a botanical tin and tell him their names, you will be teaching something which is quite unreal. This will have consequences for his whole life, for this kind of plant knowledge will never give him an understanding, for example, of how the soil must be treated, and of how it must be manured, made living by the manure that is put into it. The child can only gain an understanding of how to cultivate the land if he knows how the soil is really part of the plant. The men of our time have less and less conception of reality, the so-called “practical” people least of all, for they are really all theoretical as I showed you in our first lecture, and it is just because men have no longer any idea of reality that they look at everything in a disintegrated, isolated way. Thus it has come about that in many districts during the last fifty or sixty years all agricultural products have become decadent. Not long ago there was a Conference on Agriculture in Central Europe, on which occasion the agriculturists themselves admitted that crops are now becoming so poor that there is no hope of their being suitable for human consumption in fifty years' time. Why is this so? It is because people do not understand how to make the soil living by means of manure. It is impossible that they should understand it if they have been given conceptions of plants as being something in themselves apart from the earth. The plant is no more an object in itself than a hair is. For if this were so, you might expect it to grow just as well in a piece of wax or tallow as in the skin of the head. But it is only in the head that it will grow. In order to understand how the earth is really a part of plant life you must find out what kind of soil each plant belongs to; the art of manuring can only be arrived at by considering earth and plant world as a unity, and by looking upon the earth as an organism and the plant as something that grows with this organism. Thus a child feels, from the very start, that he is standing on a living earth. This is of great significance for his whole life. For think what kind of conception people have today of the origin of geological strata. They think of it as one layer deposited upon another. But what you see as geological strata is only hardened plants, hardened living matter. It is not only coal that was formerly a plant (having its roots more in water than in the firm ground and belonging completely to the earth) but also granite, gneiss and so on were originally of plant and animal nature. This too one can only understand by considering earth and plants as one whole. And in these things it is not only a question of giving children knowledge but of giving them also the right feelings about it. You only come to see that this is so when you consider such things from the point of view of Spiritual Science. You may have the best will in the world. You may say to yourself that the child must learn about everything, including plants, by examining them. At an early age then I will encourage him to bring home a nice lot of plants in a beautiful tin box. I will examine them all with him for here is something real. I firmly believe that this is a reality, for it is an object lesson, but all the time you are looking at something which is not a reality at all. This kind of object-lesson teaching of the present day is utter nonsense. This way of learning about plants is just as unreal as though it were a matter of indifference whether a hair grew in wax or in the human skin. It cannot grow in wax. Ideas of this kind are completely contradictory to what the child received in the spiritual worlds before he descended to the earth. For there the earth looked quite different. This intimate relationship between the mineral earth kingdom and the plant world was then something that the child's soul could receive as a living picture. Why is this so? It is because, in order that the human being may incarnate at all, he has to absorb something which is not yet mineral but which is only on the way to becoming mineral, namely the etheric element. He has to grow into the element of the plants, and this plant world appears to him as related to the earth. This series of feelings which the child experiences when he descends from the pre-earthly world into the earthly world—this whole world of richness is made confused and chaotic for him if it is introduced to him by the kind of Botany teaching which is usually pursued, whereas the child rejoices inwardly if he hears about the plant world in connection with the earth. In a similar manner we must consider how to introduce our children to the animal world. Even a superficial glance will show us that the animal does not belong to the earth. It runs over the earth and can be in this place or that, so the relationship of the animal to the earth is quite different from that of the plant. Something else strikes us about the animal. When we come to examine the different animals which live on the earth, let us say according to their soul qualities first of all, we find cruel beasts of prey, gentle lambs or animals of courage. Some of the birds are brave fighters and we find courageous animals amongst the mammals too. We find majestic beasts. like the lion. In fact, there is the greatest variety of soul qualities, and we characterise each single species of animal by saying that it has this or that quality. We call the tiger cruel, for cruelty is his most important and significant quality. We call the sheep patient. Patience is his most outstanding characteristic. We call the donkey lazy, because although in reality he may not be so fearfully lazy yet his whole bearing and behaviour somehow reminds us of laziness. The donkey is especially lazy about changing his position in life. If he happens to be in a mood to go slowly, nothing will induce him to go quickly. And so every animal has its own particular characteristics. But we cannot think of human beings in this way. We cannot think of one man as being only gentle and patient, another only cruel and a third only brave. We should find it a very one-sided arrangement if people were distributed over the earth in this way. You do sometimes find such qualities developed in a one-sided way, but not to the same extent as in animals. Rather what we find with a human being, especially when we are to educate him, is that there are certain things and facts of life which he must meet with patience or again with courage, and other things and situations even maybe with a certain cruelty, although this last should be administered in homeopathic doses. Or in face of certain situations a human being may show cruelty simply out of his own natural development, and so on. Now what is really the truth about these soul qualities of man and the animals? With man we find that he can really possess all qualities, or at least the sum of all the qualities that the animals have between them (each possessing a different one). Man has a little of each one. He is not as majestic as the lion, but he has something of majesty within him. He is not as cruel as the tiger but he has a certain cruelty. He is not as patient as the sheep, but he has some patience. He is not as lazy as the donkey—at least everybody is not—but he has some of this laziness in him. Every human being has these things within him. When we think of this matter in the right way we can say that man has within him the lion-nature, sheep-nature, tiger-nature and donkey-nature. He bears all these within him, but harmonised. All the qualities tone each other down, as it were, and man is the harmonious flowing together, or, to put it more academically, the synthesis of all the different soul qualities that the animal possesses. Man reaches his goal if in his whole being he has the proper dose of lion-ness, sheep-ness, tiger-ness, the proper dose of donkey-ness and so on, if all this is present in his nature in the right proportions and has the right relationship to everything else. There is a beautiful old Greek proverb which says: If courage be united with cleverness it will bring thee blessing, but if it goes alone ruin will follow. If man were only courageous with the courage of certain birds which are continually fighting, he would not bring much blessing into his life. But if his courage is so developed in his life that it unites with cleverness—the cleverness which in the animal is only one-sided—then it takes its right place in man's being. With man, then, it is a question of a synthesis, a harmonising of everything that is spread out in the animal kingdom. We can express it like this: here is one kind of animal (I am representing it diagrammatically), here a second, a third, a fourth and so on, all the possible kinds of animals on the earth. How are they related to man? The relationship is such that man has, let us say, some  thing of this first kind of animal (see drawing), but modified, not in its entirety. Then comes another kind, but again not the whole of it. This leads us to the next, and to yet another, so that man contains all the animals within him. The animal kingdom is a man spread out, and man is the animal kingdom drawn together; all the animals are united synthetically in man, and if you analyse a human being you get the whole animal kingdom. This is also the case with the external human form. Imagine a human face and cut away part of it here (see drawing) and  pull another part forwards here, so that this latter part is not harmonised with the whole face, while the forehead recedes; then you get a dog's head. If you form the head in a somewhat different way, you get a lion's head, and so on. And so with all his other organs you can find that man, even in his external figure, has what is distributed amongst the animals in a modified harmonised form. Think for instance of a waddling duck; you have a relic of this waddling part between your fingers, only shrunken. Thus everything which is to be found in the animal kingdom even in external form is present also in the human kingdom. Indeed this is the way man can find his relationship to the animal kingdom, by coming to know that the animals, taken all together, make up man. Man exists on earth, eighteen hundred millions of him, of greater or less value, but he exists again as a giant human being. The whole animal kingdom is a giant human being, not brought together in a synthesis but analysed out into single examples. It is as though your were made of elastic which could be pulled out in varying degrees in different directions; if you were thus stretched out in one direction more than in others, one kind of animal would be formed. Or again if the upper part of your face were to be pushed up and stretched out (if it were sufficiently elastic) then another animal would arise. Thus man bears the whole animal kingdom within him. This is how the history of the animal kingdom used to be taught in olden times. This was a right and healthy knowledge, which has now been lost, though only comparatively recently. In the eighteenth century for instance people still knew quite well that if the olfactory nerve of the nose were sufficiently large and extended backwards then you would have a dog. But if the olfactory nerve is shrivelled up and only a small portion remains, the rest of it being metamorphosed, then there arises the nerve that we need for our intellectual life. For observe how a dog smells; the olfactory nerve is extended backwards from the nose. A dog smells the special peculiarity of each thing. He does not make a mental picture of it, but everything comes to him through smell. He has not will and imagination but he has will and a sense of smell for everything. A wonderful sense of smell! A dog does not find the world less interesting than a man does. A man can make mental images of it all, a dog can smell it all. We experience various smells, do we not, both pleasant and unpleasant, but a dog has many kinds of smell; just think how a dog specialises in his sense of smell. Nowadays we have police dogs. They are led to the place where someone has pilfered something. The dog immediately takes up the scent of the man, follows it and finds him. All this is due to the fact that there is really an immense variety, a whole world of scents for a dog. The bearer of these scents is the olfactory nerve that passes backwards into the head, into the skull. If we were to draw the olfactory nerve of a dog, which passes through his nose, we should have to draw it going backwards. In man only a little piece at the bottom of it has remained. The rest of it is present in a morphosed form and lies here below the forehead. It is a metamorphosed, transformed olfactory nerve, and with this organ we form our mental images. For this reason we cannot smell like a dog, but we can make mental pictures. We bear within us the dog with his sense of smell, only this latter has been transformed into something else. And so it is with all animals. We must get this clear in our minds. Now a German philosopher called Schopenhauer wrote a book called The World as Will and Idea. But this book is only intended for human beings. If a dog of genius had written it he would have called it The World as Will and Smell and I am convinced that this book would have been much more interesting than Schopenhauer's. You must look at the various forms of the animals and describe them, not as though each animal existed in an isolated way, but so that you always arouse in the children the thought: This is a picture of man. If you think of a man altered in one direction or another, simplified or combined, then you have an animal. If you take a lower animal, for example, a tortoise, and put it on the top of a kangaroo, then you have something like a hardened head on the top, for that is the tortoise form, and the kangaroo below stands for the limbs of the human being. And so everywhere in the wide world you can find some connection between man and the different animals. You are laughing now about these things. That does not matter at all. It js quite good to laugh about them in the lessons also, for there is nothing better you can bring into the classroom than humour, and it is good for the children to laugh too, for if they always see the teacher come in with a terribly long face they will be tempted to make long faces themselves and to imagine that that is what one has to do when one sits at a desk in a classroom. But if humour is brought in and you can make the children laugh this is the very best method of teaching. Teachers who are always solemn will never achieve anything with the children. So here you have the principle of the animal kingdom as I wished to put it before you. We can speak of the details later if we have time. But from. this you will see that you can teach about the animal kingdom by considering it as a human being spread out into all the animal forms. This will give the child a very beautiful and delicate feeling. For as I have pointed out to you the child comes to know of the plant world as belonging to the earth, and the animals as belonging to himself. The child grows with all the kingdoms of the earth. He no longer merely stands on the dead ground of the earth, but he stands on the living ground, for he feels the earth as something living. He gradually comes to think of himself standing on the earth as though he were standing on some great living creature, like a whale. This is the right feeling. This alone can lead him to a really human feeling about the whole world. So with regard to the animal the child comes to feel that all animals are related to man, but that man has something that reaches out beyond them all, for he unites all the animals in himself. And all this idle talk of the scientists about man descending from an animal will be laughed at by people who have been educated in this way. For they will know that man unites within himself the whole animal kingdom, he is a synthesis of all the single members of it. As I have said, between the ninth and tenth year the human being comes to the point of discriminating between himself as subject and the outer world as object. He makes a distinction between himself and the world around him. Up to this time one could only tell fairy stories and legends in which the stones and plants speak and act like human beings, for the child did not yet differentiate between himself and his environment. But now when he does thus differentiate we must bring him into touch with his environment on a higher level. We must speak of the earth on which we stand in such a way that he cannot but feel how earth and plant belong together as a matter of course. Then, as I have shown you, the child will also get practical ideas for agriculture. He will know that the farmer manures the ground because he needs a certain life in it for one particular species of plant. The child will not then take a plant out of a botanical tin and examine it by itself, nor will he examine animals in an isolated way, but he will think of the whole animal kingdom as the great analysis of a human being spread out over the whole earth. Thus he, a human being, comes to know himself as he stands on the earth, and how the animals stand in relationship to him. It is of very great importance that from the tenth year until towards the twelfth year we should awaken these thoughts of plant-earth and animal-man. Thereby the child takes his place in the world in a very definite way, with his whole life of soul, body and spirit. All this must be brought to him through the feelings in an artistic way, for it is through learning to feel how plants belong to the earth and to the soil that the child really becomes clever and intelligent. His thinking will then be in accordance with nature. Through our efforts to show the child how he is related to the animal world, he will see how the force of will which is in all animals lives again in man, but differentiated, in individualised forms suited to man's nature. All animal qualities, all feeling of form which is stamped into the animal nature lives in the human being. Human will receives its impulses in this way and man himself thereby takes his place rightly in the world according to his own nature. Why is it that people go about in the world today as though they had lost their roots? Anyone can see that people do not walk properly nowadays; they do not step properly but drag their legs after them. They learn differently in their sport, but there again there is something unnatural about it. But above all they have no idea how to think nor what to do with their lives. They know well enough what to do if you put them to the sewing machine or the telephone, or if an excursion or a world tour is being arranged. But they do not know what to do out of themselves because their education has not led them to find their right place in the world. You cannot put this right by coining phrases about educating people rightly; you can only do it if in the concrete details you can find the right way of speaking of the plants in their true relationship to the soil and of the animals in their rightful place by the side of man. Then the human being will stand on the earth as he should and will have the right attitude towards the world. This must be achieved in all your lessons. It is important—nay, it is essential. Now it will always be a question of finding out what the development of the child demands at each age of life. For this we need real observation and knowledge of man. Think once again of the two things of which I have spoken, and you will see that the child up to its ninth or tenth year is really demanding that the whole world of external nature shall be made alive, because he does not yet see himself as separate from this external nature; therefore we shall tell the child fairy tales, myths and legends. We shall invent something ourselves for the things that are in our immediate environment, in order that in the form of stories, descriptions and pictorial representations of all kinds we may give the child in an artistic form what he himself finds in his own soul, in the hidden depths which he brings with him into the world. And then after the ninth or tenth year, let us say between the tenth and twelfth year, we introduce the child to the animal and plant world as we have described. We must be perfectly clear that the conception of causality, of cause and effect, that is so popular today has no place at all in what the child needs to understand even at this age, at the tenth or eleventh year. We are accustomed nowadays to consider everything in its relation to cause and effect. The education based on Natural Science has brought this about. But to talk to children under eleven or twelve about cause and effect, as is the practice in the everyday life of today, is like talking about colours to someone who is colour blind. You will be speaking entirely beyond the child if you speak of cause and effect in the style that is customary today. First and foremost he needs living pictures where there is no question of cause and effect. Even after the tenth year these conceptions should only be brought to the child in the form of pictures. It is only towards the twelfth year that the child is ready to hear causes and effects spoken of. So that those branches of knowledge which have principally to do with cause and effect in the sense of the words used today—the lifeless sciences such as Physics, etc.—should not really be introduced into the curriculum until between the eleventh and twelfth year. Before this time one should not speak to the children about minerals, Physics or Chemistry. None of these things is suitable for him before this age. Now with regard to History, up to the twelfth year the child should be given pictures of single personalities and well-drawn graphic accounts of events that make History come alive for him, not a historical review where what follows is always shown to be the effect of what has gone before, the pragmatic method of regarding History, of which humanity has become so proud. This pragmatic method of seeking causes and effects in History is no more comprehensible to the child than colours to the colour-blind. And moreover one gets a completely wrong conception of life as it runs its course if one is taught everything according to the idea of cause and effect. I should like to make this clear to you in a picture. Imagine a river flowing along like this (see drawing). It has  waves. But it would not always be a true picture if you make the wave (C) come out of the wave (B), and this again out of the wave (A), that is, if you say that C is the effect of B and B of A; there are in fact all kinds of forces at work below, which throw these waves up. So it is in History. What happens in 1910 is not always the effect of what happened in 1909, and so on. But quite early on the child ought to have a feeling for the things that work in evolution out of the depths of the course of time, a feeling of what throws the waves up, as it were. But he can only get that feeling if you postpone the teaching of cause and effect until later on, towards the twelfth year, and up to this time give him only pictures. Here again this makes demands on the teacher's fantasy. But he must be equal to these demands, and he will be so if he has acquired a knowledge of man for himself. This is the one thing needful. You must teach and educate out of the very nature of man himself, arid for this reason education for moral life must run parallel to the actual teaching which I have been describing to you. So now in conclusion I should like to add a few remarks on this subject, for here too we must read from the nature of the child how he should be treated. If you give a child of seven a conception of cause and effect you are working against the development of his human nature, and punishments also are often opposed to the real development of the child's nature. In the Waldorf School we have had some very gratifying experiences of this. What is the usual method of punishment in schools? If a child has done something badly he has to “stay in” and do some Arithmetic for instance. Now in the Waldorf School we once had rather a strange experience: three or four children were told that they had done their work badly and must therefore stay in and do some sums. Whereupon the others said: “But we want to stay and do sums too!” For they had been brought up to think of Arithmetic as something nice to do, not as something which is used as a punishment. You should not arouse in the children the idea that staying in to do sums is something bad, but that it is a good thing to do. That is why the whole class wanted to stay and do sums. So that you must not choose punishments that cannot be regarded as such if the child is to be educated in a healthy way in his soul life. To take another example: Dr. Stein, a teacher at the Waldorf School, often thought of very good educational methods on the spur of the moment. He once noticed that his pupils were passing notes under the desk. They were not attending to the lesson, but were writing notes and passing them under their desks to their neighbours who then wrote notes in reply. Now Dr. Stein did not scold them for writing notes and say: “I shall have to punish you,” or something of that sort, but quite suddenly he began to speak about the Postal System and give them a lecture on it. At first the children were quite mystified as to why they were suddenly being given a lesson on the Postal System, but then they realised why it was being done. This subtle method of changing the subject made the children feel ashamed. They began to feel ashamed of themselves and stopped writing notes simply on account of the thoughts about the postal system which the teacher had woven into the lesson. Thus to take charge of a class it is necessary to have an inventive talent. Instead of simply following stereotyped traditional methods you must actually be able to enter into the whole being of the child, and you must know that in certain cases improvement, which is really what we are aiming at in punishment, is much more likely to ensue if the children are brought to a sense of shame in this way without drawing special attention to it or to any one child; this is far more effective than employing some crude kind of punishment. If the teacher follows such methods as these he will stand before the children active in spirit, and much will be balanced out in the class which would otherwise be in disorder. The first essential for a teacher is self-knowledge. If for instance a child makes blots on his book or on his desk because he has got impatient or angry with something his neighbour has done, then the teacher must never shout at the child for making blots and say: “You mustn't get angry! Getting angry is a thing that a good man never does! A man should never get angry but should bear everything calmly. If I see you getting angry once more, why then—then I shall throw the inkpot at your head!” If you educate like this (which is very often done) you will accomplish very little. The teacher must always keep himself in hand, and above all must never fall into the faults which he is blaming his children for. But here you must know how the unconscious part of the child's nature works. A man's conscious intelligence, feeling and will are all only one part of his soul life; in the depths of human nature, even in the child, there holds sway the astral body with its wonderful prudence and wisdom.1 Now it always fills me with horror to see a teacher standing in his class with a book in his hand teaching out of the book, or a notebook in which he has noted down the questions he wants to ask the children and to which he keeps referring. The child does not appear to notice this with his upper consciousness, it is true; but if you are aware of these things then you will see that the children have subconscious wisdom and say to themselves: He does not himself know what I am supposed to be learning. Why should I learn what he does not know? This is always the judgment that is passed by the subconscious nature of children who are taught by their teacher out of a book. Such are the imponderable and subtle things that are so extremely important in teaching. For as soon as the subconscious of the child, his astral nature, notices that the teacher himself does not know something he has to teach, but has to look it up in a book first, then the child considers it unnecessary that he should learn it either. And the astral body works with much more certainty than the upper consciousness of the child. These are the thoughts I wished to include in today's lecture. In the next few days we will deal with special subjects and stages in the child's education.
|
| 208. Cosmosophy Vol. II: Lecture X
12 Nov 1921, Dornach Tr. Anna R. Meuss Rudolf Steiner |
|---|
| The astral body is also outside the human being in sleep, when the sphere of feelings moves to the dim, dark part of the conscious mind. Consciousness is altogether silent in sleep, and we may thus be in some doubt as to what really comes to revelation through the physical body and the ether body. |
| Compared to it, the element which is outside during sleep has an infantile quality. We think of a child’s dimmed-down state of consciousness, something we can only come close to when our consciousness is filled with dreams. Now imagine the child’s dimmed-down consciousness becoming even less developed—this would be closer to the nature of what is outside us during sleep. |
| 208. Cosmosophy Vol. II: Lecture X
12 Nov 1921, Dornach Tr. Anna R. Meuss Rudolf Steiner |
|---|
In recent weeks we have been considering the human being from all kinds of different points of view, with the aim of getting a better idea of complex human nature and the relationship of the human being to the world. Let us begin by recalling something very simple, something we know about the elemental aspects: the fact that in the present world cycle, the human being has four effective aspects—physical body, ether body, astral body and I. Let us also consider how these four essentially manifest. We have to say that the I mainly comes to revelation in all expressions of the human will. When we sleep, the will is essentially at rest. In other words: the will principle does not then come to expression through the physical organization. The I is outside the physical body when we sleep. The fact that the will principle does not come to expression reveals to us that the I is then not present in the physical body. The activity of the astral body essentially can be observed in the whole sphere of feelings. The astral body is also outside the human being in sleep, when the sphere of feelings moves to the dim, dark part of the conscious mind. Consciousness is altogether silent in sleep, and we may thus be in some doubt as to what really comes to revelation through the physical body and the ether body. Let us leave this aside for the moment. The physical body is the most obvious part of the human being. Even someone not able to have imaginative vision can perceive the reality of the ether body in a number of ways. For the moment, however, let us leave aside the physical and the etheric from the point of view we have just taken of the I as the will aspect and the astral as the feeling aspect. If we follow a person’s life from morning to evening, in the waking state, the I and astral body are at work in the physical and ether bodies with regard to will and feelings. Taking all the inner experiences arising in the waking state, we have first of all the world of sensory perceptions, which are bound to the physical body. We also have the world of thoughts and ideas as the consequence of sensory perception. We know very well that our world of ideas in the waking state has elements of will and feeling in it. We have often stressed that in the sphere of the soul it is easy to make the abstract distinction between ideas, feelings and will elements. But in reality these three inner activities blend into each other. We can sense the will element in the linking or separating of ideas. We can also perceive that the idea is imbued with feeling. We can feel ourselves in sympathy with one idea and perhaps in antipathy with another. Let us now turn to the I and the astral body as they leave the living body on going to sleep. They leave something behind in the physical world which, while it does not appear at first sight to be the same as plant life, essentially is nevertheless like it, for it has a physical and an ether body just like a plant. In our astral principle we have something which comes to outward revelation in the animal world, and in our I we have something which emerges in the specifically human form, thus also coming to outward revelation. Since, however, I and astral body are outside the physical and ether bodies from when we go to sleep until we wake up again, we cannot say that this human form or animal nature is part of the inner nature of I and astral body. We have to realize that I and astral body do not come to revelation in that case; when I and astral body are on their own, during sleep, they cannot reveal themselves to the physical world in a way perceptible to the senses or to the rational mind. I and astral body are therefore entirely beyond sensory perception. Now we also know that when we look at something in the plant world, we are not at all inclined to see it the way we see a human being. Looking at a human being we are interested in the moral element, for instance, whether the individual is good or bad. This means that there is no point in thinking in terms of good or evil with reference to the physical and ether body, the principles which remain in the physical world when we have gone to sleep. The whole human moral element is brought back when we wake up and I and astral body return to the physical and ether bodies. Even people who do not have higher vision may take this as a sign that I and astral body have to do with what we call “the moral world order”. Our physical and ether bodies soak this up, as it were, as we wake up. And it is in no way absurd for those who do not have higher vision to say: Essentially, I and astral body belong to a completely different world, for the physical and ether bodies are neutral when it comes to being good or evil, just as plants are. I and astral body take moral responsibility into them. Even those who do not achieve higher vision through the science of the spirit which takes its orientation from anthroposophy, but whose thinking relates to everyday life, will be able to realize that we are dealing with polar opposites here: physical body and ether body inclined to nature-given form, and I and astral body inclined to moral form. To take this further, however, we will need to draw on observations made through higher vision. When we use this to study the I and the astral body in the world to which they belong between going to sleep and waking up, they are seen to have the world of the spirit as their environment just as the natural world is the environment of the physical body. I and astral body bring the inner mortality to human beings from the world of the spirit. As the physical and ether bodies are morally neutral, they cannot possibly draw on them for moral impulses. They do in truth gain the moral impulses from the world in which they are between going to sleep and waking up. In the science of the spirit, the following is said with regard to this: When human beings leave their physical and ether bodies on going to sleep, they meet, without being aware of it, the spiritual entities of the world, presenting to them all the inner morality they developed when conscious in their physical and ether bodies. They are compelled to let the world of soul and spirit work on the moral elements they have brought. This brings us to a different aspect of something we have often considered in our efforts to build a bridge between etheric and physical worlds on one hand and moral and spiritual worlds on the other. The I has will quality. It develops its whole structure and constitution between waking up and falling asleep in the physical and ether bodies. When we go to sleep, the I meets the entities of the spiritual world. Here, as people walking around in the physical world, we perceive solid bodies with our organs of touch; we see colours, we use sensory perception. We relate to the physical forces of the world in a specific way The I also enters into a specific relationship to the powers of the world where it lives between going to sleep and waking up. Let me present this in graphic form It can only be schematic, of course. Let us say this is the physical man being in the process of going to sleep (Fig. 40, yellow).  This, which I am drawing here, is the ether body which fills the human being. If I were to draw the human being in the waking state, I’d have to draw in the astral body and the I. I am not going to do so, because I want to characterize the condition of going to sleep. The will element, that is, the I, meets the entities of the spiritual world. It relates to them in the way we relate to physical entities with our physical body when awake. The relationship between the will-related I and the entities of the spiritual world is, however, much more real than the maya-like relationship which the physical body has with its environment. The relationship in sleep comes to expression above all in the following way, more or less, I can only put these things into images for you): When the I is in touch with the powers of the spiritual entities between going to sleep and waking up, everything evil in our state of soul makes the I waste away; everything good allows the will-related I to develop in freedom. Showing this in graphic form we arrive at a specific form of the spiritual, will-related I form as it leaves the body (remember, these are only images). With regard to the human being of limbs, the I is quite intensely inside the human being even during sleep. Let me show it like this: These furrowed lines (light-coloured) have evolved from counter activities of the spiritual entities, their form depending entirely on the moral constitution. We may indeed say that the 1 assumes a spiritual form based on its moral constitution as it enters the world of the spirit. When we go to sleep, the astral body also goes into the world outside us which is a world of soul quality. The will-related I meets the entities of the spiritual world, the feeling-related astral body enters into the soul sphere outside us. The constitution of our will, with reference to good and evil, also has elements, or powers, of feeling in it. We merely have to recall the different feeling mood we have after doing a good deed compared to after doing something bad. 1 need only mention the whole sphere of self-reproach and inner satisfaction and you can see how our moral constitution is imbued with feeling. The feeling element as a whole enters the soul sphere when we fall asleep, and this enters into a relationship with the soul world outside. When we are awake we relate to the physical world around us through our ideas and in doing so develop the inner life of feelings—though the life of feeling merely connects with the life of ideas inside us. When we are asleep, our feeling-related astral principle makes direct contact with the astral world. It is not given form, however. The will-related I is given form (I have shown this by drawing furrowed lines). Interaction between the astral body and the soul environment results in something I cannot draw as furrowing. I have to call it colouring, imbuing the astral body. To draw it I would, according to whether we are full of self-reproach or inner satisfaction, feelings of sympathy and antipathy, show the astral coloured by something with schematically may be shown as a particular colour (Fig. 41, reddish, blue).  Through the I, therefore, our higher nature is given form, and the astral is coloured through and through. This is of course a schematic way of putting it. It is perfectly justifiable to express these processes in colour images, but it has to be said that only part of the process can be expressed in this way. Instead of colouring the image I might just as well have all kinds of musical instruments at hand, for instance, and give expression to the above in combinations of sounds. One might even bring in qualities of taste. All this whirls and swirls together in the astral body when it is outside the physical body between going to sleep and waking up. The situation is such, however, that the direction of the effective powers which bring about everything I have drawn, really derive, seen in schematic form, from the human being of limbs and metabolism. The spiritual entities and the soul world giving form and colour are working from below upwards, as it were. If we try to discover the true nature of that which is given form and colour outside the human being between going to sleep and waking up, we finally arrive at the following. Between waking up and going to sleep the human form is complete, with I, astral body, ether body and physical body forming an interrelated whole. This goes hand in hand with a specific intensity of conscious awareness which is intellectual and has qualities of feeling and will. Compared to it, the element which is outside during sleep has an infantile quality. We think of a child’s dimmed-down state of consciousness, something we can only come close to when our consciousness is filled with dreams. Now imagine the child’s dimmed-down consciousness becoming even less developed—this would be closer to the nature of what is outside us during sleep. We might say: The element which is outside the human being during sleep is more infantile than the mind and spirit of a child. What is the real nature of the element of human soul and spirit which lives outside during sleep? In the light of spiritual science, the determining factor is characteristically seen to come from the human being of limbs and metabolism. Studying what can be observed through higher vision one has the feeling—which gradually grows into the definite realization—that by taking this whole aspect here to be a photographic negative and visualizing the positive, we actually get the structure of the human brain. The scale is not the same, but if you see it as a negative and visualize the positive you get the human brain. Think back to the various aspects I have presented. I have said that the structure of the human head in one particular life inwardly, in the structure of its powers, represents the individual from the previous life on earth, minus the head. What you are today contains the powers your head will have in your next life on earth. We see the same thing in what a human being puts into the outside world between going to sleep and waking up, except that it is infantile, childlike in form and, of course, converted into a negative. Between going to sleep and waking up human beings in fact put an image into the world of what will incarnate into a physical form in their next life on earth. This is extraordinarily significant. If we now recall that it is the moral constitution of the soul which determines this form and coloration (Fig. 41), we must consider the powers inherent in the human head in the next life on earth to be the embodiment of the moral constitution of the soul in the present life. Since the powers of the human being come to expression in our ability to think and form ideas, this ability will therefore be the outcome of our moral constitution of soul in the present life. All of this exists as an image in what human beings put into the outside world on going to sleep. In the light of the science of the spirit it would thus be fair to say: During the night, when we are asleep, we put a quite specific question to another world, the world of the spirit. We do not do this consciously but with a part of us that moves out of the physical and ether bodies at that time. The question we put is: How does my moral constitution of soul appear to the entities in the world of the spirit? And we are given an answer which consists in the shaping of the furrows and the colouring we are given, both in accord with our moral constitution of soul. Every morning we enter into our physical and etheric bodies on waking up with an answer gained in the world of soul and spirit. Going to sleep, we always unconsciously ask a question; waking up, the answer is given at the unconscious level from the world of the spirit. At that level, we are all the time in dialogue with the world of the spirit, gathering there the answers which tell us the true state of our inner nature. This allows you to see something which otherwise is always extraordinarily abstract. You see, when we speak of our conscience, this is something very real to us; yet when we are asked to speak of the specific nature of our conscience we immediately become rather vague. With reference to our moral impulses, conscience is something of which we have a real inner experience. Yet if we use the methods of ordinary science to reflect on conscience, we fall into chaos and are unable to arrive at anything definite. Here you are given something definite, which is, that your moral constitution of soul wins a continuous response from the world of the spirit. You bring the forms developed by the world of the spirit into your physical and etheric reality, and with this you bring the voice of conscience to it. In waking life, the answer given in form and colour is transformed into the voice of conscience. In fact we depend on the sleep state for everything we have by way of inner moral attitude. Many examples have been given of the greater wisdom inherent in the instinctive perception of earlier times and the instinctive perception, which are not intellectual; it is greater than our modern science, though it takes the form of images. The moral principles of instinctive perception contain much of what comes back to us again through the true science of the spirit, though it is now clearer, more transparent and defined. One of the principles which is part of popular belief is that if someone has offended you, do not take your inner reaction to this through sleep but if at all possible settle the matter before you go to sleep. Do not take your anger through sleep, therefore, but try to calm it before you go to sleep. When you know that going to sleep means you are putting a question to the world of the spirit and that waking up is the answer to your question, you will be able to say to yourself: The answer you receive from the world of the spirit and take into your physical body as you wake up will be different if you moderated your anger the night before, or reduced the offence you felt, than if you take the feelings of offence into sleep and put your question out of injured feelings or in such anger that the fire of your anger fills the whole question. If you take an angry mood into the world of the spirit it is as if a stream of volcanic fire were to pour into that world. The soul world outside then has to colour this stream of volcanic fire (Fig. 41, reddish). This is very different from the situation where you have let your anger go down before going to sleep. The effects of much of what I have said here can be seen not only in the human heart and mind but also in the way physical life and the life of the internal organs, is tuned. The causes of many diseases lie in the questions we receive to the answers we unconsciously put to the spiritual world as we go to sleep. In the waking state, our physical and etheric organs have to deal fully with everything the will-related I and the feeling-related astral body bring with them from the world of the spirit as we wake up. It is quite wrong to think we have lots of experiences when awake but none in our sleep. When awake we experience processes that mostly take place between ourselves and the physical outside world. Satisfaction feit about these processes accompanies our clear perception of our relationship to the world rather like an inner dream in heart and mind—you will remember that the feeling element only has dream-level intensity of consciousness. When we are between going to sleep and waking up, however, considerable inner activity goes an in the I and astral body: The will-related I is given form, the feeling-imbued astral body is imbued with the powers of the outside world of soul and spirit. These real, factual processes penetrate and stream through the physical and ether bodies, and the way we behave in the physical world is determined by this. We do more for our inner life during sleep than we do in our waking hours. 011 the other hand, what we do when asleep depends an those waking hours. I'd say that the whole significance of sleep essentially lies not only in physical experience but in the moral structure of our inner nature. I have shown on a number of occasions that superficial ideas about the way in which the human physical and ether bodies relate to the process of going to sleep are wrong. It is usually said that human beings grow tired because they use their limbs, because they work, and they need to sleep to make up for this. Merely to remember that we do not always go to sleep because we are tired will put us on the right track. Think of the well-rested retired gentleman who may go to a lecture, for instance, because it is the done thing; he’ll usually be fast asleep after the first five minutes, which is hardly due to his being tired. Considering the superficial experiences to be gained in this field, we come to realize that people generally confuse cause and effect in this instance. We are in fact tired because we want to go to sleep. The impulse to go to sleep is a much more inward one than the physical tiredness which is its counterpart. When the outside world offers nothing of interest, the longing arises to withdraw from it. Soul and spirit then leave the living physical body, which grows tired. We grow tired because we want to go to sleep, not the other way round. Anyone can see this, if they have the will to do so. It is of course extraordinarily difficult to accept the truth of things that are so closely bound up with people’s self-satisfied life interest. But if we are prepared to accept truth, we will reach the point where we do not merely see going to sleep as a physical and physiological process, but consider it in relation to the whole cosmos which, as I have shown from many different points of view, also contains the moral impulses as real impulses, not just mere words. The alternation between sleeping and waking thus shows us how a bridge can be built between the physical and the moral elements in our world order. Du Bois-Reymond,40 the physiologist who gave that famous lecture on the limits of natural science, once said: “It is utterly beyond us to grasp the human being as he is in waking life.” Well, we know what to think of such a statement. Du Bois-Reymond believes, however, that it is possible for us to grasp the sleeping human being. According to him, the laws and relationship of the physical world outside, which we are able to grasp, also pertain to the sleeping human being, only in a more complex fashion. We know this to be incorrect, but let us merely consider the statement, which is, that we can have scientific understanding of the sleeping human being, but not of the waking human being. So here a scientist is admitting that we cannot use the tools of science to discover what pervades the whole human being in the waking sate, and that the sleeping individual as a physical entity looks very different from an individual who is awake even in the eyes of scientists. Scientists know nothing, of course, of the will-related I and feeling-related astral body which leave the human being for the non-physical world. But this “nothing”, what is it in the light of our present study? It is something which belongs to the moral world order. The activity of the moral principle is a real world which begins at the very point where people taking the scientific approach cease their observations. After waking up, the real effects of the moral principle show themselves only in the inner constitution of the human being. To enter into the sphere where moral reality is to be found we must therefore consider the world in which human beings live between waking up and going to sleep. It is not surprising, therefore, that people who take the scientific view and do not enter into this world only know a real world which does not contain the moral impulses and therefore relegate moral impulses to the realm of pure belief. Such belief, however, becomes insight as real as that achieved by the followers of the scientific approach once we turn our attention to the other sphere. Our discussion will, of course, have to be based on completely different premises if we want to consider this sphere of spirit and soul imbued with moral principles. If my drawing represented something from the physical world, I would have to base myself on the physical. My drawing would be an image of this, and we would progress from external reality to something which is merely image. We have to take the opposite route if we want to represent the non-physical. We have to experience it inwardly and then go outside and represent inward experience in an image. This kind of inward experience is extremely mobile and I should really show this colouring as glittering and gleaming, shifting and changing, growing luminous and fading away again, which is exactly what the spiritual scientist observes when considering the human being as a whole. If one gains a vision of the astral body and I during sleep—I am trying to be extremely accurate here—the form given to the I and the colouring given to the astral body is bright and distinct. When I and astral body return to the physical and ether bodies, this bright, glittering and gleaming principle grows dark and dull. Outside the body the I aspect has definite contours; inside the body it grows indefinite. You get quite a specific feeling when you watch the I and astral body becoming submerged in the physical and ether bodies on waking. To use abstract words to describe this, means expressing oneself rather clumsily as a rule. It is however possible to define it relatively clearly. Observing the process you have a feeling which is rather like being aware of the coming of autumn and winter and letting this influence your soul. To consider the waking-up process in terms of the whole human being is to enter into a mood like that experienced with the coming of winter. Going to sleep, with the spirit and soul principles going outside the human being, you experience an inner mood similar to the one experienced with the coming of spring and summer. It is indeed the case that you enter into something very special here. Dear friends, for several weeks I have tried to show how by taking the approach of spiritual science we come to see the human in relationship to the whole cosmos. I have shown you the human form in its relationship to the world of the fixed stars, and the levels of human life in relation to the world of the planets. Considering the human being in the light of spiritual science, we are always taken outside the human being. Today we have considered the alternating states of waking and sleeping; entering into them with inner feeling, we are again taken outside the human being, this time not into the world of the stars but into the world of time. So we said to ourselves: We understand the waking-up process if we understand the coming of autumn and winter; we understand the process of going to sleep if we understand the coming of spring and summer. From the progress of time in the human being we are taken into the progress of time in the cosmos, into the changing seasons. The human being is seen to be an image also of what happens in time. In the preceding weeks we endeavoured to see the human being as an image of the macrocosm more in terms of space. We thus relate the human being to the world, and understand him in terms of the world. And then the moral world order also becomes reality for us and not a world of empty words. If we enter into everything we are able to feel in considering our relationship to the world, religious impulses enter into our ethical and moral world. The ethical will then comes to express the divine will which reigns in the human being, and the ethical and moral sphere is lifted up into the ethical and religious sphere. This is how anthroposophy as science of the spirit seeks to find the way to the ethical and religious. We shall continue with this tomorrow.
|
| 279. Eurythmy as Visible Speech: The Outpouring of the Human Soul into Form and Movement
09 Jul 1924, Dornach Tr. Vera Compton-Burnett, Judith Compton-Burnett Rudolf Steiner |
|---|
| Now this exercise is most excellent in the teaching of eurhythmy from an educational point of view. Indeed, when one has observed in a child the tendency towards jealousy and ambition—qualities which one wishes to eliminate—one must persuade such a child to do this exercise with special warmth and ardour. |
| It can only be used in the case of healthy children when it is carried out with full consciousness, quite without anything in the nature of suggestion or magic. But now you will ask: How does the case stand with pathological children? With pathological children one has to reckon with a consciousness that is already dimmed and clouded. Then, to a certain extent, suggestion does come into play. |
| 279. Eurythmy as Visible Speech: The Outpouring of the Human Soul into Form and Movement
09 Jul 1924, Dornach Tr. Vera Compton-Burnett, Judith Compton-Burnett Rudolf Steiner |
|---|
My dear Friends, We will now pass on to certain things that have arisen out of the fundamental nature of eurhythmy, things that are, up to a point at least, known to you already; and we will then establish a connecting link between what I have been speaking about and what you already know. The first thing I wish to speak about is this: We have seen how what might be described as certain moral impulses, which we have brought before our souls in the numbers twelve and seven, find their expression in human gesture, in gesture which is either static or permeated with movement; and we have seen how thought, in the sense of eurhythmy, is altogether possible on the strength of experiences and judgments of the human soul, which shed themselves into the sounds of speech. That which thus streams out from the human soul in gesture and movement can, however, also work back upon the human being as a whole. And this is the basis of the curative action of eurhythmy, which may be effective, not only in the sphere of the moral and psychic life, but also in the physiological, physical life. The curative action of eurhythmy upon the meal and psychic life will be especially apparent when certain eurhythmic principles and facts are applied during the years of childhood. Now starting from this standpoint—from the way in which on the one hand form and movement arise from a certain mood or attitude of soul and then react back once more—I should like to speak further of certain things which have already been dealt with, so that in these next days we may gain a somewhat wider outlook and make another step forward in the development of speech eurhythmy. You will all know the exercise that is specially adapted to bring one person into contact with another; the so-called I and You exercise. You stand in a square; on account of the audience, however, the two at the back must be a little closer together. And now you can do this exercise in the following way: I and you, you and I, I and you, you and I—are we. Here you have a real ‘we’, the final joining together in the ‘we’ (circle). The two who face each other in a diagonal direction are intended as the ‘I’ and ‘you’. As you approach each other you must clearly express the fact that you wish to belong one to the other and that the others also wish to belong to the circle; the diagonal line expresses the transition from the ‘I’ to the ‘you’, you and I... then retrace the line (this can be done many times in succession)... then the whole is consciously brought together: are we. If the exercise is to be repeated one can return to the starting places with you and I, you and I. Such an exercise can be worked out in the most varied ways, taking as one’s basis such aspects of the soul life as we have learned to know during the last few days. Let us now suppose, Frl. V… that you are the Eagle, you Frl. St... Aquarius, you Frl. S... Taurus, and you Frl. H... Leo. Now make the gestures. You take these gestures as the starting point and return to them when the whole exercise is completed. You must realize what you have thus expressed. You have, by means of this exercise, expressed the fact that the human being contains these four animals within himself in their aspect of moral qualities, and that when he becomes conscious of his true self, he understands that the whole human race is contained within his own being—thus, as man he really comprises the ‘we’. Begin with these gestures... follow with the exercise... then pass with a certain grace back to the first gestures. Here we have an example of how these things which we have just learned may be applied. In this way the whole exercise is brought to a right conclusion. Preliminary gestures; I and you, you and I, I and you, you and I, are we; concluding gestures. You then have the right intro-duction and the right conclusion, and the whole thing stands, as it were, enclosed in a frame. Now this exercise is most excellent in the teaching of eurhythmy from an educational point of view. Indeed, when one has observed in a child the tendency towards jealousy and ambition—qualities which one wishes to eliminate—one must persuade such a child to do this exercise with special warmth and ardour. In the art of education it is, of course, obvious that one must never apply anything having the least trace of what might be called magic; for anything of the nature of magic would work with a powerful suggestive element. It would react on the unconscious life of the child. Such means can only be used in the case of children of weak mentality, of deficient children; it is only permissible in such cases. When, however, abnormal characteristics are present in the soul life of the child it is absolutely necessary to work directly into the psychic life—though here, too, of course, one must avoid anything in the nature of actual suggestion or magic. Now what really happens when four children do this exercise? They hear the constant repetition: ‘I and you ’. This brings to their consciousness the element of belonging together, of comradeship, the element of relationship to other human beings, and this is further impressed upon them in the: ‘are we’. The gestures accompanying the exercise simply express the fact that the child is learning to pay attention to what is being done, to what is inwardly working upon him. Thus there is not the least trace of suggestion. It can really be said that this dance is a remedy against jealousy and false ambition. It can only be used in the case of healthy children when it is carried out with full consciousness, quite without anything in the nature of suggestion or magic. But now you will ask: How does the case stand with pathological children? With pathological children one has to reckon with a consciousness that is already dimmed and clouded. Then, to a certain extent, suggestion does come into play. For this reason, the moment one enters the sphere of the pathological in children, one must clearly realize that although this exercise may be applied with excellent results to children whose consciousness is dulled, it should never be used with children whose minds are over active. It is such things as these, which prove that everything in the domain of curative eurhythmy must only be applied in close co-operation with a doctor and when working under constant medical supervision; for as soon as we enter the domain of the pathological, only a doctor is qualified to form an opinion. Let us pass to another exercise or dance, which has arisen out of a definite attitude of soul. In order to give this exercise a name, we have called it the Peace Dance. And this Peace Dance serves the purpose of teaching one individual in conjunction with others how certain nuances of the soul life may find their expression in eurhythmic forms. Let us suppose that you make some sort of a triangle. Make it so that the form looks something like this:  Now one person can walk the lines of the triangle in this direction (arrow); or we can have three people, of whom the first takes this line, the second this line and the third this line (see diagram). When you look at this type of triangle and compare it with one of the following type:  you have a considerable difference. In the first case one line is conspicuous on account of its length in comparison to the two other lines, and in the other case it is conspicuous because it is comparatively so short. Even when the exercise is carried out in precisely the same way, we receive a quite different impression.  In the first case we have the impression of peace; in the second case, when we do the exercise according to diagram II, the form gives the impression of energy. So that we may say: In the first place we have a Peace Dance and in the second place an Energy Dance. The essential thing in such a eurhythmic exercise is that we should carry it out rhythmically. And when we now ask ourselves: How should such an exercise be carried out? We must bear in mind that in a descending rhythm we have what might be described as something ordered and under control, while in an ascending rhythm we have an element of striving, of will. Now when we enter either into the mood of peace or into the mood of energy we have something of the nature of striving, of working towards some goal—something quite different from what we should have to employ when it is a question, for instance, of expressing a military command. This expression may sound worse than I intend; a military command may, however, be employed simply to train the children, by means of certain movements, to be attentive. But nothing in the nature of a command or order can be expressed in this exercise, which demands a particular attitude of soul. It must have a feeling of ascent, of intensification; it needs the Anapaest rhythm. Now I will ask Frl. S... to show us the first triangle as I have described it; the lines of the triangle must be stepped in Anapaest rhythm while I say the following words:
Do it in such a way that the long line faces the audience and that you show the intensification in the long line—thus you must take your start from this point (1); you only move backwards in order that you may be seen by the audience. Now when practising this you will find the fact that the sentences are not built up according to the Anapaest rhythm somewhat disagreeable to the ear. But this does not matter; you must feel the movement, even if this rhythm does not actually lie in the words. It is just in this way that the language of eurhythmy may express something which cannot be fully expressed by language itself—for there is no German word for peace which ends with an emphasized syllable. Let us try it once more:
Show the Anapaest very distinctly. The words are in the Dactyl rhythm, but in spite of this they must be stepped to the Anapaest; the rhythm does not go with the words, nevertheless the dance, must be done in the Anapaest, without allowing oneself to be disturbed by the words. It would be better to use a text written in Anapaest rhythm, otherwise there must be a certain disharmony, which is naturally disturbing to the ear. Will you now do the next exercise? Here one must move, in Anapaest rhythm, the triangle that has the short main line. Start once more from this point (1); try also to emphasize the form of the triangle by stepping the long side lines quickly, the, short main line with a quite slow Anapaest. This exercise may, be called the Energy Dance. These two exercises may, however, be carried out by a group. Let us now choose three people, who will first do the Peace Dance, taking their places in a triangle and each one moving one line only. This can naturally be done to a suitable text, which must be in the rhythm of the Anapaest. But this exercise can be done in yet another way. Triangles of similar shape, but small, may be formed in the four corners. Indeed this exercise may be carried out with any number of variations; but each variation must have some special note of its own. The best way perhaps, is for those standing at the point marked 1 to begin the form; they begin, and each one carries out a complete triangle—but simultaneously. Eurhythmy depends to a certain extent upon presence of mind. Each separate triangle must do a form similar to the triangle that previously took up the whole of the stage. Now all those standing at the back of the triangle, thus those whom I have placed in the corners, must do the I and you as the second part of the exercise: I and you, you and I, I and you, you and I: are we. Those who stand in the middle simply turn round. The triangle is thus built up in a different way. Those who now form the square must once more carry out the Peace Dance from their present places—the movement three times. When this is done smoothly and well it forms an exercise complete in itself. From an educational point of view, as also from the point of view of curative education, this exercise, as we have just done it, is of special value. One can make the group smaller using two or three triangles, but one can still carry the exercise out in a similar way. It is especially good to practise this exercise when one has, for instance, a class containing children of choleric temperament, children who will not be kept in order. Such children must be made to practise these exercises; and if this is done every day, or as often as there is a eurhythmy class, for a period of two or three weeks, one will find that they have become more manageable. Thus children who are always hitting each other and rampaging about should be made to practise this exercise, and you will see that it has a remarkable power of soothing and quieting them.  Now we can do the Energy Dance in a similar way. Here again we must form our four triangles, but pointed triangles this time. Let us move the form of the triangles three times. Four eurhythmists will now be standing in the corners (see diagram), and they must do the following exercise: Begin with the u, ‘You and I’; with the ‘I’ you are in the centre; now you have not the same gesture as you had for the ‘you’ but you have a gesture which looks, as you stand together, as if you were going to attack one another. Go back once more from the ‘I’ into the ‘you’, and do this three times. Now you have reached a position from which we must go further. In the first place we do, as it were, the I and you exercise reversed, thus a you and I exercise: You and I, I and you, you and I, I and you, you and I, I and you—now you are standing at the back, and to continue the exercise you must run past each other crossing on the way (the four at the outer points changing places). Thus we go towards the centre; You and I, I and you; you and I, I and you; you and I, I and you, struggle fiercely with each other, struggle fiercely with each other (streiten heftig miteinander)! And now again the original exercise in the triangle three times repeated.  Do the whole exercise once more: the triangle three times, then the separating movement, then the triangle again. In order to show you how such exercises may be multiplied and varied, we will do it as follows: move the triangle for the first time, for the second time, for the third time; now you must regard all those standing in the triangle as involved in the struggle. Thus do the form: You and I, I and you, you and I, I and you, struggle fiercely with each other, (thus everybody who is taking part); then make the triangles once more, repeating the form of the triangle three times. It is, of course, comparatively easy to find poems of three verses built up in such a way that they may be practised to this form. I should like to point out once more that it is quite possible to apply what you have just seen to education and also to curative education. This exercise has an especially beneficial effect upon children who are phlegmatic and sleepy. They will be stimulated by it; it will give them more inner vitality. That is what I had to say in this connection. Today we will take still another exercise, which is based more directly on the actual form. Out of the form itself you will feel what is intended. Frau B... will you try to run a spiral form winding from within outwards.  The way you did this was perfectly right. You began with quite noticeable movement, that is to say, with the hands laid against the heart... and you ended with the arms held in a backward direction. When you observe the movement of this form you will find that it is well suited to express the going out of oneself, the gaining of interest in the outer world, and finally the yielding of oneself up to the world, which is expressed in the backwards movement of the arms. Do it once more, bearing in mind what I have said. You will feel that there is first a seeking in oneself, afterwards a becoming aware of the world outside, and then a yielding of oneself up to this world. Now run the reversed spiral; take the line from without inwards, in the first half of the form holding the hands more in a backward direction, and in the second half laid against the heart. You see this is just the reverse of the former line; it is a gathering together of one’s forces; it is a coming back from the outer world into one’s own being.  In curative education, this first spiral exercise is especially applicable to children who are the reverse of anaemic, and it can be applied to combat undue egoism; the second exercise may be applied where the ego-force is weak, and it is also an excellent remedy in the case of children who are anaemic. |