The Rudolf Steiner Archive

The basis for the text: The course was taken down in short-hand by the professional shorthand writer Helene Finckh (1883–1963) and then written out in longhand. The Stuttgart lecture of October 28, 1922, which is included as the eighth lecture, was probably taken down by participants. There is no shorthand report.

For the first edition (manuscript of lectures 1–6) the material was arranged by the curative eurythmist Elisabeth Baumann-Dollfus.

For the second edition (manuscript of lectures 1–6, with the addition of lecture 7) the first publication was revised by Isabella de Jaager.

For the third edition (first edition in the complete works) the publisher, Dr. Hans W. Zbinden, used Helene Finckh's original shorthand notes as a reference.

The present (fourth) edition is an unaltered impression of the third edition, the only additions being the summary of the contents and the subject index.

Concerning lectures 7 and 8:

The lecture of April 18, 1921, which was included as the seventh lecture of this course, was given in connection with the so-called second doctors' course and is contained in the volume “The Spiritual Scientific Aspect of Therapy”. In that context Rudolf Steiner refers to this lecture by saying “After a short pause we shall continue by going more in the direction of eurythmy.”

The lecture given in Stuttgart on October 28, 1922, and which has been included in this course as the eighth lecture, was given in connection with the “Medical Week” held in Stuttgart from October 26–28, 1922, (see “Anthroposophical Approach to Medicine”). The lecture has been published in the present volume only, however.

How the course came about and the ladies to whom the abbreviations “Frau B. and Frl. W.” refer:

Frau B. is Elisabeth Baumann-Dollfus (1895–1947) who actively participated in the development of eurythmy as from the summer of 1913. Later on she was the first eurythmy teacher at the Independent Waldorf School in Stuttgart, and she was an active member of the curative eurythmy course.

Frl. W. is Erna van Deventer, née Wolfram (1894–1976), one of the first eurythmists, and, together with Elisabeth Baumann, an active member of the curative eurythmy course. In a memorial essay of the year 1961 in the periodical “Blätter für Anthroposophie” she makes the following reference to it:

“I have two rather faded pieces of paper in front of me; one is a small drawing of the curve of Cassini and the other is a postcard dated February 1921 from Dr. Roman Boos¹ in Dornach. Two modest pieces of paper, and yet they are almost the only visible testimonies of the events that led up to the curative eurythmy course that Dr. Steiner gave in Dornach in the Spring of 1921 alongside the second doctors' course.

If I want to go back in memory to the time when Dr. Steiner gave the first therapeutic eurythmy exercises I have to go much further back than 1921. As early as 1915 and even earlier Dr. Steiner gave me, and probably other eurythmy teachers too, in answer to our questions, various eurythmy exercises for speaking, and hints for using in special cases we had encountered in towns all over Germany. The expression curative eurythmy did not even exist then, and Dr. Steiner called these exercises “therapeutic” eurythmy and said that these arose out of the Greek Mysteries. This remark will perhaps show how earnest Dr. Steiner was even at that time about healing by means of eurythmy movements, and it will also show how deeply it was impressed upon the consciousness of us still very young teachers that “healing” is connected with “holy”, and that our movements in this therapeutic eurythmy would really have to be carried by “the will to heal” if we wanted to achieve any success with this therapy. (Dr. Steiner did not coin the expression “the will to heal” until later; it was actually on the occasion of our asking him for advice, in 1923–24, whereupon he entered into our problems and gave the course for young medical students.)

Anyone who worked with Dr. Steiner in any way will remember that everything he gave was in answer to a question, a wish, or sometimes even a vague aspiration that came his way. It was the same with curative eurythmy. For instance two children with speech defects were brought to him, and he gave what we would later on have called “curative eurythmy exercises”. In 1919 I met a child with curvature of the spine. Dr. Steiner entered into my questions very thoroughly and gave me the help I warned. I could give lots more examples like this. Yet at the same time I myself was also learning, in the course of giving lessons, to observe people, and I learnt to unite the various phenomena I observed in a person, and to become aware of how many people actually in the numerous eurythmy courses round about were in need of help.

... During those years I often met Elisabeth Baumann-Dollfus, who was also one of the first eurythmists, and a deep love for the work we shared united us for many years. In 1919, after the end of the First World War, we encountered one another again when the Waldorf School was being founded. So we began to exchange our experiences, she being a teacher at the Waldorf School where she worked with Dr. Schubert's remedial class, and I being a eurythmist who in the course of the year gave eurythmy courses in almost all the big towns in Germany, and I had the privilege when I was in Stuttgart of standing in for Frau Baumann at the Waldorf School when she was ill. We each had much joy in the other, because we were aware of our common bond. We were both searching for the same thing, and what were we looking for? The healing element in or behind eurythmy!

This was one of the threads of destiny that hound us together. The other one was my engagement and marriage to H.A.R. van Deventer, who was himself a doctor, and who approached eurythmy from a background of medicine with the same enthusiasm that we approached medicine from a background of eurythmy. And what gave rise to it? The natural science course in Stuttgart at Christmas 1920/21.

Frau Baumann and I went to this course—more as visitors really—since we could not understand a lot of what Dr. Steiner was saying, and as eurythmists we hardly even belonged to that enlightened gathering of students and scholars! But—even if we did not understand it all with our intellect—our enthusiasm for the astronomical drawings made up for it. And one day Dr. Steiner drew something on the blackboard that made us fall on top of one another and nearly jump into the air, and that was the curve of Cassini.

This was the external occurrence that we needed to make us aware that the paths of the stars and the flow of forces within us, both sprang from the same source! For this curve of Cassini that Dr. Steiner was now describing in connection with natural science and astronomy, why, we eurythmists knew it too! As early as 1915, in the White Room of the old Goetheanum, Dr. Steiner had given four to six eurythmy teachers a series of lessons, and on this occasion he taught us “children's forms, good for children and young people from the age of three to eighty, to stop their thoughts scattering”. Those were his words, and one of these forms was the curve of Cassini, to the words “We will seek one another, we feel near one another, we know one another well”.

In 1915 we young people did not have the least idea why he gave this form as a pedagogical exercise, in fact we hardly knew the “Why” of any of the eurythmy teaching material—and to be honest do we know it that much better today? And yet it should be our task to pass not only the exercises but also the “Why” on to our successors. The only way to do this seems to be that in the eurythmy of the future we must separate truth from error, and the source of eurythmy from a watering down of it.

This experience of “recognizing” such an apparently insignificant form was what drew me to Elisabeth Baumann and what caused her and my husband to sit together for hours discussing the problem “If this form which Dr. Steiner was illustrating in the natural science course is so important for both macrocosmic man and microcosmic man, then does not everything given us in eurythmy come from the same source, and should it not be applicable for healing?” For just as with the curve of Cassini, we had also over the years learnt about the cosmic and the human healing effect of vowels, for instance AUM. Our experience of the curve of Cassini was really only the corner-stone of the building of our surmises and experiences in the realm of eurythmy!

But how was it to be done? How were we to acquire a knowledge of “therapeutic eurythmy”? What we knew up till then—Elisabeth Baumann and I—were only small building stones that Dr. Steiner had given us on occasion. Through the fact that my husband supported us in our ideas, as a doctor—he had done quite a lot of eurythmy himself and could understand and support our endeavours from both the medical and the eurythmic side—this gave us courage to ask Dr. Steiner whilst he was still in Stuttgart whether he would like to teach us a kind of therapeutic eurythmy in a systematic way just like he had taught us ordinary eurythmy. Dr. Steiner was very kind, looked at us somewhat astonished at our bold plans, and said he would discuss the matter further with my husband in Holland, and then we would hear.

And thus it happened. Dr. Steiner was in Holland at the beginning of 1921, and as my husband had a strong connection with our work through his medical studies, he had a good deal of opportunity to talk with Dr. Steiner. Frau Baumann was in Stuttgart at the time and I was in Breslau, but we had both set down our wishes very clearly in writing and sent them to my husband (He was still my fiance then). At any rate I)r. Steiner asked him one day in Holland “Do you actually have some eurythmists who would really put their backs into therapeutic eurythmy?”—to which my husband replied “Yes indeed, two at present, Frau Baumann and my future wife”. “Then we can start with it” said Dr. Steiner, and instructed my husband to do the necessary organizing.

This brings me back to the beginning, for the little drawing was the “curve of Cassini” which came from an evening's discussion with Dr. Steiner, and the faded postcard from Roman Boos was his announcement from Domach to say that the “Curative Eurythmy Course” (Dr. Steiner had now coined the name) was due to take place in Dornach at the beginning of April, along with the second doctor's course, that was also due to be given then.

In an article for the periodical “Beiträge zu einer Erweiterung der lleilkunst nach Geisteswissenschaftlichen Erkenntnissen” (1971, volume 4) headed “Curative Eurythmy: 1921–71. Its Origins, Development and Task” she describes the following:

During the second doctors' course, from April 12 to 17, 1921, Dr. Steiner gave the curative eurythmy course in six lectures, for doctors, and also for eurythmists who had been training for more than two years. Not one of us could imagine what the course would be like! Dr. Steiner stood on the platform, and Frau Baumann and 1, sitting on two chairs in front of it, felt very uncomfortable, for we had instigated the situation, and in the meantime, from February till April, we had heard no word from Dr. Steiner as to how he would establish this new branch of medical science with the likes of us, who had not the slightest preparatory training in the realm of medicine!

We certainly did not have the necessary knowledge for curative eurythmy work—would it not have been much more practical and sensible for Dr. Steiner to have chosen a small group of doctors for this work? Or did Frau Baumann and I, being eurythmists, really bring something with us out of our past that seemed important to him? In the instructions he gave me shortly after the course, about the training necessary for curative eurythmy, I had my answer.

He answered our question by saying “The prerequisite for the curative eurythmy profession is that you first of all know the whole foundation of artistic eurythmy, in theory and practice. You must he capable of performing a dramatic poem on the stage, for example “der Zauberlehrling” (sorcerer's apprentice) by Goethe, and carry out all the eurythmic indications for word meaning and sentence construction, with all the forms and postures you have learnt. Not until you have mastered all the aspects of artistic eurythmy are you ready to change over to curative eurythmy. He made it clear to us that we would first of all have to master all the possibilities of artistic eurythmy, be able to find them in the cosmos as the forces of the planets and the fixed stars, then in their reflection in human speech and music, then through movements of the human body itself, and in this way we would get to know the human being, that is, ourselves, as beings who reflect macrocosm and microcosm in our own body. Not until we had grasped our situation and task would we be able to advance from the periphery of eurythmy to the centre of the healing aspect of eurythmy. Yet “first of all you must know the periphery, and then you can move on to the centre of man!” What a perspective for us, who had already been actively engaged in artistic and pedagogical eurythmy for eight years, though more in a practical way, and by learning from doing it rather than filling it with our consciousness. The vowels, consonants, parts of speech, rhymes—how much more significant they now appeared to be!

...What a eurythmist should know was also clearly defined by Dr. Steiner telling me what and how I would have to learn from my husband's textbooks, the “Spalteholz”² and the textbook by Professor Broesicke³ of Breslau.

Dr. Steiner told us this shortly after the curative eurythmy course, so that it was with a deep feeling of responsibility that we took our departure from Dornach.

• 1. Head of the Dornach administration at that time.
• 2. Prof. W. Spatcholz of the University of Leipzig, February 1914
• 3. Prof. Dr. Gustav Broesicke, Breslau 1920

A teacher: We need to discuss hiring new teachers.

Dr. Steiner: Yes, we have the personnel problem. The problem is that our present shop teacher has not done what we expected, so we need to think of a replacement. We probably do not need to go into the details. I am not certain to what extent you are familiar with the problem that he could not handle the large classes. He has said that the children in the upper grades did not do the work. You can see that, since the children in the upper grades did not finish what they should.

He found it difficult to work in that area. What I have seen indicated that he does not have sufficient practical talent so that the children could not do their work well because he himself did not have an eye for what the craft demanded. Many of the projects remained at the level of tinkering and were not what they should have been. The children did not learn how to work precisely with him. In the gardening class, the work remained with each child having a small garden where each did what he or she wanted, with the result that it was more like a number of small children’s gardens than a school garden.

The worst thing was that he simply had no heart for his work. His main interest is in studying, but what we actually needed, namely, someone who could teach gardening thoroughly, did not occur. From my perspective, there is nothing else to do other than look for a better teacher. I don’t believe he is able to really bring the artistic into the shop instruction. As things have developed, it is impossible to keep him on the faculty. He doesn’t seem able to find his way into the spirit of the school.

A teacher: Since we brought him here, we should, of course, find a way to take care of him so that he does not become an enemy of the school when we remove him from the faculty.

Emil Molt: I will see that he is taken care of in some way. A teacher: I need to say that I don’t quite understand all this. He certainly gave considerable effort to finding his way into the spirit of the school. He definitely handled my children well and in the gardening class, my class also did well. He will find his way into the artistic aspect.

Dr. Steiner: That will be difficult. What I said about the artistic was in connection with the shop instruction. He will hardly find his way into that.

A teacher: He has the best will, and it will be difficult for him to understand. During the holidays he wants to learn cabinetmaking better and also shoemaking.

Marie Steiner: There is something trusting about him. Dr. Steiner: There is no doubt that he likes to work with children, and that he is serious about it, but there are some things lacking. When I saw certain things that occurred, I had to conclude that it was impossible to leave this work to him.

A teacher: Is there a reason we would need to get rid of him or could we employ him somewhere else, for example in the library? Dr. Steiner: It is certainly difficult to make a clear decision. I think it will be difficult for him to find his way into the real spirit of the school because he hasn’t the spirit in him.

It is certainly possible to carry someone along, but do you really believe that he could do the shop class alone permanently? He could never teach all of the shop classes. Possibly he could teach the four lower classes if we had a teacher for the upper grades. I have my doubts whether he has the spiritual capacity to handle the upper grades in shop. I have watched how he works, and it is really quite nice for the younger children if they put themselves to it. However, for later, when a certain feeling for the craft is necessary, it is a question whether he can gain that feeling. This is very difficult, and we would need to change our thinking if he were to remain. My impression is that this is the general opinion of the faculty.

He has poetic ambitions, but he imagines himself to be much better than he is. He has a wonderful amount of goodwill. I feel sorry for him because I think he will probably develop a lot of resentment. It is always difficult when someone brings a certain personal quality to things when they work at the school. He injects a personal note into everything and is not as objective as he should be. He wants to be someone who becomes a Waldorf teacher, he wants to be a poet. He wants the children to trust him. All of the characteristics he has certainly bring out sympathy for him. We will need to find another position for him. Nevertheless, it would remain difficult since he does not understand certain things about the spirit of the Waldorf School, particularly the shop class. In an area where objectivity is necessary, it is very difficult when sympathy plays a role. All that leads off the path.

Is there some possibility that we could resolve the situation by having him in the lower four grades? That would be desirable, but we would end up with a huge budget. The school is getting bigger.

Emil Molt: We don’t have the money to give him a soft job. As we saw recently, we must count every penny. What we need to do is to take care of him somewhere in the company so that he is not harmed, and we don’t hurt him.

Dr. Steiner: We certainly must take care of him, but we will need to see how to do that. A difficult situation.

We can objectively say that he was not fit for the task. He does not have an artistic feel. I don’t think he would find his way into the subject. As I said, it would hurt nothing if he took the lower grades and someone else, the upper classes. Often, that is the best way and the children will simply work. Later, when they need to show what they can do, things will be better. There is certainly nothing to object to for the lower grades, but for the upper classes, he simply will not do.

A teacher: Do you intend to have one person do it all?

Dr. Steiner: That is a budget question. In the shop class, we must stretch to the limit. It would be best if we strongly developed shop. If we had a good shop teacher, we could start in the sixth grade, but it is a different situation in the gardening class. That needs someone who really understands the subject. If we had two teachers, I would prefer that each would give shop in one year and gardening in the other.

We must realize that if we retain him, other difficulties will arise in the school.

I had the impression that was the opinion of the whole faculty. At the beginning, I thought this was already decided, but now I see that is not so. It is good we have discussed the matter so that we all understand it.

A teacher: Isn’t it possible to see that someone is inadequate for a position earlier?

Dr. Steiner: I already noticed it some time ago, and mentioned it at Christmas and in February. I didn’t go into it then because it is so difficult for me, but it comes up so often, namely, that we shut people out. Recently, there have been many times when the situation seemed to have improved.

Well, there is nothing left to do other than look for another solution. We will need to find another solution.

A teacher: In any event, we will need to find a first-rate shop teacher. It would be possible to have him as an assistant to the main teacher. Some time ago, Mr. X. wanted to take over the shop class.

Dr. Steiner: I already said that it would be best if someone who is one the faculty would learn how to make shoes. I didn’t think we should employ a shoemaker. The instruction in shop must come from the faculty, but suddenly Y. was there. It was only fleetingly mentioned to me, and it was certainly not intended that he completely take over the teaching of shop.

A teacher: He sort of grew into the faculty without a decision that he should become a part.

Dr. Steiner: Now we’re rather caught in the situation. We shouldn’t allow such things to happen. Recently when we were talking, I was quite surprised that someone who was not at all under consideration for the faculty was at the meeting. Those who are not on the faculty should not be at the meetings.

A teacher: I certainly think we can take him on as an assistant. Dr. Steiner: It would be too much for one teacher to do the gardening and the shoemaking, but then we would have to be able to pay him.

Emil Molt: I would say that budget considerations should be subordinate to the major considerations.

Dr. Steiner: It was certainly not harmful that he was there, but the harm may first arise when he is left out. He has become a teacher in a way I have often encountered in Stuttgart. If you ask how they reach their position, you find out that people have simply pushed their way in. They suddenly appear. I don’t understand how people move up. It is certainly true that we cannot continue in that way.

You need to realize, Mr. X., that one thing builds upon the other. As we decided, you were to create the shop instruction. Mr. Molt asked if we could consider Y. as an assistant for you, then, suddenly, he was sitting here in the faculty. He was never under consideration as a teacher for the Waldorf School. We can see that clearly because he is an employee of the Waldorf-Astoria Company that they sent over. Thus, there was not the least justification for him to be on the faculty.

A teacher: I don’t think we can work intimately if someone is here who does not belong.

Dr. Steiner: If he is already here, we can’t do that. If he has been teaching the subject and if other difficulties did not arise, we could not say that Y. is no longer on the faculty.

A teacher: It was a mistake to let him in.

A teacher: Yes, but we were the ones who made the mistake.

Dr. Steiner: The Waldorf School will pay for it. Just as people have made mistakes in the Anthroposophical Society, and in spite of the fact that people make these same mistakes time and again, I was the one who had to suffer. I had to suffer for each person we threw out. It is clear that in this case, the Waldorf School will have to suffer, but I think it is better that it suffer outwardly rather than within.

Following further discussion:

Dr. Steiner: Well, we will just have to try to keep him if there is no other way.

[After further discussion on the next day, of which there are no notes, Y. was told that he would no longer work in the Waldorf School.]

Dr. Steiner: It is certainly not so that we will include every specialty teacher in the faculty. The intent is that the inner faculty includes the class teachers and the older specialty teachers, and that we also have an extended faculty.

A teacher: My perspective is that we should include only those whom Dr. Steiner called to the faculty, and thus that someone’s mere presence in some position does not mean that he or she will automatically be part of the faculty.

A teacher: Who should be on the faculty?

Dr. Steiner: Only the main teachers, those who are practicing, not on leave, should be on the faculty. In principle, the faculty should consist of those who originally were part of the school and those who came later but whom we wish had participated in the course last year. We have always discussed who is to be here as a real teacher. If someone is to sit with us, he or she must be practicing and must be a true teacher.

Berta Molt: Well, then, I don’t belong here, either.

Dr. Steiner: You are the school mother. That was always the intent. Mrs. Steiner is here as the head of the eurythmy department and Mr. Molt as the patron of the school, that was always the intent from the very beginning.

If we have discussed it, then there is not much to say. That was the case with Baravalle. He was here as a substitute, but we discussed that. It was also clear that he would eventually come into a relationship to the school, because he would eventually be a primary teacher.

We still have the question of whom to consider as a teacher.

A teacher: Must the new teacher be an anthroposophist, or can it be someone outside?

Dr. Steiner: That is something I do not absolutely demand, we have already discussed it.

I propose that we talk with Wolffhügel regarding the shop class and see if he wants to take it. I think that Wolffhügel would be quite appropriate. That would be really good. He is a painter and works as a furniture maker. That would be excellent.

Now we need know only which of the new teachers should attend our meetings. Of course, Wolffhügel should.

I was only in the handwork class a few times, but once I had to ask myself why a child did not have a thimble on. I have always said that we must get the children accustomed to sewing with a thimble. They should not do it without a thimble. We cannot allow that.

We cannot know ahead of time whether a teacher can keep the children quiet. Often we can know that, I think, but we can also experience some surprises. You just don’t always know.

We need two teachers for the first grade. For the 1B class, I would propose Miss Maria Uhland and for the 1A class, Killian. I think we should hire them provisionally and not bring them into the faculty meetings.

We then have Miss von Mirbach for the second grade, for the third grade, Pastor Geyer, for the fourth grade, Miss Lang, for the fifth grade, Mrs. Koegel. Dr. Schubert will have the weaker children, the remedial class, and Dr. von Heydebrand, the sixth grade.

We still need someone. Baravalle would be good for the second sixth-grade class. I think we should take him. He can also do his doctoral work here.

Dr. Kolisko will take over the whole seventh grade.

I also think we should do the eighth and ninth grades as we did the seventh and eighth. How did that work?

A teacher: We took the classes in alternating weeks. Our impression is that if we alternate it daily, we would not know the class well enough.

Dr. Steiner: Then your perspective is that it is better to teach for a week, better than alternating daily?

A teacher: The reason why we two did not know our classes very well is unclear to me. The fact is that I knew the children the least of all our colleagues. Could you perhaps say what the problem was?

Dr. Steiner: That will not be better until you are more efficient in regard to the subject matter and how you treat it. You felt under pressure. You had, in general, too little contact with the children and lectured too much.

Dr. Steiner: School begins on the thirteenth. Now that we have more teachers, we need to discuss the classes again. Do you have a plan here? We could go according to that.

A final decision is made about who will be the main teacher for each class.

Dr. Steiner: The first thing we need to talk about is the remedial class. We definitely need it, but the question is, who can do it? I would be happy if Dr. Schubert could take over the remedial class. Don’t you think you would just die if you could no longer have your old class?

Dr. Schubert: Did I do poorly?

Dr. Steiner: No, the children are quite lively. I think that Dr. Kolisko should step in for Dr. Schubert in history for the upper three grades.

I would also like to see if Dr. Schwebsch could give a kind of aesthetics class, a class in art for the upper three grades, eighth, ninth, and tenth. Thus, we would add Dr. Schwebsch to the three main lesson teachers for the upper classes, and he would teach aesthetics. We already spoke of that to an extent. That would not continue indefinitely, but would merge into other teaching in a few weeks. The four of you would then rotate.

A teacher: That would mean that one of us would be free for a period of time.

Dr. Steiner: That does not matter since the upper grades need that. We need to speak about the foreign languages.

They discuss how to divide the modern languages.

Dr. Steiner: Dr. Schubert should take over the younger children for Latin and Greek, and I would ask Dr. Röschl to take over the remaining Latin and Greek classes. I will say something more about that later.

A teacher: Isn’t it better to place the students in Latin and Greek by class?

Dr. Steiner: With the confusion we now have, we can do that only slowly. Our goal could be to achieve some balance by the age of sixteen or seventeen. I would like to talk about that tomorrow at 2 o’clock. The teachers who are no longer responsible for Latin could help in the teachers’ library.

Today there was some talk about hiring a librarian, something I consider pure nonsense. If you work at it, you could finish the entire library. I think it would be silly. I could keep the whole thing in order with three hours a week. We need to consider how we can save some time. I think it would be a good idea if the faculty took that up. We can’t create a library and then hire a librarian who will need at least a palace. That talk is pure fantasy. Someone like Dr. R. would cost 30,000 Marks, money we could save if you would spend some of your free time in the library. I think that would be best and most efficient.

The theology course will take place in Dornach from September 26 until October 10. Hahn, Uehli, Ruhtenberg, and Mirbach will attend, and thus the independent religious instruction will not take place. We will have to teach something else in their place. It would be interesting if, for example, Dr. Schwebsch is free during that period, and if he could do something appropriate for the children concerning history or art history. It could also be something else.

I would now like to hear what else has been happening.

A teacher: What should we read in the seventh grade?

Dr. Steiner: We cannot hold the whole class back simply because there are a few new children. Those who are less advanced will not be able to read A Christmas Carol.

A new teacher: I think Dickens is much too difficult for this grade. Could we obtain a textbook for teaching language?

Dr. Steiner: I have nothing against using a textbook, but all of them are bad. The class does not have one book that unites them. Look for a textbook, and show it to me when I come back.

With regard to Dickens, I do not agree. The seventh grade can certainly read him. You could also choose some other prose, that was only given as an example. There are a number of good students’ editions. Of course, you’ll have to use something appropriate to the students’ age.

A teacher: In other schools, we began Dickens in the tenth grade.

Dr. Steiner: Find some texts you feel you can work with.

A teacher: I would be grateful if you would say something about rhythm and verse.

Dr. Steiner: It is difficult to hold a course about individual topics in teaching. Why can’t you find anything reasonable?

A teacher: I cannot say precisely.

Dr. Steiner: The children need to learn the poetic meter and rhyme that you know. They should understand the relationship of the individual meters to the pulse and breathing rhythms. That is the goal. I can hardly believe you cannot find anything. We cannot say that all books are bad. You can make them good by using them.

A teacher: I would like to ask a question about algebra. I think it would be good if we gave the children homework. It is certainly clear in this case that the children should do some problems at home.

Dr. Steiner: We need to emphasize what results from a good pedagogy. One basic principle is that we know the children do the homework, and that we never find that they do not do it. You should never give children homework unless you know they will bring the solved problems back, and that they have done them with zeal. A liveliness needs to come into the work, and we need to encourage the children so that their inner attitude is not paralyzed. For example, you should do it so that when you have covered some material, and you want to assign them some work in connection with it, you say, “Tomorrow I will do the following arithmetic operations.” Then wait and see if the children prepare the work at home. Some will be interested enough to do it and then others will become interested. You should bring it about that the children want to do what they need to do in school. What you need to do from day to day should come from what the children want to do.

A teacher: Can we also give homework such as multiplication problems and so forth?

Dr. Steiner: Only in that way. It’s the same story in the other subjects, and together we would then have a great deal of homework.

A teacher: I also wanted to ask what we could do following mathematics.

Dr. Steiner: Afterward, when the children are tired, you could go on to something simpler. You could do something like what you had originally thought of as homework.

A teacher: I have not had the impression that even the most strenuous things in mathematics tire the children.

Dr. Steiner: In spite of that, we should not keep the children under the same stress for two hours.

You could help the children or give them a hint that they should do this or that at home. But do not demand it.

A teacher: Could you give me some help in teaching aesthetics?

Dr. Steiner: These are fourteen- to sixteen-year-old children. Through examples, I would try use art itself to give them the concept of beauty. Look at the metamorphosis of beauty through the various style periods: Greek beauty, Renaissance beauty, and so forth. It is particularly important for children at that age that you bring a certain concrete form to what is otherwise abstract. If you study the aesthetics of people like Vischer and Carrière, all that is simply chaff in regard to concepts. On the other hand, you ennoble the children regarding ideals if you can give them an understanding of what is beautiful or what is great. What is comedy and how does music or poetry achieve it? The child’s soul cannot take in generalized concepts in this period. For that reason, at that age you must include such things as what it means to declaim and recite.

At the time when I was lecturing about declamation and recitation, I discovered that most people do not even know there is a difference. If you take the way you should speak Greek verses, then you have the archetype of reciting, because what is important is the meter, how things are extended or contracted. When the important point is the highs and lows, and that is what you need to emphasize, for instance, in The Song of the Niebelungs, then you have declamation. I showed that through an example, that there is a radical difference between the first form of Goethe’s Iphigenia, that he later reworked into a Roman form. The German Iphigenia should be declaimed and the Roman, recited.

A teacher: If we are to integrate our work with that of Dr. Schwebsch, I would like to ask approximately how much time we should allow for teaching aesthetics?

Dr. Steiner: It would be good to allow equal times. In that way, the German class would be less work.

We need to have somewhat different concepts. Think about the Austrian college preparatory schools. They have eight periods of Latin in the fifth grade. That is the result of terribly inefficient teaching. We, of course, must limit that. The Austrian schools have only very few periods of mathematics. Three in the 4th, 5th, and sixth grades and two in the seventh and eighth. If you work in these periods so that you correctly distribute the material you have to cover during the time available, the children will get the most from your instruction. These are children of fifteen or sixteen years of age.

Thus, in geometry, if you can see that the children have the basic concepts, including the law of duality and perspective geometry, so that the children are perplexed and amazed and have some interest in what you say about some of the figures, then you will have achieved everything that you can.

Have you begun with descriptive geometry yet?

A teacher: I have done the constructions with a point and a line, Cavalieri’s perspective and shadow construction, so that the children have an idea of them. Now we are only doing shadow construction. Then, we will do technical drawing. We have done relatively little of that.

Dr. Steiner: Then, you should do mechanical drawing including trajectory, simple machines, and trigonometry. Trajectory is better if you treat it with equations. Do the children understand parabolic equations? If you develop concrete examples, then you do not need to go into detail there. From a pedagogical perspective, the whole treatment of a trajectory is only so that the children learn parabolic equations and understand parabolas. The coinciding of reality with mathematical equations is the goal you need to strive for.

“Philosophy begins with awe,” is partially incorrect. In teaching, awe must come at the end of a block, whereas in philosophy, it is at the beginning. You need to direct the children toward having awe. They need something that will completely occupy them. They need to understand that it is something that, in the presence of its greatness, even Novalis would fall to his knees.

I would particularly like to remind all of you who are involved with drawing to study Baravalle’s dissertation thoroughly. I have attempted to mention it several times. Copies were available at the conference. Baravalle’s dissertation is extremely important for aesthetics. You should all study it. Baravalle’s dissertation could have a very deep effect, particularly in the handwork class. There is certainly a great deal in it that would help in understanding how a collar or a belt should be shaped.

Things like this from Baravalle—now don’t let this go to your head—things like this dissertation have a fundamental importance for Waldorf teachers, since they show how to pictorially present mathematical ideas and thus make them easier. That is something we could extend. What he has done for forms could be done in a similar way for colors or even tone. You could find a number of helpful ideas about Goethe’s thoughts about the world of tone in my last volume of the Kürschner edition. The table contained there is very informative. Certainly the theory of color could be treated in the same way.

A teacher: It may be possible to create a parallel in the moral and perceptible side of tones. Color perception follows the order of the spectrum. Everything in the blue range corresponds to sharps, and the remainder, to flats.

Dr. Steiner: That would be an interesting topic.

A teacher: In looking at both spectra, there is a certain parallel between them.

Dr. Steiner: The thought is nearly correct, but we must avoid simple analogies.

I would like to say something more that will hopefully strike an anthroposophical chord with you. I said that it would be a good idea to study Baravalle’s dissertation. I would like to mention that there is an occult significance in enlivening instruction when a lively interest exists for the work done by members of the faculty.

This is extremely important. The entire faculty is enlivened when you take an interest in some original work by a colleague. That is also a basic thought of many of the various school programs, but it has been corrupted. Each year discussion of the program should be published, but the whole faculty should be concerned with it. The fact is that the spiritual forces within the faculty carry the faculty through a communal inner experience. We should not try to do things individually, the whole should participate. Of course, here, through lively presentation, there is a significant general interest. However, there is an assumption that many others are also hiding their work. I would like to remind you to make that work fruitful for others as well.

A teacher: Sometime ago we spoke about a gymnastics teacher.

Dr. Steiner: Mr. Baumann told me we could no longer consider the business regarding a gymnastics teacher because we have no rooms. When we have room, then Englert will be here.

A teacher: He wrote that he could not do that. He is now in Norway.

Dr. Steiner: We haven’t the slightest need in the next half-year. He will need to wait until something else occurs. We will need to make an effort that the boys get better. We cannot say anything about gymnastics since Baumann is not here.

Dr. Steiner: The conference was such a success that it far exceeded our expectations. It was really quite a success. Only the members’ meeting on Sunday, September 4, was poor. It was the worst thing imaginable. The meeting of the local threefold groups was still worse. I had thought that just those people would bring new life into Anthroposophy. We should have been able to see that on Sunday. You can be certain that a great deal was wanted. People were sitting in all the corners having small meetings, but the whole was lost. It would have been better had it all been visible at the surface. Hopefully, further development will be better.

Rudolf Steiner: The Man and His Work

Rudolf Steiner is one of those figures who appear at critical moments in human history, and whose contribution places them in the vanguard of the progress of mankind.

Born in Austria in 1861, educated at the Technische Hochschule in Vienna, where he specialized in the study of mathematics and science, Steiner received recognition as a scholar when he was invited to edit the well-known Kurschner edition of the natural scientific writings of Goethe. Already in 1886 at the age of twenty-five, he had shown his comprehensive grasp of the deeper implications of Goethe's way of thinking by writing his Grundlinien einer Erkenntnistheorie der Goetheschen Weltanschauung (Theory of Knowledge Implicit in Goethe's Conception of the World). Four years later he was called to join the group of eminent scholars in residence at Weimar, where he worked with them at the Goethe-Schiller Archives for some years. A further result of these activities was the writing of his Goethes Weltanschauung (Goethe's Conception of the World) which, together with his introductions and commentary on Goethe's scientific writings, established Steiner as one of the outstanding exponents of Goethe's methodology.

In these years Steiner came into the circle of those around the aged Nietzsche. Out of the profound impression which this experience made upon him, he wrote his Friedrich Nietzsche, Ein Kampfer gegen seine Zeit (Friedrich Nietzsche, a Fighter Against his Time), published in 1895. This work evaluates the achievements of the great philosopher against the background of his tragic life-experience on the one hand, and the spirit of the nineteenth century on the other.

In 1891 Steiner received his Ph.D. at the University of Rostock. His thesis dealt with the scientific teaching of Fichte, and is further evidence of Steiner's ability to evaluate the work of men whose influence has gone far to shape the thinking of the modern world. In somewhat enlarged form, this thesis appeared under the title, Wahrheit und Wissenschaft (Truth and Science), as the preface to Steiner's chief philosophical work, Die Philosophie der Freiheit, 1894. Later he suggested The Philosophy of Spiritual Activity as the title of the English translation of this book.

At about this time Steiner began his work as a lecturer. This activity was eventually to occupy the major portion of his time and was to take him on repeated lecture tours throughout Western Europe. These journeys extended from Norway, Sweden and Finland in the north to Italy and Sicily in the South, and included several visits to the British Isles. From about the turn of the century to his death in 1925, Steiner gave well over 6,000 lectures before audiences of most diverse backgrounds and from every walk of life.

First in Vienna, later in Weimar and Berlin, Steiner wrote for various periodicals and for the daily press. For nearly twenty years, observations on current affairs, reviews of books and plays, along with comment on scientific and philosophical developments flowed from his pen. Finally, upon completion of his work at Weimar, Steiner moved to Berlin in 1897 to assume the editorship of Das Magazin fur Litteratur, a well-known literary periodical which had been founded by Joseph Lehmann in 1832, the year of Goethe's death.

Steiner's written works, which eventually included over fifty titles, together with his extensive lecturing activity brought him into contact with increasing numbers of people in many countries. The sheer physical and mental vigor required to carry on a life of such broad, constant activity would alone be sufficient to mark him as one of the most creatively productive men of our time.

The philosophical outlook of Rudolf Steiner embraces such fundamental questions as the being of man, the nature and purpose of freedom, the meaning of evolution, the relation of man to nature, the life after death and before birth. On these and similar subjects, Steiner had unexpectedly new, inspiring and thought-provoking things to say. Through a study of his writings one can come to a clear, reasonable, comprehensive understanding of the human being and his place in the universe.

It is noteworthy that in all his years of work, Steiner made no appeal to emotionalism or sectarianism in his readers or hearers. His scrupulous regard and deep respect for the freedom of every man shines through everything he produced. The slightest compulsion or persuasion he considered an affront to the dignity and ability of the human being. Therefore, he confined himself to objective statements in his writing and speaking, leaving his readers and hearers entirely free to reject or accept his words.

Rudolf Steiner repeatedly emphasized that it is not educational background alone, but the healthy, sound, judgment and good will of each individual that enables the latter to comprehend what he has to say. While men and women eminent in cultural, social, political and scientific life have been and are among those who have studied and have found value in Steiner's work, experience has shown repeatedly that his ideas can be grasped by the simplest people. His ability to reach, without exception, all who come to meet his ideas with the willingness to understand, is another example of the well-known hallmark of genius.

The ideas of Rudolf Steiner address themselves to the humanity in men and women of every race and of every religious and philosophical point of view, and included them. However, it should be observed that for Steiner the decisive event in world development and the meaning of the historical process is centered in the life and activity of the Christ. Thus, his point of view is essentially Christian, but not in a limited or doctrinal sense. The ideas expressed in his Das Christentum als mystische Tatsache und die Mysterien des Altertums (Christianity as Mystical Fact and the Mysteries of Antiquity), 1902, and in other works, especially his cycles of lectures on the Gospels (1908-1912), have brought to many a totally new relationship to Christianity, sufficiently broad to include men of every religious background in full tolerance, yet more deeply grounded in basic reality than are many of the creeds current today.

From his student days, Steiner had been occupied with the education of children. Through his own experience as tutor in Vienna and later as instructor in a school for working men and women in Berlin, he had ample opportunity to gain first-hand experience in dealing with the needs and interests of young people. In his Berlin teaching work he saw how closely related are the problems of education and of social life. Some of the fundamental starting-points for an educational praxis suited to the needs of children and young people today, Steiner set forth in a small work titled Die Erziehung des Kindes vom Gesichtspunkte der Geisteswssenshaft (The Education of the Child in the Light of the Science of the Spirit), published in 1907.

Just forty years ago, in response to an invitation arising from the need of the time and from some of the ideas expressed in the essay mentioned above, Rudolf Steiner inaugurated a system of education of children and young people based upon factors inherent in the nature of the growing child, the learning process, and the requirements of modern life. He himself outlined the curriculum, selected the faculty, and, despite constant demands for his assistance in many other directions, he carefully supervised the initial years of activity of the first Rudolf Steiner Schools in Germany, Switzerland and England. The story of the successful development of the educational movement over the past forty years cannot be told here. However, from the opening of the first Rudolf Steiner School, the Waldorf School in Stuttgart, Germany, to the present time, the success of Rudolf Steiner Education sometimes referred to as Waldorf Education) has proven the correctness of Steiner's concept of the way in which to prepare the child for his eventual adult role in his contribution to modern society, existence in seventeen countries of the world, including the United States, Canada, Mexico, and South America.

In 1913, at Dornach near Basel, Switzerland, Rudolf Steiner laid the foundation of the Goetheanum, a unique building erected in consonance with his design and under his personal supervision. Intended as the building in which Steiner's four dramas would be performed, the Goetheanum also became the center of the Anthroposophical Society which had been founded by students of Rudolf Steiner in 1912. The original building was destroyed by fire in 1922, and subsequently was replaced prepared by Rudolf Steiner.

Today the Goetheanum is the world headquarters of General Anthroposophical Society, which was founded at Dornach at Christmas, 1923, with Rudolf Steiner as President. Audiences of many thousands come there each year to attend performances of Steiner's dramas, of Goethe's Faust (Parts I and II in their entirety), and of plays by other authors, presented on the Goetheanum stage, one of the finest in Europe. Eurythmy performances, musical events, conferences and lectures on many subjects, as well as courses of study in various fields attract people to the Goetheanum from many countries of the world, including the United States.

Among activities springing from the work of Rudolf Steiner are Bio-Dynamic Farming and Gardening, which aims at improved nutrition resulting from methods of agriculture outlined by him; the art of Eurythmy, created and described by him as “visible speech and visible song”; the work of the Clinical and Therapeutical Institute at Arlesheim, Switzerland, with related institutions in other countries, where for the past thirty years the indications given by Rudolf Steiner in the fields of Medicine and Pharmacology have been applied; the Homes for Children in need of special care, which exist in many countries for the treatment of mentally retarded children along lines developed under Steiner's direction; the further development of Steiner's indications of new directions of work in such fields as Mathematics, Physics, Painting, Sculpture, Music Therapy, Drama, Speech Formation, Astronomy, Economics, Psychology, and so on. Indeed, one cannot but wonder at the breadth, the scope of the benefits which have resulted from the work of this one man!

A full evaluation of what Rudolf Steiner accomplished for the good of mankind in so many directions can come about only when one comprehends the ideas which motivated him. He expressed these in his writings, of which the present volume is one. Taken together, these written works comprise the body of knowledge to which Steiner gave the name, the science of the spirit, or Anthroposophy. On page 249 of this book he writes of the benefits of this science of the spirit:

“When correctly understood, the truths of the science of the spirit will give man a true foundation for his life, will let him recognize his value, his dignity, and his essence, and will give him the highest zest for living. For these truths enlighten him about his connection with the world around him; they show him his highest goals, his true destiny. And they do this in a way which corresponds to the demands of the present, so that he need not remain caught in the contradiction between belief and knowledge.”

Many of the thoughts expressed in this book may at first appear startling, even fantastic in their implications. Yet when the prospect of space travel, as well as modern developments in technology, psychology, medicine and philosophy challenge our entire understanding of life and the nature of the living, strangeness as such should be no valid reason for the serious reader to turn away from a book of this kind. For example, while the word “occult” or “supersensible” may have undesirable connotations for many, current developments are fast bringing re-examination of knowledge previously shunned by conventional research. The challenge of the atomic age has made serious re-evaluation of all knowledge imperative, and it is recognized that no single area of that knowledge can be left out of consideration.

Steiner himself anticipated the reader's initial difficulties with this book, as he indicates on page 112: “The reader is requested to bear with much that is dark and difficult to comprehend, and to struggle toward an understanding, just as the writer has struggled toward a generally understandable manner of presentation. Many a difficulty in reading will be rewarded when one looks upon the deep mysteries, the important human enigmas which are indicated.”

On the other hand, a further problem arises as a result of Steiner's conviction regarding the purpose for which a book dealing with the science of the spirit is designed. This involves the form of the book as against its content. Steiner stressed repeatedly that a book on the science of the spirit does not exist only for the purpose of conveying information to the reader. With painstaking effort, he elaborated his books in such a manner that while the reader receives certain information from the pages, he also experiences a kind of awakening of spiritual life within himself. Steiner describes this awakening as “...an experiencing with inner shocks, tensions and resolutions.” In his autobiography he speaks of his striving to bring about such an awakening in the readers of his books: “I know that with every page my inner battle has been to reach the utmost possible in this direction. In the matter of style, I do not so describe that my subjective feelings can be detected in the sentences. In writing I subdue to a dry mathematical style what has come out of warm and profound feeling. But only such a style can be an awakener, for the reader must cause warmth and feeling to awaken in himself. He cannot simply allow these to flow into him from the one setting forth the truth, while he remains passively composed.” (The Course of My Life, p. 330)

In the present translation, therefore, careful effort has been made to preserve as much as possible such external form details as sentence and paragraph arrangement, italics, and even some of the more characteristic punctuation of the original, regardless of currently accepted English usage.

The essays contained in this book occupy a significant place in the life-work of Rudolf Steiner. They are his first written expression of a cosmology resulting from that spiritual perception which he described as “a fully conscious standing-within the spiritual world.” In his autobiography he refers to the early years of the present century as the time when, “Out of the experience of the spiritual world in general developed specific details of knowledge.” (Op. cit. pp. 326, 328.) Steiner has stated that from his early childhood he knew the reality of the spiritual world because he could experience this spiritual world directly. However, only after nearly forty years was it possible for him to transmit to others concrete, detailed information regarding this spiritual world.

As they appear in the present essays, these “specific details” touch upon processes and events of extraordinary sweep and magnitude. They include essential elements of man's prehistory and early history, and shed light upon the evolutionary development of our earth. Published now for the first time in America, just a century after Darwin's Origin of the Species began its transformation of Man's view of himself and of his environment, these essays clarify and complement the pioneer work of the great English scientist.

Rudolf Steiner shows that the insoluble link between man and cosmos is the fundamental basis of evolution. As man has participated in the development of the world we know today, so his achievements are directly connected with the ultimate destiny of the universe. In his hands rests the freedom to shape the future course of creation. Knowledge of his exalted origins and of the path he followed in forfeiting divine direction for the attainment of his present self-dependent freedom, are indispensable if man is to evolve a future worthy of a responsible human being.

This book appears now because of its particular significance at a moment when imperative and grave decisions are being made in the interests of the future of mankind.

Paul Marshall Allen
Englewood, New Jersey
June 1959

The decision to construct the first Goetheanum in Dornach, Switzerland was made in May, 1913, when Rudolf Steiner visited the future building site. Construction began within a few weeks and the exterior of the building was completed in April, 1914. Work on the interior proceeded at a slower pace and lasted through World War I (1914-1918). In 1914, Rudolf Steiner had begun a scaled-down model of the Christ sculpture that was later to be installed in the Goetheanum.. As the work on the sculpture itself began, he frequently explained its significance in his lectures.

One of Rudolf Steiner's lecture tours, May 6 through May 18, 1915, took him to Vienna, Prague and Linz. In all three cities he stressed that the Christ figure in the sculptured group would have to be portrayed as a being in equipoise between the polar forces of Lucifer and Ahriman and that this being was symbol of, and model for, man's own existence here on earth. The Linz lecture, which is here translated, presents the group in a world-historical context and relates the significance of the Lucifer-Christ-Ahriman configuration to the events surrounding World War I. Steiner sees a parallel between Christ's central, but equalizing position and Central Europe's mission in World War I. He implies that Germany's and Austria's militarism and political intransigence alone did not lead to war against the world powers in the East (Russia) and the West (France, England and, since 1917, the United States). According to Steiner, World War I was the earthly expression of a struggle between luciferic forces in the East and ahrimanic forces in the West, and it was Central Europe's destiny to mediate between these forces.

The fundamental polarization of East and West that Rudolf Steiner saw emerging more than six decades ago is now a political reality. While most historians today concede that World War II was in part caused by the circumstances surrounding World War I, few would accept Rudolf Steiner's statement from his Linz lecture that World War I was “destined by the European karma” or, to state it more concretely, that it was unavoidable. If the war could not have been avoided, then the question of who was to blame or who caused it is, as Steiner says, irrelevant. Based on this position, Steiner suggests that only one question has relevancy: “Who could have prevented the war?<” This question seems to contradict Steiner's statement that World War I was destined by the European karma. A quick glance at the historical record may help to clarify what Steiner meant.

In suggesting that the Russian government and possibly England, could have prevented the war, Steiner simply deals with possibilities outside the realm of what had to happen according to European karma. Russia's instigation of the two Peace Conferences in the Hague (1899 and 1907) was indeed self-serving and hypocritical, for it was Russia that, in 1914, mobilized its armed forces without considering British proposals for peace negotiations. Under these circumstances and considering the political immaturity of the German leadership, it was not surprising that the German Kaiser and his generals over-reacted to the Russian mobilization and interpreted it as a declaration of war. Kaiser Wilhelm II and Czar Nicholas II, who were cousins, frantically exchanged telegrams in which one beseeched the other to preserve the peace, but to no avail. The war machinery was already overheated by the forces of chauvinism and materialism so that even from this vantage point Steiner was correct in maintaining that war was unavoidable.

Regarding the possibility of preventing the war, a glance at the major Western powers involved in the controversy, and at Germany, reveals the following historical facts. France, for thirty years an ally of Russia, did nothing to prevent the war because she did not attempt to delay the hasty Russian mobilization. Her representatives said later that France regretted the Russian action, but there seems little doubt that France was more interested in presenting herself as the innocent victim of an attack. On the other hand, England's foreign secretary, Sir Edward Grey, could have prevented the war if he had taken earlier measures to discourage Germany's militarists from asserting themselves in their country, but in view of the English tradition and the English Constitution, this was probably not possible. Finally, the confusion in Germany itself was caused by a lack of understanding of who had legitimate authority to make decisions. Eventually, the political decisions were made by generals who managed to spread the belief that the fatherland was in peril and that Germany herself was not the attacker, but the attacked. Thus, theoretically, any one of these three powers could have prevented the war but that, as Rudolf Steiner points out in the lecture, is not the real issue.

Furthermore, the war did not emerge out of a French or Russian moral conviction that was responsive to German militarism. Rather, the goal of crushing German militarism emerged well after the war had begun. The war could be interpreted, in this sense, to be inevitable because it was not generated from a goal, but exploded and then developed its goals. In this war of attrition, materialism camouflaged itself with nationalistic sentiment and strove for absolute expression and triumph.

It is against such a background of perplexity and misguided fervor that Rudolf Steiner's message to Central Europeans must be read. In rejecting the question of who had caused the war, Steiner dismissed as equally irrelevant the question of who was to blame for materialism. Materialism was there, as was Ahriman. Steiner admonished the Central Europeans to counterbalance materialism by adopting a spiritual perception of life and by striving for an encounter with the Christ.

This profound spiritual responsibility that Steiner put on the Germans in 1915 was disregarded and the challenge passed by. After World War I it was not the Christ, but Adolf Hitler who, under the guise of “savior,” emerged as Germany's Nemesis and was thus catapulted into a central position. When Hitler was finally destroyed, Central Europe broke up into two parts, one of which disappeared behind the Iron Curtain, while the other aligned with the West.

As it stands today, Rudolf Steiner's call to instate the Christ in His central position has yet to be fully received and responded to not only by the people living in what is left of Central Europe, but also in the rest of the world.

Some day when the building in Dornach that is dedicated to the spiritual sciences is completed, it will contain, in a significant spot, a sculpture dominated by three figures. In the center of this group a figure will tower as if it were the manifestation of what I would call the most sublime human principle ever to unfold on earth. Hence, one will be able to experience this representation of the highest human principle in the evolution of the earth-the Christ, who in the course of this evolution lived three years in the body of Jesus of Nazareth. A special task in the portrayal of this Christ figure will be to make two ideas visible. Firstly, it will be important to show how the being that we are concerned with dwells in a human body. Secondly, it must also become apparent how this human body, in every facial expression and in every gesture reflects a magnificent degree of spiritual refinement, which descended with the Christ from cosmic and spiritual heights into this body in its thirtieth year. Then there will be the remaining two figures of the group, one to the left and the other to the right of the Christ figure, if that is the proper name for the figure that I have just sketched. This Christ figure is placed in such a way that it seems to be standing in front of a rock that towers noticeably at His left side, with its peak extending over His head. On top of the rock there will be another figure, winged but with his wings broken, who for this reason begins to fall into the abyss. One feature in the Christ figure that must be worked out with special artistic care is the manner in which he raises his left arm, for it is precisely this gesture that precipitates the breaking of the wings. It must not appear, however, as if the Christ Himself were breaking the wings of this being. Rather, the interaction of the two figures must be portrayed artistically to show how the Christ, by the very motion of raising his hand, is expressing his infinite compassion for this being. Yet this being cannot bear the energy flowing upward through arm and hand, an energy that is evidenced by indentations that the fingers of the extended hand seem to leave in the rock itself. When this being comes into proximity with the Christ being, he feels something that may be expressed in the words: I cannot bear the radiation of such purity upon me.

This feeling dominates so essentially as to break this upper beings wings and cause his imminent plunge into the abyss. To make this visible will be a particularly important artistic task and you will see how the meaning of this interaction could easily be misunderstood. Imagine, for example, an artistic portrayal of the Christ suggesting that merely by raising His hand He would radiate such power onto the being that his wings would be broken, forcing the plunge into the abyss. In that case it would be the Christ Himself who irradiated this being, as it were, with hatred, and thereby caused his descent. Such an impression must under no circumstances be conveyed. Rather, the being must be portrayed as having caused his own fall, for what is to be shown plunging downward, with broken wings, is Lucifer.

Now let us consider the other side of the group, toward the right of the Christ figure. There, the rock will have a ledge and, therefore, will be concave underneath. In this depression there will be another winged figure, who with his arm-like organs turns toward the ledge above. You have to visualize this as follows. To the right is the depression in the rock and in it stands this winged figure with wings entirely different from the figure on top of the rock. The wings of the figure on top of the rock resemble those of an eagle, whereas the figure in the depression has bat-like wings. This figure virtually buries himself in the cave, working in shackles, ever busy undermining the earthly realm.

The Christ figure in the middle has his right hand directed downward and the left one upward. Again, it will be an important artistic task not to show the Christ as wanting to shackle this figure; rather, he has infinite compassion for this being, which is Ahriman. Ahriman cannot bear this compassion and he writhes with pain from what the hand of the Christ exudes. This radiance from Christ's hand causes the golden veins down in the rock depression to wind around Ahriman's body like strong cords and shackle him. What is happening to Lucifer is his own doing; the same is true with Ahriman. This concept is going to take form as a sculpture that will be set up in a significant place in the new building. Above the sculptured group we will attempt to express the same motif through the medium of painting, but then the concept must be expressed differently. To summarize, the group of three figures: Christ, Lucifer and Ahriman will stand at the bottom as a sculpture, and above, the same motif will appear as a painting.

We are injecting this configuration of a relationship between Christ, Lucifer and Ahriman into our Dornach building because the science of the spirit reveals to us in a certain way that the next task regarding the comprehension of the Christ impulse will be to make man finally understand how the three forces of Christ, Lucifer and Ahriman are related in this world. To this day there has been much talk about Christianity and the Christ impulse, but man has not yet gained a clear understanding of what the Christ impulse has brought into the world as the result of the Mystery of Golgotha. Certainly, it is generally admitted that there is a Lucifer or an Ahriman, but in so doing, it is made to appear that from these two one must flee, as if one wished to say, “I want nothing to do with Lucifer and Ahriman!”—In yesterday's public lecture <¹ I described the way in which the divine-spiritual forces can be found. If these forces did not want to have anything to do with Lucifer and Ahriman, either, the world could not exist. One does not gain the proper relationship to Lucifer and Ahriman by saying, “Lucifer, I flee from you! Ahriman, I flee from you!” Rather, everything that man has to strive for as a result of the Christ impulse must be seen as similar to the equilibrious state of a pendulum. In the center, the pendulum is in perfect balance, but it must oscillate to one side or the other. The same applies to man's development here on earth. Man must oscillate to the one side according to the luciferic principle and to the other according to the principle of Ahriman, but he must maintain his equilibrium through the cultivation of Paul's declaration, “Not I, but Christ in me.”

To understand the Christ in His quintessential activity we must conceive of Him as a reality, as a working force. That is to say, we must realize that what wove itself into our evolution here on earth through the Mystery of Golgotha was present as a fact. It is not important how well or how inadequately this fact has been understood by mankind up to this time; what is important is that it has been present, influencing human development on earth. Much could be said to explain exactly what man has not understood about the Christ impulse up to this time; the science of the spirit will have to contribute its share to bring about a full comprehension of how the Christ impulse has come from spiritual heights and influenced man's development on earth through the Mystery of Golgotha. In order to realize how the Christ has become a working force, let us visualize—as has been done elsewhere—two events in the annals of man's evolution that have influenced the development of the entire Western world.

You will remember an important event from history when Constantine, son of Constantius Chlorus, defeated Maxentius and thus introduced Christianity externally into the mainstream of Western civilization. Constantine had to fight that important battle against Maxentius so that he could establish Christianity in his western empire as the official religion. Had this battle not taken place as it did, the entire map of Europe would have been different. But this battle really was not decided by military skill, that is, not by the intellectual prowess available to people in those days, but by something entirely different. Maxentius consulted the so-called Sibylline Books, the prophetic oracles of Rome, which guided him into leading his army out of the assured safety of Rome's walls into the open field, in order to confront Constantine's army. Constantine, on the other hand, had a dream before the battle in which he was told, “If you approach Maxentius under the banner of the Mystery of Golgotha you will reach a great objective!” Indeed, Constantine carried the symbol of the Mystery of Golgotha—the cross—when he led his forces into battle, even though his army was three-fourths smaller than that of Maxentius. Enthused by the power emanating from the Mystery of Golgotha, Constantine won that historical battle resulting in the external introduction of Christianity to Europe. When we realize the extent to which people in those days understood the Christ impulse purely by intellectual means, it is not surprising to find that there ensued an endless theological quarrel. People argued whether or not Christ was consubstantial with the Lord in all eternity, and so on. Let us say this, that the degree of knowledge of the Christ impulse available to human beings in those days is not important, but rather the fact that the Christ impulse was present and that through his dream it guided Constantine to bring about what had to happen. What is important is the actuality of the Christ and His real and visibly active power. Only in the science of the spirit do we begin to understand what the Christ impulse is.

Another historical event was the struggle between France and England. It changed the map of Europe in such a way that we can say that if France had not been victorious over England, all conditions and relationships would have become different. But how did this victory happen? It happened because the Christ impulse has worked itself into the subconscious of the soul up to the present time, when it is increasingly becoming a conscious force. So we can see in the evolution of the Western spirit how the Christ impulse seeks out in the souls of men those conditions by which it can become effective in some individuals. Legends have preserved for us the manner in which the Christ impulse can assert itself within the Western spiritual tradition. In part, these legends refer generally to ancient pagan ages, but they take us back to those heathen times in which an understanding of Christianity was beginning to germinate.

If the soul does not consciously seek initiation as delineated in Knowledge of the Higher Worlds and Its Attainment, but becomes saturated with the Christ impulse as if by way of natural initiation, then the most favorable period for this process is from December 25 to January 6. We can understand this clearly by realizing that for occult knowledge it is evident that the earth is not only what geologists describe. Geologists conceive the earth's components as being similar to the skeleton of man. Yet the spiritual also belongs to our earth whose aura has been permeated by Christ. During the day's twenty-four hours, this earth sleeps and is awake just as we are. We must familiarize ourselves with the fact that the state of wakefulness on earth occurs during the winter, and the state of sleep during the summer. The earth spirit is most awake in these twelve or thirteen days from Christmas to the Epiphany. In ancient ages when, as you know from the various presentations in my lecture series, human beings elevated themselves to a sort of dreamlike clairvoyance to reach a spiritual understanding of the world, in those ages the most favorable time for this process was summer. Thus, it is quite natural that whoever wants to elevate himself to spiritual heights by means of a more dreamlike clairvoyance will have an easier time of it during the summer, when the earth is asleep. Therefore, St. John's midsummer-day was in ancient ages the most propitious time to raise the soul to the spiritual level. The old way of spiritual interaction with the earth has been replaced by a more conscious elevation that can best be reached during the earth's wakefulness.

For this reason, legends inform us that unusually endowed people, who are particularly suited by their karmas, pass into an extraordinary state of consciousness that resembles sleep, but only on the surface. its inner quality is such that it can be inspired by those forces that elevate human beings to the domain we call the spirit world. A beautiful Norwegian legend² tells us that Olaf &Åsteson, in church on Christmas Eve, falls into a sleeplike state and when he awakens on January 6 is able to relate the experiences he had in this condition. This Norwegian legend does in fact describe the experiences that one perceives first as the soul world—and then as something that feels like the spirit world, but with everything being expressed as images, as imaginative forms.

This time of year has been most favorable in those epochs when human beings were not as advanced as they are in our time. Now it is no longer possible for the Christ impulse to penetrate the souls of men in this way, as if by natural initiation. Nowadays man must make a conscious effort and climb to initiation in a way similar to that achieved through the instructions given in my book Knowledge of the Higher Worlds. We are living in an age when natural initiations are becoming increasingly rare and will eventually disappear. Yet one initiation that could still essentially be called a natural initiation took place when the Christ impulse worked itself into the soul of the simple country girl, The Maid of Orleans. It was she who caused the victory of the French over the English. Again, not the human mind nor the talents of military leaders were decisive factors in changing the map of Europe so magnificently, but rather the Christ impulse working itself into the subconscious of the Maid of Orleans and inspiring her to radiate its presence in all of history.

We would now have to examine whether something similar could have occurred in the Maid of Orleans by way of natural initiation and ask whether her soul was inspired in the nights from the 25th day of December to the 6th of January. From her biography it seems difficult to demonstrate that she was even once in a sleep-like state during the twelve or thirteen special days when the Christ impulse could have entered her soul, inspiring her to act as its human shell on the battle grounds of France. Yet, that is precisely what happened. There is a time when the karma of a particular individual can facilitate such a sleep-like state in a human being. During the last few days prior to a person's birth he lives in the mother's womb in a dreaming, sleep-like state. He has not yet perceived with his senses what is happening in the world outside. If by virtue of his karma a person were especially suited to receive the Christ impulse during these last few days in the womb, then these days could also be days of natural initiation. Strengthened by and saturated with the Christ impulse, such a person would have to be born on the sixth day of January. Joan of Arc was born on that day. It is her special mystery that she was born on the 6th day of January and had spent the time from Christmas to the day of Epiphany in a peculiar sleep-like state in the womb of her mother where she received her natural initiation. Now consider the profound connections beyond the external developments that we are accustomed to call history. As a rule, the external events that are reconstructed from historical documents are of the least significance. What is of decisive historical significance is the plain date in our calendar indicating that Joan of Arc was sent into this world on the 6th day of January. Thus, supernatural forces become active in the sentient world and we must read the occult signs that present this fact to us. They tell us that the Christ impulse had already streamed into the Maid of Orleans before her physical birth, as if by way of natural initiation.

I want to explain these facts in order to instill in your souls a feeling for the fact that the external preception must take into account unknown forces and connections beyond what we ordinarily call history. European history has been guided by the Christ impulse since the Mystery of Golgotha, whereas Asia retained a world view that is not vet fully sensitive to the Christ impulse. To be sure, Europeans have been led into considering the wisdom of India as something especially profound. Not only is it characteristic of Hindu thought, if not of all Asian religious perception, however, that its entire attention is directed to the time preceding the appearance of the Christ impulse, but also that the state of religious perception is preserved as it was in those days. If something remains behind in the evolutionary process it can be interpreted to have absorbed something luciferic, and for this reason Asian religious evolution is the carrier of a luciferic element. A glance at the religious development of Asia will inform us that it contains much of what mankind as a whole once possessed but was later forced to abandon. We must in part cleanse Western culture of the luciferic remnants and in part we must elevate them in such a way that the Christ impulse can enter.

Moving from Asia to the East of Europe, we notice how Russian orthodox Christianity has remained stationary at an earlier stage of Christian development, refusing to advance and thereby keeping something of the luciferic element. In short, we can detect a luciferic remnant in the East, which, I would say, a wise guiding force left behind for the evolution of mankind in general.

Looking to the West and especially to American culture, a different characteristic quality stands out. The characteristic feature of American culture is to explain everything from external appearance. This kind of perception can certainly lead to great and significant achievements, but still, externals are usually expected to provide answers to all questions. Suppose we in Europe, and especially in Central Europe, notice a person who earlier in his life did not yet have an opportunity to dedicate himself to Christ and to the spiritual cosmic forces. If some event in this person's life brought about his conversion, we want to know what had gone on in his soul. We are not interested in learning that there was a leap forward in his development because such a phenomenon could certainly be found everywhere. The most incorrect pronouncement made by the empirical sciences is that nature does not make any leaps.³ Yet there is a tremendous leap from a green plant leaf to the red petal of a flower, and there is another significant leap from petal to the calyx. This pronouncement is therefore patently false; the truth of all development rests precisely on the fact that leaps occur everywhere. Hence, when a person who for some time was leading an external existence is suddenly induced by something to turn to spiritual things, we are not interested in the fact that it happened. What does interest us is the inner force and power that can bring about such a conversion. We will want to look into the soul of such a person and ascertain what has caused such a reversal. The inner workings of the soul will interest us.

How would the American proceed? He would do something quite peculiar. In America, conversions of this sort have been observed frequently. Well, the American would ask the people who have experienced conversions to write letters. He would then gather all these letters into a bundle and say, “I have received these letters from some two hundred people. Fourteen percent of all these souls experienced a conversion out of sudden fear of death or hell: five percent claimed altruistic motives; seventeen percent because they aspired to ethical ideals; fifteen percent had experienced pangs of conscience; ten percent acted in obedience to what they were taught; thirteen percent because they saw that others were converted and imitated them; nineteen percent because they were forced by a good whipping at the appropriate age, and so on.” In this fashion the most extreme souls are isolated, sorted and tallied and the result is claimed to be founded on “scientific data.” The findings are then compiled in books that are sent out and billed as “soul science.” For these people all other evidence is unsound, or as they claim, rests on subjective notions. There you have an example of the externalization of the innermost phenomena, and so it goes with many, many things in America. At a time that cries out for special spiritual deepening, the most external brand of spiritism is rampant in America! Everything there has to be tangible.

That is a materialistic interpretation of spiritual life. We could mention many other instances from which it would be possible to see how the culture of the West is seized by the ahrimanic principle, and what principle causes the pendulum to swing to the other side. In the East we are confronted by the luciferic and in the West by the ahrimanic principle. In Central Europe we have been assigned the immensely important task of finding the equilibrium between East and West. Therefore, the plastic group in our building in Dornach must represent what we consider the most significant spiritual task of our age, that is, finding the equilibrant relationship between Lucifer and Ahriman. Only then will it be recognized how the Christ impulse was meant to influence evolution on earth, when the Christ is not simply brought to preeminence, but is known in the proper way as exemplary force in balance with Lucifer and Ahriman.

The following may illustrate that no clear understanding has yet been reached concerning the relationship of man and of Christ to Lucifer and Ahriman. In a period, even the greatest phenomena are not always free from a one-sided attitude that may characterize the age. It is impossible to overestimate the significance of Michelangelo's magnificent painting The Last Judgment, which can be found in the Sistine Chapel in Rome. Christ is portrayed in triumph, directing the good people to the one side and the wicked to the other. Let us look at this Christ figure. It does not possess the features we would like to emphasize in the Christ of our building in Dornach. Even though Lucifer towers above, it must be shown that the Christ raises His hand in compassion. Lucifer is not supposed to be toppled by the power of Christ, but plunges down by his own power because he is unable to bear the radiance of the Christ nearby, and the Christ looks up and raises his brow toward Lucifer. Similarly, Ahriman is not conquered by any hatred from Christ, but because he feels he cannot stand the forces emanating from Him. The Christ, however, towers in the middle as the One who is carrying the Parcival principle into the new age and who, not through His power but through His very being, induces others to overcome themselves, rather than being overcome by Him. In Michelangelo's painting, we see a Christ who uses His very power to send some to heaven and others to hell. In future, such an image will no longer be seen as the genuine Christ, but rather as a Christ having luciferic qualities. Of course, this observation does not detract from the greatness of the painting, in fact, we acknowledge it. We simply must admit, however, that Michelangelo was not yet capable of painting the genuine Christ because the development of the world had not yet advanced to such a point when this could be done. There has to be a clear understanding that we cannot turn our attention just to the Christ, but must set our sight on the threefold configuration: Christ, Lucifer, Ahriman. I can only hint at this, but spiritual science will eventually bring to light the full content of the mystery, Christ in relation to Lucifer and Ahriman.

Now consider the following. Looking eastward we can make out luciferic forces even in the eastern regions nearest to us, while in the West we see ahrimanic forces. As a matter of fact, in spiritual scientific consideration we must adopt a mode of perception by which neither objects nor nations, nor the spirit of nations, are observed with sympathy or antipathy, but rather in accordance with their characteristics. What is called the national mentality of a person steeped in the heritage of his people depends to a large degree on the activity of the physical body and the ether body. From the time of our falling asleep to the moment of our awakening we live with our spiritual-intellectual being as astral body and ego, and during this period we also live outside our habitual national identity. Only during the time from our awakening to the time when we fall asleep do we partake in our nationality, because then we are immersed in our physical body. For this reason man overcomes his sense of national identity little by little during his stay in kamaloka. There he strives toward a union with humanity as a whole in order to live most of the time between death and rebirth in the sphere of humanity as such. Among the characteristics discarded in kamaloka is one that specializes us as members of a nationality.

In this connection the various nationalities differ considerably from one another. Let us, for instance, compare a Frenchman with a Russian. It is a Frenchman's particular trait that he is especially persistent in holding onto, and dwelling in, what the collective soul of his people carries into his physical body and ether body during his life between birth and death. This can be seen in his definitive idea—not as an individual but as a Frenchman—of what it is to be French. Above all, he stresses the importance of being French and what that means to him. But this notion held by Frenchmen or by anyone else from a Romance culture about their nationality affects the ether body by clearly imprinting the idea of nationality on it. A few days after the Frenchman has passed through the gate of death he loses his ether body; it is then a closed entity that has a prolonged existence in the etheric world. The ether body is unable to dissolve for a long time because it is impregnated with, and held together by, the Frenchman's idea of nationality. Thus, if we look to the West we see the field of death filled with firmly defined ether bodies.

Now, if we take a closer look to the East, at Russian man, we recognize his peculiar trait; his soul, upon passing through the gate of death, carries an ether body that dissolves in a relatively short period of time. That is the difference between the West and the East. When the ether bodies of Western Europeans are separated after death, they tend to maintain a certain rigidity. What the Frenchman calls “Gloire” is impregnated in his ether body as a national Gloire. He is condemned for a long time after his death to turn his spiritual sight onto this ether body, and to look at himself (The Russian, however, looks little at himself after his death.) Through all this, Western European man is exposed to the ahrimanic influence because his ether body has been infected by materialistic thinking.

The speedy separation and the diffusion of the ether body is accompanied by a feeling of sensual pleasure, which is also present as a most peculiar ingredient of national sentiment. How is this expressed in the East (Central Europeans do not understand this just as they do not empathize with the East.) Consider Dostoevsky and even Tolstoy or those leading writers who are constantly speaking of “Russian man”; their jargon is an expression of an undefined sensual pleasure surging from their national sentiment. Even in Solowjow's philosophy, we find a vague and stifling quality that the Central European man cannot reconcile with the clarity and purity he seeks. This search for clarity and purity is related to what is active in Europe as spiritual power.

In Central Europe there exists another condition, an intermediate state and something I can now dwell on in greater detail than was possible in yesterday's lecture. I mentioned that something exists in Central Europe that could be called the inner disposition toward striving. As a Central European, Goethe could have written his Faust no differently in the eighteen-forties: he was always striving! This striving is innermost nature. It was in Central Europe where the mystics made their appearance—those mystics who were not satisfied with the mere knowledge of the divine-spiritual principle but wanted to experience it in their own souls. To experience the Christ event internally was their very endeavor. Now take Solowjow who proceeds above all from a historical premise that the Christ died for mankind. That is correct, but Solowjow is a soul who, similar to a cloud, perceives spiritual life as something outside himself. Somehow he thinks that everything is viewed as a completed event, while Central European man demands that everyone experience the Christ event again in himself. Solowjow stresses time and again that Christ has to die so that man can be human. Meister Eckhart, in contrast, would have responded like this: “You are seeing Christ in the same way in which one looks at something external.” The point is that we should not look only at historical events, but that we should experience the Christ within ourselves. We must discover something within ourselves that passes through stages similar to those experienced by Christ, at least spiritually, so that we can rediscover the Christ event within ourselves.

Now it will certainly seem strange and fantastic when mankind nowadays is told that in Central Europe the close association of the “I” with the Christ principle had put a stamp on the entire development of the area, to the effect that even the linguistic spirit of a people took up this association and equated “I” (Ich) and “CH” (Christ): I-CH conjoined became “Ich.” In pronouncing “Ich” in Central Europe one utters the name of Jesus Christ. That is how close the “I” wants to be to the Christ, longing for the most intimate closeness with Him. This living together, as one, with the spiritual world, which we in Central Europe must strive to attain in all intellectual fields, is not known in the West or in the East. Therefore, something in the twentieth century is necessary so that the Christ principle can gradually spread over the entire European continent. I have frequently emphasized in several lecture series⁴ that in November 1879 the spiritual being we call the Archangel Michael had reached a special stage of development. Michael had become, so to speak, the leading spirit who is now preparing the event that has to take place in the twentieth century. This is alluded to in my first mystery play⁵ as the appearance of the etheric Christ on earth. It will come to pass that at first a few, and gradually more and more souls will know that the Christ is really here, is again on this earth, but as an ether body and not as a physical body.

Certain preparations are necessary. When some souls in the course of the twentieth century become clairvoyant to life in the etheric world—and that will happen—they would be disturbed by those ether bodies that are residual from Western Europe. The spiritual eye would perceive them first of all and would have a distorted vision of the Christ figure. For this reason Michael has to fight a battle in Europe. He has to contribute something to the diffusion of these rigid ether bodies from Western Europe. To accomplish this task, he must take the ether bodies from the East, which strive for diffusion, and join with them in a struggle against the West. The result of this is that since 1879 a violent struggle has been in preparation between Russian and Western European ether bodies and is now raging in the entire astral world. This furious battle between Russia and France is indeed going on in the astral world and is led by Michael; it corresponds to the war that is now being waged in Europe. We are often shaken by the knowledge that the events in the physical world take place as exact opposites to those occurring in the spiritual world, and that is precisely what is happening in this case. The alliance between France and Russia⁶ can be blamed on the seductive powers of Ahriman or, if you will, on the ahrimanic element, the twenty billion francs that France gave to Russia. This alliance is the physical expression of a struggle raging between French and Russian souls, a struggle that has an impact on Central Europe as it strives in its innermost soul for an encounter with the Christ. It is the karma of Europe that we in Central Europe must experience in an especially tragic way what the West and East must settle between themselves. The only possible interpretation of the external struggle between German and French elements is that the German element lies in the middle and serves as an anvil for both East and West. Germany, which is hammered by both sides in the conflict, is in reality the subject of their own controversy. That is the spiritual truth and quite different from what is happening in the physical world. Consider how different the spiritual truth is from what is happening in the physical world! This must strike contemporary man as grotesque, but it nevertheless is the truth, which must have a shocking effect on us.

There is yet another extraordinarily important matter worth mentioning. Surely history seems to be contradicted when we see that England, even though she has in the past always been allied with Turkey against Russia, now has to fight with Russia against Turkey. We can understand this contradiction only through occult observation. On the physical plane England and Russia are allies in the fight against the Turkish element, yet occult vision, perceiving this struggle from below through the physical plane and then onto the astral plane, sees that in the North it is Russia and in the Southeast it is Turkey that appear to be allied with England. This is due to the fact that the alliance between England and Russia is only of significance on the physical plane, but has no corresponding value in the spiritual world since it rests entirely on material interests. From below one sees that England and Russia are allied in the North only on the physical plane. In the Southeast, looking through the physical plane, one perceives on the astral plane a spiritual alliance between the English and the Turks while they are both fighting the Russians. Thus, on the physical plane, England is an ally to Russia and on the astral plane Russia is attacked by England. This is how we must see the events as they unfold in external reality inasmuch as they reveal themselves as external history. What is behind this history is something entirely different.

There will be a time when people will speak about the present events differently than they are doing now. You will have to admit, the entire war literature contains something rather unpleasant. True, some valid statements are made, but there are also many disagreeable ones. Above all, there is one thing that is disagreeable. There is much talk about how it is still too early to discuss the question of who has caused the war and so on. People delude themselves about the facts when they say that at a later date the documents in our archives will surely bring to light who is to blame for the war! In reference to the external events, however, the matter can be resolved fairly easily, provided one judges dispassionately. Chamberlain, in his War Essays⁷ is correct (even though he is in error about the details) when he says that it is possible to know the key issues of this war. All that is without a doubt accurate, but it leaves the proper question unasked. For example, there is but one question that can be answered unequivocally, if only it is properly posed, and this question is: Who could have prevented the war?—The constantly recurring question: Who is to blame for this war? and many other questions just are not appropriate. Who could have prevented the war? The answer to this question can be no other than that the Russian government could have prevented the war! Only in this fashion will it be possible to find the appropriate definition for the impulses that are at work in each situation. Of course, war had been desired by the East for decades, but had it not been for a certain relationship between England, Russia and France, it could not have broken out. Therefore, one might ascribe the greater blame to England. Yet all these conjectures do not take into consideration the underlying causes that made this World War a necessity. It is naive to believe that war could have been avoided. People these days talk as if it did not have to come about when it was, of course, destined by the European karma.

I wanted to allude to some of this by sketching the spiritual differences between East and West. It is not important that we look for external causes. All we have to know is that this war was a historic necessity. When that is understood the individual causes do not matter.

What is important is the proper attitude toward the various effects, for one effect can impress our souls in an especially significant way. It is remarkable and a characteristic phenomenon that a war like this one produces many unexpended ether bodies. Since this is the biggest war in man's conscious history, this phenomenon is present to a corresponding large degree. Ether bodies are produced that are not worn out. You see, the ether body that man carries with him can support him for a long period of time, until he reaches seventy, eighty or ninety years of age. But in a war human beings are sacrificed in the prime of their lives. You know that man, when he passes through the gate of death loses his ether body after a short period of time. A person dying in a war, however, loses his ether body when normally it could have supported his physical body for a long time, in many cases for decades. Those ether bodies entering the etheric world prematurely are preserved with all their powers. Consider now the countless number of unexpended ether bodies of those going through the gate of death at an early age. There is something distinctive about these ether bodies. I would like to illustrate this fact with an example that concerns our Movement, and after that I wish to explain how the ether bodies of the young soldiers who have gone through the gate of death will emerge in the etheric world in the near future.

This fall we witnessed in Dornach the death of little seven-year-old Theodor Faiss; his family belonged to the Anthroposophical Society and was employed not far from our building project. The father used to live in Stuttgart before moving to Dornach. He worked as a gardener in the vicinity of the building and lived there with his family. He himself had been drafted soon after the beginning of the war and at the time of the event I would like to relate, he was staying in a military hospital. Little seven-year-old Theodor was really a sunny child—a wonderful, lovely boy. Now, one day the following happened. We just had a lecture that I delivered in Dornach about the work that goes on in the building. After the lecture someone appeared and reported that little Theodor's mother had not seen him since late in the afternoon. It was ten o'clock at night and we could not help thinking that a terrible accident had happened. This afternoon a horse-driven furniture van had been in the vicinity of the so-called canteen; it was seen on a narrow street where it was forced to turn. To my knowledge, no van as huge had reached that spot in decades. Little Theodor had been in the canteen before the van had turned. He had been delayed there, otherwise he would have gone home earlier with the food that he had fetched from the canteen for supper. It so happened that he covered the short distance to his home in such a way that he reached the very spot where at that moment the van turned over and fell on him. Nobody had noticed the accident, not even the coachman because he was tending to his horses when the van turned over and did not know that the child was buried under it. When we were informed that the child was missing we tried to heave the vehicle up again. Friends fetched tools and alerted Swiss soldiers to help us with the task. Naturally the child had been dead since five-thirty in the afternoon. The van had crushed him immediately and he had died of suffocation.

This case can be used as an example of what I have often tried to explain by means of a comparison: causes are mistaken for effects, and vice versa. I have frequently used the following example. A person falls into the river and people hurry to the spot where it happened. When they find a rock, they conjecture that the victim had stumbled over it and this caused him to fall into the river and drown. Thus, they are sure that the man had died because he fell into the river. If one were to conduct an autopsy, however, it might turn out that he had suffered a heart attack and as a result, was already dead when he fell into the water, but he fell into the water because he had died. You will frequently encounter a similar confusion of cause and effect when life situations are assessed, and even more frequently in the general sciences.

The situation with little Theodor was that his karma had expired, so that it is actually possible to say, “He himself ordered the van to the place of the accident.” I have told you this externally tragic case in detail because we are here concerned with a child's ether body, which could have supported his life for decades. This ether body has passed into the spiritual world with all of its unexpended powers, but where is it? What is it doing? Since that day, anyone attuned to occult perception who is working artistically on the building in Dornach or is there simply to pursue his thoughts will know that the entire ether body of the child, with all its powers, is enlarged in the aura of the Dornach building. We must distinguish that the individuality is elsewhere; it goes its own way, but the ether body was separated after a few days and is now present in the building. I will never hesitate to assert that the powers needed for intuition are those of this ether body that was sacrificed for the building. The relationships behind ordinary life are often quite different from what we are able to suspect. This ether body has become one of the protective forces of the building. Something tremendously stupendous lies in such a relationship.

Now let us consider the vast amount of power that ascends to the spiritual world from the unexpended ether bodies of these who are now walling through the gate of death as a result of military events.

The way in which events are connected is different from what people can imagine; the karma in the world takes its course in a different way. It is the task of spiritual science to replace fantastic notions with spiritually true ideas. For example, we can hardly imagine something more fantastic and untrue, from a spiritual perspective, than what has taken place in the last few decades. Let us ask what has been accomplished by the (Hague) Peace Conference⁸ which aimed at replacing war with law, or international law, as it was called. Since the Peace Conferences were held, wars have never been more terrible. During the last few decades this Peace Movement counted among its special patrons the very monarch who has waged the bloodiest and most cruel wars ever known in history. The launching of the Peace Conferences by the Russian Czar must therefore be considered the biggest farce in world history; it is also the most abominable. This must be labeled a luciferic seduction of the East; the details can be easily traced. No matter how one may view the situation, the human soul is shocked by the fact that in the beginning, when the war impulses made their way into Central Europe, the people there made few comments about the situation, even in places where they gathered for the purpose of discussion, such as the German Parliament in Berlin. Little was said, but the events spoke for themselves. In contrast, there was much talk in the East and West. The most shocking impressions come from the debates among various political parties in the St. Petersburg Duma. Representatives of these parties uttered, with great fervor, endless variations of absolutely meaningless phrases. It was terrifying to see the luciferic seduction at work. The fires raging in this war, however, are intended to warn and admonish the human race to be on guard.

From what is now happening, a few souls must come to a realization that we cannot go on like this; human evolution must take up the spiritual! Materialism is confronting its karma in this, the most terrible of all wars. In a certain sense, this war is the karma of materialism. The more this fact is realized by human beings, the more they will abandon their arguments about who is to blame for the war, and then they will have to realize that this war has been sent into world history to admonish man to turn to a spiritual perception of human life in its entirety.

Not only does materialism cause human souls to embrace materialism, it also perverts man's logic and dulls his feelings. We in Central Europe are still lacking a full understanding of what I have stated before. We in Central Europe must be most intimately engaged in the continued development of the Christ impulse. To do this we must, among other things, try to understand the minds that have already sown the seeds. Just one example. Goethe wrote a theory of color, which physicists regard as something—well—something that deserves no more than an indulgent smile, as if they wanted to say, “What did the poet know about colors? He was nothing but a dilettante.” Since the 1880's I have tried to gain acceptance for Goethe's theory of color in spite of the findings of modern physics.⁹ Why does nobody understand that? The answer is that Central Europe has been imbued with the materialistic principle that has come to us from the British folk soul. Newton, whom Goethe had to oppose, has been victorious over everything emanating from Goethe's spirit. Goethe also established a theory of evolution that demonstrates how human beings, simply by grasping spiritual laws, can progress from the state of greatest imperfection to one of greatest perfection. People found this too difficult to understand. When Darwin published his theory of evolution in a more comprehensible fashion, it was readily accepted. Darwin, a materialistic thinker who was inspired by the British folk soul has conquered Goethe, a man whose perceptions resulted from a most intimate dialogue with the German folk soul.

Ernst Haeckel's experiences were tragic. During his entire life he nourished himself intellectually by leaning on the ideas of Huxley and Darwin; his materialism is basically an English product¹⁰ Yet when the war broke out, Haeckel was enraged about what emerged from the British Isles. He was one of the first to return British medals, diplomas and honors; instead, he should have returned his brand of Darwinism and physics, which is tinged with English thought. This is what we have to realize if we are to understand how Central Europe can strive for an intimate harmony with the laws of the world.

The greatest damage is done when what is poured into a child's soul induces the child to develop merely materialistically later in life. This trend has been on the increase for several centuries. Ahriman has even inspired one of the great British writers to compose a work that is calculated to impress the child's soul materialistically. The intent is hardly noticeable because ordinarily, one does not see all this as preparatory to a materialistic orientation. The work I am talking about is Robinson Crusoe. The description of Robinson is so shrewd that once the mind has accepted the ideas in the Robinson tale, it cannot avoid thinking materialistically thereafter. Mankind has not yet recovered from the ill effects perpetrated by the inventors of Robinson tales; they existed before and exist now. Much more could be said. These statements are not made to say something derogatory about the people of the West who have to be what they are. Rather, I wish to point out how the people in Central Europe must discover the connections to great values that are just now germinating but will grow to determine future developments. In this regard, the significance of Austria is especially noteworthy. During the past few decades several men there aspired to profound accomplishments, for example, Hamerling¹¹ in the area of literature, Carneri¹² who set out to deepen Darwinism, by extending it to the moral realm, as well as Bruckner¹³ and other artists from a variety of disciplines. What matters here is the concern of a people for these things.

Now let us consider the unexpended ether bodies that are still in existence. They were cast off by human beings who had learned, through a great event, how to sacrifice themselves for their people's spiritual commonalty, a commonalty no longer present for them, at least on the surface. If a spiritual scientist today asserts that there is a collective soul of people and that it exists as archangel and so forth, he will be ridiculed. What is called a people's collective soul by the materialists is nothing but the abstract sum of attributes that the people of a nation possess. The materialist considers the people as nothing but the sum of human beings who co-exist in the same geographic area and share a sense of commonalty with each other. We, on the other hand, speak of a people's spiritual commonalty in such a way that we know that the spirit of a people is present as a real being of the rank of an archangel. Even though somebody who sacrifices his life for his people is not fully conscious of the real spirit of his people, he nevertheless confirms by the manner in which he goes through death that he believes in a continuity of life alter this death. He believes that there is more to a people's spiritual commonalty than meets the eye, that is, it is related to, and co-exists with, the super-sensible world. All those going through death confirm in a more or less conscious way that there is a super-sensible world, and that realization is imprinted on their ether bodies. In a future time of peace, the unexpended ether bodies will be among people living on earth and will continually send the following sounds into the music of the spheres: there is more in the world than what mere physical eyes can perceive! This spiritual truth will ring forth as part of the music of the spheres through ether bodies that the dead have left behind. These are aside from what they are taking along as their individuality, which they retain during their lives between death and rebirth. We must listen to what lives and echoes from these ether bodies, because they were discarded by people who went through death and in so doing, affirmed the truth of the spiritual world. Mankind's greatest sin will be to ignore what the dead call out to us when their ether bodies speak. One's glance at the spiritual world will be infinitely enriched if one considers that those who have lost loved ones—fathers and mothers, sisters and brothers, sons and daughters—may tell themselves that those who were sacrificed continue to live for humanity, as a reminder of what is yet to come!

If one were to rely only on what is taking place in the physical world, there would be little hope for the successful continuation of the spiritual movement through which a spiritual scientific world view is to be cultivated. Recently, a good and faithful colleague aged thirty or so died. My words to this soul that had gone through the gate of death requested that it should continue to work in our spiritual scientific field as faithfully and as courageously as it had done here on earth, utilizing all of its acquired knowledge. This colleague had worked diligently with us here on the physical plane; my message to him for his life between death and rebirth was that he should continue to work with us after death as he had done in life, for we are counting on these so-called dead as we are counting on the living. Our spiritual-scientific world view must be alive to such a degree that the gap between the so-called dead and the living can be overcome: we must feel the dead among us as if they were alive. We want not only theory, but life. Thus we wish to point out that when there is peace, there will be a living tie between those on earth and those who have gone through the gate of death. Man will be able to learn, and must learn, from the dead how they contribute to the great spiritual progress that must take hold on earth.

Sometimes life offers us an opportunity to see how human logic alone does not suffice. I would like to mention an example—not for personal reasons but because I want to characterize the way our Movement is viewed by the public. A few years ago an article was printed in a respected South German journal¹⁴ by a famous contemporary philosopher about our spiritual science. This treatment of spiritual science was intended to impress the public purely because the essay was authored by a famous philosopher. The editor took great pride in the fact that he was able to present an article about spiritual science by such a famous man. Of course, everything was skewed and the facts about spiritual science were distorted. But what did it take for the editor to realize that the account about spiritual science that he had sponsored in his monthly journal was distorted? The war broke out and the author of the article sent several letters to the editor. These letters contained some of the most disgusting remarks about Central European culture that one could imagine. The professor had railed and sneered at it. The editor then printed these letters in his journal as examples of the stupidity of this kind of thinking, commenting that anyone who writes this way belongs in an insane asylum. We are confronted by a curious fact. A good editor needed such an experience in order to see that the author, whose article on spiritual science had severely damaged the public image of the Movement, belonged in an insane asylum. If the man belongs in an insane asylum now, however, then the same was true before, when he wrote the article on spiritual science!

So it goes in the world! To be a judge of what is going on, man must garner other supports than those ordinarily available to him. The spiritual scientist who can clearly demonstrate that truth finds its own way, is on firm ground. Spiritual science, however, must be active in the evolution of mankind so that what is necessary, happens. Early in history Emperor Constantine had to accomplish his mission so that the Christ impulse could bear on the subconscious from the spiritual world. Later, the Christ impulse became active in the Maid of Orleans; what had to happen did indeed take place. Today, the Christ impulse must continue to bear on man, but more on his consciousness. In the future, there must be souls who will know that up there in the spiritual world there are those who sacrificed themselves as individuals and who admonish us to emulate their own belief in the active force of the spiritual, which they attained in death. The forces in the unexpended ether bodies beckon to the future, as well: to understand their message is to admit it into one's soul. Below, however, there must be souls who will perceive this truth and prepare for it through the proper and active understanding of our spiritual science. Our spiritual science must cultivate souls on this earth who will be capable of sensing what the ether bodies of the dead up there will say to us in the future. These souls will know that in the beyond there are forces to admonish human beings who had to be left on earth. When spirit-conscious souls down here harken to the hidden sounds of the spiritual world, then all bloodshed, all sacrifices and all suffering, past and future, will bear fruit. I do hope that quite a few souls come together through spiritual science and perceive the voices from the spiritual world that are resounding especially because of this war. Summarizing the final words of today's reflection, I wish to say a few words to you that are merely an expression of my feeling for what I want to instill in your souls.

From the warrior's valor,
From the blood of battles,
From the pain of the bereaved.
From a people's sacrifice
Will the spirit fruit arise—
Will the souls embrace the spirit
Consciously, with inner eyes.

With such feelings in our hearts we forever want to imbue ourselves with the meaning of the rose cross so that we can perceive it in the proper way as the motto for our doing, weaving and feeling. Not the black cross alone. He who tears the roses from the black cross and has nothing left but the black cross, would fall into the clutches of Ahriman. The black cross in itself represents life when it strives to embrace inanimate matter. Also, if one were to separate the cross from the roses, keeping only the latter, one would nor find the proper thing. For the roses, separate from the cross, tend to elevate us to a life of selfish striving toward the spiritual, but not to a life in which we reveal the spirit in a material world. Not the cross alone, not the roses alone, but the roses on the cross, the cross carrying the roses: That is our proper symbol.

• 1 . “Die übersinnliche Erkenntnis und ihre stärkende Seelenkraft in unserer schicksalstragenden Zeit” (“Supersensible Perception and Its Strengthening Soul-force in Our Time of Destiny”). Corresponding remarks can be found in the Berlin lectures of April 16 and 23, 1915, published as: “Aus schicksalstragenden Zeit”, (“From a Time of Destiny”) Bibl.-No. 64 in the Gesamtausgabe (Complete Works [of Rudolf Steiner]), Dornach, 1959.
• 2 . “Welten-Neujahr. Das Traumlied von Olaf &Åsteson” (“Cosmic New Year. The Legend of Olaf &Åsteson's Dream”), Hanover lecture of January 1, 1912. Published as a separate edition in Dornach, 1958; Gesamtausgabe (Complete works), Bibl.-No 158.
• 3 . In this form the pronouncement was first made by Karl von Linné in his Philosophia Botanica, Stockholm, 1751, no. 77.
• 4 . Cf. especially “Die spirituellen Hintergründe der äusseren Welt—Der Sturz der Geister der Finsternis” (“The Spiritual Background of the External World—The Fall of the Spirits of Darkness”), 14 lectures, Dornach, September 29 to October 28, 1917. Gesamtausgabe (Complete works), Bibl.-No. 177, Dornach, 1965.
• 5 . “Die Pforte der Einweihung” (“The Portal of Initiation”), first scene. Gesamtausgabe (Complete works), Bibl.-No 14, Dornach, 1962.
• 6 . The alliance was negotiated in 1897 by President Faure of France and Czar Nicolas II of Russia.
• 7 . Houston Stewart Chamberlain, Neue Kriegsaufsatze (New War Essays), Munich, 1915, p.36.
• 8 . “The reference is to the Hague Peace Conference of 1899 and 1907, which were both initiated by Czar Nicholas II.
• 9 . Rudolf Steiner was asked in 1882 to edit Goethe's scientific writings in Kürschner's Deutsche National-Literatur. Volume I was published in 1883; it contained writings on the formation and transformation of organisms. Rudolf Steiner's introductions and critical commentaries to the four volumes were published as a special edition, entitled: Rudolf Steiner, , Dornach, 1926. A German edition was published in Freiburg, 1949. Gesamtausgabe (Complete Works), Bibl.-No. 1. Cf. the correspondence between Karl Julius Schröer, Joseph Kürschner and Rudolf Steiner in Blätter für Anthroposophie,. 13 Jg. No. 2, February 1961.
• 10. Ernst Haeckel: “I have always readily acknowledged the magnificent contributions of the small insular British empire to the enrichment of human civilization. These were possible because of its advantageous insular position and its geographic alliances. In addition I worked on Darwinism for the past fifty years and had many personal dealings with Darwin, Huxley, Lyell, John Murray and many other famous natural scientists in England and Scotland; these were pleasant and fruitful personal relationships.” Haeckel, Ewigkeit. Weltkriegsgedanken über Leben und Tod, Religion und Entwicklungslehre (Eternity, World War Reflections on Life and Death, Religion, and the Theory of Evolution), Berlin, 1915, p.65 and 114.
• 11. Robert Hamerling, 1830-1889. Cf. Rudolf Steiner, Gesammelte Aufsätze zur Literatur 1886-1902 (Collected Essays on Literature, 1886-1902), Bibl.No. 20, Gesamtausgabe (Complete Works), Dornach, 1957; Mein Lebensgang (The Course of My Life), Bibl.-No. 28, Gesamtausgabe (Complete Works), Dornach, 1962; “Robert Hamerling, ein Dichter und ein Denker und ein Mensch” (“Robert Hamerling, the Poet, the Thinker and the Man”), Dornach, 1939.
• 12. Bartholomäus Ritter von Carneri, 1821-1909. Cf. Rudolf Steiner, “Carneri, der Ethiker des Darwinismus” in Methodische Grundlagen der Anthroposophie 1884-1901 (“Carneri, the Moral Philosopher of Darwinism” in Methodological Foundations of Anthroposophy, 1884-1901), Bibl.-No. 30, Gesamtausgabe (Complete Works), Dornach, 1961: also “Vom Menschenrätsel” (“On the Riddle of Man”) and Mein Lebensgang (The Course of My Life).
• 13. Anton Bruckner, 1824-1896.
• 14. Wincenty Lutoslawski, “Rudolf Steiner's sogenannte ‘Geheimwissenschaft’” in Hochland, 8.Jg., 1.Heft Oktober 1910, S.45-58. (“Rudolf Steiner's so-called ‘Occult Science’” in Hochland, VIII, 1, October 1910, p.45-58). Professor Karl Muth, editor of the journal, writes an editorial comment in No. 7 of the same year, in which he describes Lutoslawski as an “author who is eminent as a man and as a thinker.” Later, in Krisgshefte der Suddeutschen Monatshefte, Munich, February 1915, p.623-631, Muth refers to his correspondence with Lutoslawski and writes, among other things: “in addition to making several small contributions to Hochland, Lutoslawski also published in this journal three lead articles which aroused considerable attention among the readers: one article on the theosophy of Rudolf Steiner, another one on exercises to strengthen the will, and the third one on his conversion to the Catholic faith. His published notes contain peculiar biographical clues ... Where in Germany—except in an inane asylum—would there be a human being like this lector of philosophy from the University Geneva—a man who seems to be completely disoriented as he confronts the magnitude of our contemporary world-historical situation with complete blindness and a paucity of ideas! The relief which his overwrought brain received through his epistolary outpouring did not satisfy him; he now insists that his latest letter should come to the attention of the public as well.”

Dr. Steiner: I would like to hear everything about the class schedule.

The new class schedule is described. All of the foreign language classes are in the morning. There were no changes in personnel. Once, a language class had to be moved from 12:00 until 1:00. An attempt was made to group the students. A few times Latin and Greek had to be put after eurythmy, but otherwise the language class immediately followed main lesson.

Dr. Steiner: You will have to do it that way if nothing else is possible.

A teacher: I would prefer having the 4a language class in the afternoon instead of from 12:00 until 1:00.

Dr. Steiner: Then we will do it in the afternoon.

A teacher: Is that true otherwise?

Dr. Steiner: When the respective teachers demand it. It is important that the teachers agree.

The religious instruction is described. Voice instruction is always in the morning. Eurythmy, mostly. All the handwork and shop classes are in the afternoon as well as gymnastics, but Wednesday afternoon had to be used also. If Wednesday afternoons are to be held free, then gymnastics and some of the shop classes would have to be in the morning.

Dr. Steiner: There is nothing to say against having some things at the end of the morning under certain circumstances. It is, of course, not good when the children move from the practical into the completely theoretical. We should try to keep a Wednesday free. Gymnastics should also not be done before the theoretical periods. It was badly scheduled on Wednesday only because the gymnastics teacher was excluded from the meeting.

A teacher: The parents have arranged a number of things under the assumption that Wednesday is free.

Dr. Steiner: Surely we can get the parents to choose another day. The teachers need to be able to come to the faculty meetings. That is important. The teachers could meet on Saturday. There is too much to do. Let us try to keep Wednesday afternoon. I think it is best if we do gymnastics in the afternoon.

A teacher: We carried out the division between the humanistic and business courses of study.

Dr. Steiner: Then this class schedule is possible, and we will see if it is satisfactory.

A teacher: I would like to teach foreign languages in my first-grade class.

Dr. Steiner: Of course, that is possible. That is how it should have been from the beginning.

The fourth-grade teacher would like a fourth period of foreign language.

Dr. Steiner: We carefully considered the number of hours, but we should allow you to decide. It needs to be something that is not required.

I think, if everyone is satisfied with it, we could actually begin with the class schedule. It would be nice if you could start on Thursday, December 7. Then, on Saturday, when I can look at things again, everything will be under way.

They present the individual class schedules.

Dr. Steiner: The first grade only has class once in the afternoon. 2a and 2b, as well. 3a is only on Monday afternoon. 3b, only Tuesday afternoon. The same is true of the 4a and 4b classes. 5a has class on three afternoons, two of which are the Catholic religion class. 5b also has handwork and eurythmy on two afternoons. 6a, three afternoon classes. That is not too much. For the time being, only the teachers are carrying too much.

Dr. Steiner goes through the list with the teachers, determines how many hours each teaches, and how many hours beyond a reasonable limit each is teaching. He assumes that each teacher should teach sixteen to seventeen hours per week. Thus, for example, N., who teaches twenty hours, is teaching three to four hours too many.

Dr. Steiner: Now we have determined that. In normal life, the teachers would demand extra pay for these hours. However, I think we should try to get an additional language teacher. I would also like an additional gymnastics teacher.

A teacher asks whether the provisional plan for decreasing the teaching load should be tried.

Dr. Steiner: Y. already has too many hours. We could do that only if we could find some trade. If, for example, you, Miss Z., would take over one of the religion classes, then Y. could trade. Make the change with whoever appears most burdened. Mrs. W. has the greatest tendency to give up time. We will wait until Tittmann comes to answer the question of V.

V. defends himself.

Dr. Steiner: There are also inner reasons. You should be happy we expect more of you. You are more robust. I think you are quite strong. You certainly must admit that you are more robust than Mrs. W. We will see that we get Tittmann here as soon as possible.

A teacher: The class teachers have asked if they could teach gymnastics to their own classes.

Dr. Steiner: There is nothing to say against that if it does not become a burden. I certainly see no reason why two classes cannot have gymnastics with their teachers in the same room. That would, in fact, be quite good, if it is possible, because we would then achieve a pedagogical goal. We need to remove nervousness from our teaching. If we cannot do that, it would be a sign of nervousness. Actually, we should see it as an ideal that we could teach mathematics in one corner, French in another, astronomy and eurythmy in the others, so that the children have to pay more attention to their own work.

A teacher: That is also relevant for eurythmy?

Dr. Steiner: I would be happy if you could do it, because it is pedagogically valuable. teachers would, of course, need to be able to get along with each other.

A teacher: The religion teachers would like to keep the room they have had for the Sunday services. It should be used only for that.

Dr. Steiner: I agree. What is important in these Sunday services is the attitude among those present. We can best achieve that by maintaining that arrangement.

A teacher: Should Miss R. and Mr. W. hold the services?

Dr. Steiner: They should both celebrate the sacraments. That is an obvious condition for the independent religious instruction. I would like to say something more. Experience has shown that the Independent Religious Instruction consists not only in what we teach during religion class, not only what we teach through feeling, but that a certain relationship needs to develop between the religion teacher and the student. You can develop that through the celebration of a sacrament. If someone else does the service, then, for the student who receives the sacrament from someone else, a large part of the intangibles necessary for teaching religion are missing between the students and the religion teacher. The reverse is also true. If someone gives the sacrament without teaching religion, that person falls into a difficult position that can hardly be justified. It is easier to justify teaching religion without leading a service than it is to justify leading a service without teaching religion. Through the service, we bring religious instruction out of empty theory. It is based upon a relationship between the religion teacher and the students. As I have said in connection with the sacrament, you should decide.

A teacher: I did not understand that.

Dr. Steiner: Now that we have completed things, in selecting a teacher for religion my first question is if he or she can lead the Sunday service. You might have the wrong impression. If the question is which one of you here do I think is appropriate, then I could reply, “Only those who I think are appropriate to give the service.” Many people could teach religion, but the giving of the sacraments can hardly be done by anyone other than the two whom I mentioned. You should not be angry that I am speaking quite straightforwardly in this connection, but each of you should know what I think of your capabilities, at least for now. That may change, though.

The children need to become mature enough. This nonsense with a special confirmation class needs to stop. They should attend the Youth Service when they have reached a certain level of maturity, but that maturity cannot be taught. They will simply reach it, and for that reason, we should not have any special confirmation class. Only the person giving religious instruction should hold the Youth Service.

A teacher asks about the decorations in the service room.

Dr. Steiner: I would like to think about that. I think it would be nice to have a harmonium. We want to be careful about how we develop the service. There is not much to say about the text except that the Gospels are still missing. There is still much we can do in connection with music and also paintings. In contrast, though, there is something else we need to consider, namely, the participation of the faculty.

There are two sides to the question. There is the very real question of whether things are moving too rapidly here. The services permeated by a religious renewal have the possibility of becoming something quite great. On the other hand, I hear in town among those who are working on this religious renewal that a religious community of a hundred members consists only of anthroposophists who are forming a sect. You see, there is a danger connected with all this. It is already present. I also hear that, “Those members who have not yet joined are being pressured.” The religious renewal was intended for those outside the Society. You need to be clear that such things have two sides, and that the primary thing is that our anthroposophical friends, both inside the school and outside, need to see that their mission is to straighten out people who are falling into an erroneous path. Those things connected with the most noble intent also have the greatest dangers. This is something that must be taken seriously. Before this religious renewal has withstood the test whether it is true and proper, we can certainly not say that we should respect someone who does not attend less than someone who does.

It would be best if we create a service for the children that has a great deal of warmth and heart, if we did everything possible to create an attitude that is serious without being oppressive, but on the other hand, to keep it as simple as possible.

A teacher: We have thought about some questions we would like to ask you. The question arose in connection with teaching foreign language about the musical/language and the sculptural/ painting streams. They were often mentioned in the course.

Dr. Steiner: There are also a number of references to that in that short cycle of four lectures on pedagogy that I gave in September of 1920.

You will forgive me if I mention that, but I believe it contains everything you need to come to more concrete actions.

Concerning teaching modern languages—if you use the same methods, the effects upon the child will compensate each other, since the child’s head dies through French to the same extent as the child’s metabolism is enlivened through English. The difficulty arises, and this is something that just occurred to me, when you remove English for some of the children. Socially, that is unnatural. It should not happen, but there is nothing more we can do. We cannot have both English and the ancient languages. But, particularly during the present stages of their development, these two languages compensate one another unbelievably well. Take, for example, Mr. B’s French class today. He developed something extremely important for the more quiet listeners. The French language is in a process of eliminating all the “S’s”. It would not be proper to say Aisne (An). You can hear the “s”. But, during the Battle of the Marne, it was referred to only as “An”. In English, many suffixes are moving toward removing an “s.” When you use the same methods, these are completely compensating, particularly during the ages of nine and ten. Otherwise, it is best to do as little French grammar as possible. In contrast, it is good you emphasize the grammatical aspect of English around the age of eleven or twelve. I will discuss that in more detail later, but for now I wanted only to make a preliminary mention of it in order to hear from you how things are going.

A question is asked about the stages of language teaching.

Dr. Steiner: There are stages. It would be interesting to look at this question in connection with other things. I intend to write an essay about Deinhardt’s book about the basic elements of aesthetic principles in instruction. Of course, these things are overemphasized by Deinhardt as well as Schiller, but it is easy to discuss them. It would be good to mention the publisher at the same time. Perhaps one of the faculty members could write a critique of the book in relation to Schiller. You are not familiar with the book? It is difficult to read. Steffen was asked to write an introduction to this book, but he found it terribly boring. That is only because of his long sentences. An Austrian can understand having such long sentences in a book. Sometimes you have to stand on your head in order to understand such sentences, but Steffen does not like that.

A teacher: We assumed such things would result in a textbook.

Dr. Steiner: That would be a good idea.

A teacher asks about how to ask questions using the Socratic method.

Dr. Steiner: There is something about that in my lecture cycles.

A teacher asks about having English as an elective in the upper grades.

Dr. Steiner: That would be possible.

A teacher asks a question about mathematics.

Dr. Steiner: I would be happy to explain that if you would try to use such things in a non-pedantic way. You should remember that such rules are always flexible, so they must never become pedantic. Particularly concerning spatial questions, it is always bad when things become too rigid.

Dr. Steiner: You need to understand the small bones within the ear, the hammer, stirrup, the oval window, the anvil, as small limbs, as arms or legs that touch the eardrum. A sense of touch enters the understanding of tone. The spiral, which is filled with liquid, is a metamorphosed intestine of the ear. A feeling for tone lives in it. What you carry within you as an understanding of language is active within the eustachian tubes that support the will to understand. Tone is primarily held in the three semicircular canals. They act as a memory for tone. Each sense is actually an entire human being.

I often say such things as a paradigm in order to animate people like Baumann and Schwebsch to get to work and write a book about all their experiences. They said such things this morning. You only need to be more specific and things will seem plausible to them. Dr. Steiner is asked to open the new school building after Christmas.

Dr. Steiner: That is difficult, since not all the classes will be moving in. Quite a number will remain in the temporary buildings, so if we make this a particular celebration, those children staying in the temporary buildings will feel they are not as good as those moving into the new building. We need to consider the effects of a special ceremony upon those children remaining in the temporary buildings. It would be a different question if we were to open a new hall, such as a gymnasium. However, if we were to do this, it would fill the whole building with an inner disturbance.

I want to characterize Leisegang as a philosopher, a caricature of a philosopher. He is just a windbag. What he is as a philosopher is complete nonsense. You can do this in a pedantic way: What are the characteristics of a philosopher? A philosopher needs a firm foundation under his feet, but all his assumptions are incorrect. You could actually prove that he, in fact, has no real foundation.

If you proceed that way in philosophy, that is what happens. I do not know of any profession where such a person would belong. He certainly could not make jokes in the newspaper because he doesn’t have enough of a sense of humor.

[ 1 ] In the spatial cosmos there stand in opposition to one another: World Expanse, and Earth-Centre. In the World-Expanse, strewn abroad as it were, are the Stars. From the Earth-Centre, forces radiate forth in all directions to the World-Expanse.

[ 2 ] As Man stands to-day in the world, in the present cosmic age, the Stars in their shining, and the Earth-forces in their working, can only appear to him collectively as the accomplished work of the divine spiritual beings, with whom his link is in the inner man.

[ 3 ] But there was once an age of cosmic history when this shining of the stars and these earth-forces were still a direct spiritual revelation of the divine spiritual beings actively at work within his own being.

[ 4 ] Then came another age. The Star-Heaven separated as a corporeal existence out of the divine spiritual tide of activity. There arose what may be called World-Spirit and World-Body. The World-Spirit is a multiplicity of divine Spirit-Beings. They send their influences, in the earlier age, from the places of the stars upon the earth within. What there rained down in light from the regions of the world-expanse, what radiated forth as forces from the earth-centre, was in actuality the Intelligence and the Will of those divine spirit-beings who were shaping Earth and Earth's Manhood.

[ 5 ] In the alter cosmic epoch—after the evolution of Saturn and Sun—this Intelligence and Will of the divine Spirit-Beings became ever more spiritually inward in its workings. What they had actively been present in, present with their very Being, became now the ‘World-Body,’ an harmonious ordering of the stars in cosmic space. Looking back upon these things in spirit, comprehending them in a spiritual world-conception, one may express it thus: Out of the original Spirit-Body of the world-creative Beings there arose World-Spirit and World-Body. The World-Body marks in stellar order the stellar movement the way in which the Gods were working, long long ago in their Intelligence and Will. For the present age of the Cosmos, what once lived in the stars as freely moving, freely shaping divine intelligence and will, is now set fast in them as fixed Law.

[ 6 ] What shines therefore from out of the star-worlds to-day, to Man upon earth within, is not the immediate expression of divine will and divine intelligence, but a sign, left stationary, to mark what this divine will and intelligence were long ago, even in the stars. In the marvelous star-configuration of the heavens, waking wonder in the human soul, we may behold therefore a past manifestation but not the present manifestation of the Gods.

[ 7] But what is thus ‘past’ in the glory of the shining of the stars, is ‘present’ in the world of the spirit. And Man lives with his own being in this ‘present’ world-spirit.

[ 8 ] In the evolving forms of the world, we must look back upon an ancient epoch of cosmic history, when world-spirit and world-body worked together as a unity. We must keep before our eyes the intermediate epoch, during which they develop as a duality. And we must think forward into the future—into the third epoch, when the world-spirit will once more absorb the world-body into its sphere of action.

[ 9 ] For the ancient epoch there could have been no ‘calculating’ the constellations and the courses of the stars, for they were an expression of the free intelligence and the free will of divine spiritual beings. In the future, there will again be no calculating them.

[ 10 ] ‘Calculation’ only has any meaning for the intermediate epoch of the Cosmos.

[ 11 ] This, which is true of the constellations and the courses of the stars, applies also to the action of the forces which radiate from the earth-centre into the world-expanse. What there spring forth ‘from the depths’ also becomes ‘calculable.’

[ 12 ] Everything tends from the earlier cosmic epoch towards the intermediate one, when the worlds of Time and space become ‘calculable,’ and when Divine Spirit, in its manifestations as Intelligence and will, must be sought ‘behind’ the ‘Calculable.’

[ 13 ] This intermediate epoch alone affords the conditions under which Mankind can progress from a dull, dim consciousness to a clear, free consciousness of Self—to free intelligence and free will of his own.

[ 14 ] There had to come the time when Copernicus and Kepler ‘calculated’ the world-body; for the cosmic forces that served to bring about this moment were necessary to that development of human Self-consciousness. The disposition for this Self-consciousness was laid in an older age; then came the time when it was advanced so far as to be able to calculate the distant world-expanses.

[ 15 ] ‘History’ begins to be played out upon earth. There would have been no History, had not the world-expanse with all its stars become set in ‘fixed’ constellations and orbits. In the ‘course of history’ upon earth, we have a reproduction—though a quite transformed one—of what, once on a time, was ‘heavenly history.’

[ 16 ] The peoples of olden time continued to carry this ‘heavenly history’ still in their consciousness, and turned their eyes rather upon this than upon ‘earthly history.’

[ 17 ] In Earthly History there lives the intelligence and will of Man, at first in connection with the cosmic, divine will and divine intelligence, and then independently.

[ 18 ] In Heavenly History there lived the intelligence and will of the divine spirit-beings connected with mankind.

[ 19 ] Looking back over the spiritual life of the various peoples one finds, in the far remote past, such a consciousness amongst men of their being together and willing together with the divine spirit-beings, that their own human history is still a heavenly history. In his narration of first ‘origins,’ man's tale is not of earthly proceedings but of cosmic. Indeed, even for his own times—the times in which he is presently concerned—that which goes on in his earthly surroundings seems to him so insignificant in comparison with what is going on in the Cosmos, that he disregards the former and only pays attention to the latter.

[ 20 ] There was an age when the consciousness of mankind beheld the Heaven's history in mighty impressions, in which the divine spirit-beings themselves stood before Man's soul. The divine Beings spoke, and Man heard their speech in dream-like Inspiration; they revealed their forms, and Man beheld them in dream-like Imagination.

[ 21 ] This Heavenly History, which for a long while filled men's souls, was followed by Mythical History, now for the most part regarded as old poetic fiction. This Mythical History links together heavenly doings and earthly doings. ‘Heroes’ for instance came upon the scene—super-human beings. These are beings who stand higher than men in their evolution. Men at a particular time, for instance, have only developed the different parts of Man's being as far as the Sentient Soul. The Hero however has already evolved what will one day take its place in Man as ‘Spirit-Self.’ The Hero cannot directly incarnate in a physical body under earthly conditions; but he can do so by going down into the physical body of a human being, and thus enabling himself to work as a man amongst men. In the ‘Initiates’ of earlier ages we have beings of this kind.

The actual fact, with regard to all these things which occurred in the course of the world, is not simply that mankind in the successive periods of history ‘pictured’ things in one way or another in their own minds. What actually took place between the more spiritual, ‘incalculable’ world and the corporeal ‘calculable’ one, itself underwent a change. Only this much may be said: long after the actual conditions had changed in the world, human consciousness, in one or another other of the peoples, still clung to a ‘view of the world’ which corresponded to a far earlier reality. At first it was so, that human consciousness—which does not keep pace with the progress of cosmic events—still really saw the things of old. Then came a time when spiritual sight grew dim, and the old things were only maintained by tradition. Thus in the Middle Ages people still traditionally ‘pictured in their minds’ an intervention of the heavenly in the earthly world, which was no longer seen, since the power of pictorial vision no longer existed.

[ 22 ] Moreover, the evolution of the various peoples in the earthly sphere is such that they retain one or other view of the world, with its corresponding picture, for varying lengths of time; so that there are living alongside one another, views of the world which by their essential character should be living after one another.

The different views of the world however, existing amongst the different peoples, did not proceed only from this, but also from the fact that these different peoples, according to their dispositions, saw different things. Thus the Egyptians saw that world in which there are beings who long ago stopped short on the road to human evolution and never became earth-men; and they saw Man, after his earth-life, in all that he had to do with beings of this kind. The Chaldean peoples saw rather, how spiritual beings—both good and evil—from beyond the earthly sphere entered into earth-life to influence its course.

[ 23 ] To the ancient Heavenly History, properly speaking, which extends over quite a long period of time, there then succeeds the Mythological History, which is shorter, but still long in comparison to the subsequent period of ‘history proper.’

[ 24 ] As I described, men in their consciousness leave go but reluctantly of the old views, in which gods and men are pictured as fellow-actors in a common field. Proper, earthly history had long been in existence—ever since the development of the Intellectual or Mind-Soul—whilst men were still ‘thinking’ in the sense of what had been in former times. Only with the first opening flower of the Spiritual Soul did men begin to turn their eyes upon ‘history’ in the proper sense.

[ 25 ] Now in the human spirit working in earthly history, loosed from its tie with the Divine Spirit, men have the possibility to realize within themselves free intelligence and free will.

[ 26 ] So the weaving of the world-process in which Man is interwoven moves on, between the altogether calculable and the workings of free intelligence and free will. Under the joint action of both, the world-process is manifested—in every variety of shade betwixt the two.

[ 27 ] In his life as he leads it between birth and death, Man has ready-laid for him in the Calculable, as a foundation, the bodily groundwork upon which to unfold the free Incalculable of his inner, spiritual soul-life. His life between death and new birth is passed in the Incalculable—yet in such a way that in his inner life of soul and spirit, the Calculable is revealed to him in thought. Thereby—out of this Calculable—he becomes the architect of his next earth-life.

[ 28 ] In ‘history,’ the Incalculable is played out on earth—an Incalculable with which however the Calculable is interwoven, if only in feeble measure.

[ 29 ] Against this order established between Calculable and Incalculable by the divine spiritual beings who have been associated with Man from the beginning of all things, against their harmonizing of the Cosmos through ‘Measure, Number and Weight,’ stands the opposition of the Luciferic and Ahrimanic Beings. Lucifer can combine with his own form of being, as he has made it, nothing calculable. His ideal is the cosmic unconditioned action of intelligence and will.

[ 30 ] This Luciferic tendency is one fitly suited to the world's order in those fields where freedom should rightly rule events. And there Lucifer is justly the spiritual helper of Mankind in their evolution. Without his aid, freedom would never make its way into Man's spiritual and soul life, built as it is upon a calculable, bodily basis. But Lucifer would like to extend this tendency to the whole Cosmos. And here his activity becomes a war against that divine spiritual order to which Man originally belongs.

[ 31 ] Here Michael intervenes. With his own being he stands in the Incalculable; but he dresses the balance between the Incalculable, and that Calculable which he bears within him as a World-thought received from his Gods.

[ 32 ] The Ahrimanic Powers stand otherwise in the world. They are the complete opposite of the divine spirit-beings with whom Man is originally connected. These latter are at the present day purely spiritual beings, who bear within themselves perfectly free intelligence and perfectly free will, but who create, in this their free intelligence and will, a wise insight into the necessity of the Calculable and Unfree, as a World-Thought from whose sheltering lap Man may grow up into a free being. And with all the Calculable, with this World-Thought of the cosmos, they are united in Love. This Love streams from them throughout all the universe.

[ 33 ] In complete opposition to all this is the grasping greed of the Ahrimanic powers, in which lives cold Hate of everything expanding in freedom. Ahriman's aim and endeavour, in all that he pours forth into world-space, is to make a cosmic machine. His ideal is, ‘simply and solely,’ Measure, Number and Weight. He was called into the Cosmos prepared for the service of human evolution, because it was necessary that this, his special department—Measure, Number and Weight—should be developed.

[ 34 ] He who comprehends the world as everywhere Spirit-in-body, he alone really comprehends it. This must be carried down into the world of Nature with regard to the powers at work there, such as the Divine Spiritual Powers who work in Love, and the Ahrimanic Powers who work in hate. In the natural, universal warmth, as it sets in with the spring and tends on into summer, we must behold the natural love of the Divine Spirit-Beings. In the freezing blasts of winter we must recognize the workings of Ahriman.

[ 35 ] In the height of midsummer, Lucifer mingles his power with the Love, the Warmth of Nature. At Christmas-tide, the Divine Spirit-Beings with whom Man is from his origin united turn their power against the frozen Hate of Ahriman. And ever more and more towards the springtime, Natural Divine Love is mildly at work, mitigating Natural Ahrimanic Hate.

[ 36 ] The yearly sign of this Divine Love, new-manifested as it is year by year, is the time of Remembrance, when we recall how with the Christ the free element of God entered into the calculable element of Earth. Christ works in perfect freedom within the Calculable. In so doing, He renders harmless that which craves the Calculable only—Ahriman and his forces.

[ 37 ] The unique Event of Golgotha is the free, cosmic act of Love within Earth's history. It is to be comprehended too only by the Love that Man brings to its comprehension.

Leading Thoughts

[ 38 ] The cosmic process with which the evolution of mankind is interwoven, and which reflects itself in human consciousness as History (in the most comprehensive sense,) may be distinguished into: a lengthy period of Heavenly History; a shorter one of Mythological History; and the comparatively short Earthly History.

[ 39 ] This cosmic process, at the present time, falls apart into: the ‘not-to-be-calculated’ working of divine spirit-beings, who freely create in free Intelligence and Will, and the ‘calculable’ processes or the world-body.

[ 40 ] To the Calculable of the world-body are opposed the Luciferic Powers; to the creating in free intelligence and free will, the Ahrimanic Powers.

[ 41 ] The unique Event of Golgotha is a free cosmic act, which originates in World-Love and can only be comprehended by Man's Love.

On the occasion of our last lecture, I spoke to you of the three meetings which the human soul has with the regions pertaining to the Spiritual world. I shall have to say a few more things as to these, which will give me the opportunity of answering a question asked at the end of the last public lecture at the Architectural Hall, regarding the forces which bring over the karma, the external destiny, from a former incarnation. I have been told that this is very difficult to understand. In the course of these lectures I will return to this subject; but it is preferable to do so after having discussed a few points which may perhaps help to make the question better understood. Today, however, in order to make the question of the three meetings with the Spiritual world still clearer, I intend to insert, by way of episode, something that it seems to me important to discuss just at the present time.

When we consider the ideas and concepts which have found their way into the souls of people of all grades of education as the result of the Spiritual development of the last century, we observe how strongly its influence tended to cause people to consider the evolution of the world and man's place in it, solely according to the standard of Natural Science and its ideas. There are of course plenty of people still living today who do not believe their attitude of mind and soul to have been formed by the concepts of Natural Science. These people do not however observe the deeper foundations upon which their minds were formed; they do not know that the ideas of Natural Science have just slipped in a one-sided way, not only determining their thoughts but even in a certain way their feelings. A man who today reflects along the lines laid down for everyone in the ordinary educational centres, whose mind and disposition have been formed in accordance with them, and whose ideas are based upon what is taught there, cannot possibly feel the true connection between what we call the world of morality, of moral feeling, and the world of external facts. If, in accordance with the ideas of our times, we ponder on the way in which the earth and indeed the whole firmament is supposed to have developed and may come to its final end, we are thinking along the lines of purely external facts, perceptible to the senses. Just think of the deep significance to the souls of men, of the existence of the so-called Kant-Laplace theory of the creation of the world, according to which the earth and the whole heavens arose from a purely material cosmic mist (for it is represented as purely material) and were then formed in accordance with purely earthly physical and chemical laws, developed further according to these laws, and, so it is believed, will also come to an end through these same laws. A condition will some day come about in which the whole world will mechanically come to an end, just as it came into being.

Of course, as I said before, there are people today who do not allow themselves to think of it in this way. That, however, is not the point; it is not the ideas that we form that signify, but the attitude of mind which gives rise to these ideas. The conception I have just alluded to is a purely materialistic one; one of those of which Hermann Grimm says, that a piece of carrion round which circles a hungry dog is a more attractive sight than the construction of the world according to the Kant-Laplace theory. Yet it arose and developed; nay, more: to the great majority of men who study it, it even appears illuminating. Few there are who, like Hermann Grimm, ask how future generations will be able to account for the arising of this mad idea in our age; they will wonder that such a delusion could have ever seemed illuminating to so many. There are but a few people who have the soundness of mind to put the question thus, and those who do are simply considered more or less wrong-headed. But, as I said, the point is not so much the ideas in themselves, as the impulse and frame of mind which made them possible. These conceptions came as the result of certain attitudes of mind; yet, though they came from learned men and were given out by them, most people still believe that the world did not originate in any such mechanical impulse, but that Divine impulses must have played a part in its creation. Still it remains a fact that such conceptions were possible. It was possible for the attitude of men's minds, their disposition of soul, to take on such a form that a purely mechanical idea of the origin of the world was conceived. That signifies that at the bottom of men's souls there is the tendency to form conceptions of a materialistic nature. This tendency is not only to be found among the unlearned, and others who believe in this idea, it exists in the widest circles among all kinds of people, yet most people today are still rather shy of becoming followers of Haeckel, picturing everything Spiritual in a material form. They lack the necessary courage for this. They still admit of something Spiritual; but do not give the matter further thought. If the above mentioned concept holds good, there can then only be room for the Spiritual and especially for the moral, in a certain sense. For just consider:—If the world really came into being as the Kant-Laplace theory believes, and only comes to its end through physical forces, dragging all men down to the grave with it, together with all their ideas, feelings and impulses of will, what then, apart from all else, would become of the whole moral order of the world? Suppose for a moment that the condition of the burial of all things came about: what good would it have been to have ever pronounced some things good and others evil? What would it avail to say this is right, and that is wrong? These would be nothing but forgotten ethical concepts, swept away as something which, if this idea of the world-order were correct, would not perhaps survive even in one single soul. In fact, the matter would stand thus: from purely mechanical causes, by physical and possibly chemical forces, the world came into being and by like means it will come to an end. By means of these forces phenomena appear like bubbles, produced by men. Among men themselves arise the moral ideas of right and wrong, of good and evil; but the whole world passes over into the stillness of the grave. All right and wrong, good and evil, is merely an illusion of man, and is forgotten and vanishes away when the world becomes ‘the grave.’ Thus the only thing that stands for the moral world-order is the feeling one has as long as the episode lasts, which extends from the first state to the last, that man requires such ideas for his common life; that man must form these moral ideals, though they can never take root in a purely mechanical world-order. The forces of nature—heat, electricity, and so on—intervene in the plan of nature, they make themselves felt therein; but the force of morality would, if the mechanical plan of the world were correct, only exist in the mind of man; it would not intervene in the natural order. It would not be like heat which expands bodies, or like light which illuminates them and makes them visible and permeates the world of space. For this moral force is present and soars as a great illusion over the mechanical world-order, and vanishes, dissolves away, when the world is transformed into the grave. People do not sufficiently carry these thoughts to their logical conclusion. Hence they are not on their guard against a mechanical world-order, but allow it to remain—not from kindness of heart, but rather from laziness. If they have a certain want in their hearts, they simply say: ‘Science does not demand that we should think deeply about this mechanical world-order, faith demands something else of us; so we put our faith side by side with science and just believe in something more than mechanical nature, we just believe what a certain inner demand of our hearts compels.’ That is very convenient! There is thus no need to rebel against what Herman Grimm, for instance, felt to be a mad idea of modern science. There need be no rebellion. But this attitude cannot be justified by one who really wishes to think his thoughts out to their conclusion.

It may be asked: What is the reason that people today live thus blindly in an impossible position, in which it is impossible to think logically? Why do they accept such a position? The reason is, strange as this may sound if one is not familiar with the thought and hears it for the first time,—the reason is that people have more or less forgotten, in the course of the last century, how to think truly of the Christ Mystery which must take its place in the very centre of the life of the age; they have forgotten how to think of it in its real, true sense. The way in which man thinks of the Christ Mystery in the newer age should be such that it rays into his whole thinking and feeling. The position which man has assumed to the Christ since the Mystery of Golgotha represents the standard of his whole collective ideas and sentiments. (I may perhaps have more to say on this subject in the near future). If he cannot look upon the Mystery of Christ as a true reality, he is unable to develop ideas and conceptions by which to gauge the views of the world held by others, ideas permeated by reality, and really capable of penetrating the truth.

That is what I wanted above all to make clear to you today. If a man really thinks in the way I have just illustrated, as most people of the present day do, whether consciously or not, the world is then divided on the one hand into the mechanical natural order, and on the other into the moral world order. Now to timid souls, who often believe themselves to be very courageous, the Christ-Mystery forms part of the purely moral world-order. This applies chiefly to those who see nothing more in the Christ-Mystery than the fact that at a particular time, a great, perhaps even the greatest Teacher of the Earth-world appeared, and that His teaching is the thing of greatest importance. Now, if Christ is only considered as the greatest Teacher of humanity, this view is in a sense quite compatible with the twofold division of the world into a natural order and a moral order. For, of course, even if the earth had formed itself as the mechanical world order represented, and is eventually to become the common grave of all things, it might still be possible for a great Teacher to arise who might accomplish much to make men better and to convert them. His teachings might have been sublime, but they would avail nothing when, at the end of all things, everything would be a grave; when even the teachings of Christ Himself would have disappeared, and there would not even be a remembrance of Him remaining in any living being. People do not like to think that; but their dislike would not alter the fact. If it be desired to believe absolutely in a merely mechanical world-order it would be impossible to avoid such thoughts as these.

Everything depends upon the fact being realised that in the Mystery of Golgotha something was accomplished which does not merely belong to the moral world-order, but to the whole collective cosmic order; something which belongs, not merely to the moral reality—which according to the mechanical world-order must be non-existent—but to the whole intensive reality. We shall be able to grasp what is really in question if we turn our thoughts once more to the Three Meetings which I mentioned in the last lecture, taking them in a different sense from that to which I then referred.

I told you that every time a person sleeps, in the intermediate state between his going to sleep and waking he meets Beings belonging to the Spiritual world, Beings of a like nature to his Spirit Self as we are accustomed to call it, Beings of the same substance and kind. This means that when a man wakes from sleep, he has had a meeting with a Spiritual being, and though he may be quite unconscious of having had this experience, yet he carries the after-effects into his outer physical life. Now what takes place in our soul during this daily meeting is in a certain way connected with the future of man. A man of today, unless he busies himself with Spiritual Science, knows very little as yet of what goes on in the depth of his soul during sleep. Dreams, which in ordinary life betray something of this, do indeed reveal something, but reveal it in such a way that the truth does not easily come to light. When a man wakes in a dream or out of a dream, or remembers a dream, this is mostly connected with ideas he had already acquired in his life, with reminiscences. These are however only the garments of what really lives in the dream or during sleep. When our dreams clothe themselves in pictures taken from our daily life, these are but the garments; for in dreams is revealed what actually takes place in the soul during sleep, and that is neither related to the past nor to the present, it is related to the future. In sleep are found the forces which in a human being can be compared to the germinal forces which develop in the plant for the production of a new one. As the plant grows it always develops the germinal forces for the new plant in the following year. These forces reach their height in forming the seed, in which they become visible. But as the plant grows, while it is growing, the germinal forces for the next plant are already there. In the same way the germinal forces;—whether for the next incarnation or even for the Jupiter-period -are present in man, and he chiefly forms these during his sleeping state. The forces then formed, my dear friends, are not immediately related to individual experiences, but rather to the basic forces of the next incarnation: they relate to the forces of the next incarnation. In sleep, a man works upon his germs for his next incarnation into the future. So that while he is asleep, he already lives in the future.

I do not wish to leave a too hazy impression in your minds in respect to this, so will at once say that in the sleeping state, the next incarnation is as the knowledge of the next day. We know from experience that when tomorrow comes the sun will rise and we know more or less how it will run its course, although we may not know what the weather will be or what separate events may affect our lives. In like way the soul is a prophet during our sleep, but a prophet who only knows of what is great and cosmic; not of the weather. If one were to suppose that the soul during sleep becomes aware of the details of the next incarnation, one would be falling into the same error as one who thought that because he knew that next Sunday the sun will surely rise and set, and knew certain universal facts as well, he could therefore predict the weather. This does not alter the fact that while we are asleep we do have to concern ourselves with the future. The forces which are of like nature with our Spirit-Self and that work on the forming of our future, meet us during our time of sleep.

Another, a further meeting—if I leave out the second—is the third meeting, of which I said in the last lecture that it only takes place once in the whole course of a man's life—in the middle of it. I said that when a man is in his thirties he meets with what may be called the Father-Principle, while he meets the Spirit-Principle every night. This meeting with the Father-Principle is of very great significance, for it must occur. You will remember I explained that even those who die before the age of thirty have this experience, only, if they live through the thirties it comes in the course of life, while when death is premature it occurs sooner. You know that, as the result of that meeting, man is enabled to impress the experiences of the present life so deeply into himself that they are able to work over into the next incarnation. Thus, that which is the meeting with the Father-Principle is connected with the earth-life of the next incarnation, whilst our meeting with the Spirit-Principle is for the whole future; it radiates over the whole of our future life, as well as over the life experienced between birth and a new birth.

Now the laws with which this meeting, that we experience only once in a life, are interwoven, they do not pertain to the earth: they are laws which have remained in the earth-evolution just as they were at the time of the moon-evolution. On the physical side they are connected with our physical descent, and with everything which physical heredity signifies. This physical heredity is indeed only one side of the matter; there are Spiritual laws behind, as I have already explained. So that everything that comes to pass regarding the meeting with the Father Principle, points back to the past; it is the legacy of the past; it points back to the moon-evolution, to earlier incarnations, while that which takes place during sleep points to the future. Just as what takes place during sleep forms the germ for the future, so that which comes about as a result of men being born as the descendants of their ancestors, carrying over from former incarnations what is necessary should be brought over; all that has remained over from the past. Both these—what relates to the future and to the past—are in a sense striving outside the natural order. The peasant still goes to sleep at sunset and rises at dawn; but as man progresses in so-called civilisation, he tears himself free from the order of nature. One meets persons in cities—though they may not be very numerous—who go to bed in the morning and arise at night. Man is freeing himself from the mere order of nature, the development of his free will makes it possible for him to do so. Thus in a sense, because he is preparing for a future which is not yet here, he is torn away from the order of nature. When he carries the past into the present, especially the past connected with the moon, he is also torn loose from the order of nature. Nobody can prove the necessity according to the universal laws of nature, that John Smith should be born in 1914; such an event is not ruled by necessity as is the rising of the sun or other natural occurrences, but by the natural order of the moon. During the moon-period everything was like the order of our birth on earth.

Man is however entirely subject to the order of nature as regards what is of immediate significance to the present, to his earth existence. Whereas, as regards the Father-Principle he bears the past within him, and as regards the Spirit-Principle the future—with respect to that meeting of which I have said that it occurs in the course of the year and which is now connected with the meeting with Christ—man is connected with the order of nature. If he were not, the consequence would be that Christmas might by one person be celebrated in December and by another in March, and so on; but although different nations have different designations for the Festival of Christmas, there is everywhere some kind of festivity in the latter days of December which always bears some relation to the meeting I referred to. Thus with respect to this meeting which is inserted into the course of the year, man, for the very reason that this is his present, is in direct connection with the order of nature; while with respect to the past and the future he has become free from it, and has indeed been free from it for thousands of years.

In the olden times man joined in the order of nature both as regards the past and the future. In the Germanic countries, for instance, birth was regulated in olden times in accordance with the order of nature. Birth, which was then regulated by the Mysteries, might only take place at a stated time of the year. Thus it was inserted into the order of nature. In olden times, long before the Christian Era, conception and birth were regulated in the Germanic countries by that of which only a faint echo has been preserved in the Myth of the worship of Hertha. In those days her worship comprised no less than the following. When Hertha descended in her chariot and drew near to men, that was the time of conception; after she had withdrawn, this might no longer take place. This was so strictly adhered to that anyone not born within the appointed season was considered lacking in honour, because his human existence was not in harmony with the order of nature. Birth and conception were just as much adapted to the course of nature in olden times as sleeping and waking, for in those days people slept when the sun had set and woke at dawn. These things have now become displaced; but the central event which is adapted to the course of the year cannot be displaced. By means of this, through its harmony with the order of nature, something is retained and must be so retained in the human soul.

What then is the whole purpose of man's earthly evolution? That man should adapt himself to the earth and take the earth-conditions into himself; that he should carry into his future evolution what the earth has been able to give him, not in any one incarnation alone, but in the whole sum of his incarnations on earth. That then is the purpose of the earth evolution. This purpose can however only be fulfilled through man's to some extent forgetting during his sojourn on earth, his connection with the cosmic and heavenly powers. This he has learnt to do. We know indeed that in olden times man possessed an atavistic clairvoyance, and into that the heavenly powers could work; man was still connected with them; the kingdom of heaven in a sense extended into the human heart. This had to become different so that man might develop his free will. In order that he might become related to the earth he had to have nothing more of the kingdom of heaven in his vision, in his direct perception. This however is the reason that at the time of his closest relation to the earth, in the fifth epoch in which we are living now man became materialistic. Materialism is only the most complete, the most extreme expression of man's relation to the earth, and if nothing else had happened this would have brought about his complete and utter subjection to the earth. He would have had to become related to it and gradually share in its destiny; he would have had to follow the same path as the earth is herself pursuing; he would have been entirely dovetailed into the earth's evolution,—unless something else had occurred. He would have been obliged to tear himself away, as it were, from the cosmos together with the earth, and to unite his destiny completely with that of the earth. That however was not planned for mankind, something else was intended. On the one hand man was to unite himself in the proper way with the earth; on the other, although through his nature he was to become related to the earth, yet messages were to come down to him from the Spiritual world which would raise him once again above the earth. This bringing down of the Heavenly Message came about through the Mystery of Golgotha. Therefore the Being Who went through the Mystery of Golgotha had to take on human nature as well as that of a Heavenly Being. This means that we must think of Christ Jesus not merely as One, who although the Highest, entered human evolution and developed therein; but as One Who possessed a heavenly nature, Who not only taught and propagated doctrine but brought into the earth that which came from Heaven. That is why it is important to understand what the Baptism in Jordan really is; it is not merely a moral action—I do not say it is not a moral action, but it is not that alone. It is also a real action. Something took place then which is just as much a reality as the happenings of nature. If I warm a thing by some warmth-giving means, the warmth passes over into that which is warmed. In like manner did the Christ-Being pass into Jesus of Nazareth at the Baptism by John. That is most certainly in the highest degree a moral action; but it is also a reality in the course of nature, just as real as the phenomena of nature. The important thing is that it should be understood that this is nothing originating in rationalistic conceptions, which always accord merely with the mechanical, physical or chemical course of nature; but something which as idea, is just as much an actual fact as the laws of nature, or indeed the forces of nature.

Once this has been grasped, other ideas will become more real than they are at present. We will not now enter into a discussion on alchemy, but remember that what the old alchemist had in view was that his conceptions should not remain mere ideas, but that they should result in something. (Whether he was justified or not is a not the point for the moment, that may perhaps be the subject of another lecture.) When he burnt incense while holding his conception in mind or giving voice to it, he tried to put sufficient force into it to compel the smoke of the incense to take on form. He sought for such ideas as have the power of affecting the external realities of nature, ideas that do not merely remain within the egoistic part of man but can intervene in the realities of nature. Why did he do this? Because he still had the idea that something occurred at the Mystery of Golgotha which intervened in the course of nature: that was just as real a fact to him as a fact of nature. You see upon this rests a very significant difference which began in the second half of the Middle Ages, towards our own fifth age which followed the Graeco-Latin epoch. At the time of the crusades, in the twelfth, thirteenth, fourteenth and fifteenth, and indeed in the sixteenth century, there were some special natures, principally women, who devoted themselves so deeply to mysticism, that the inner experience resulting therefrom was felt by them as a spiritual marriage, whether with Christ or another. Many ascetic nuns celebrated mystical marriages. I will not enter into the nature of these inner mystic unions today; but something took place in their inner being which could afterwards only be expressed in words. In a sense it was something that subsisted in the ideas, feelings and also the words in which these were clothed. In contrast to this, Valentine Andrea, as the result of certain conceptions and Spiritual connections, wrote his Chymical Marriage of Christian Rosenkreuz. This chymical—or, as we should say today, chemical-marriage is also a human experience, but when you go into the matter you find that this does not only apply to a soul-experience but to something not merely expressed in words, but which grips the whole man; it is not merely put into the world as a soul experience, for it was a real occurrence, an event of nature, in which a man accomplishes something like a natural process. Valentine Andrea in The Chymical Marriage of Christian Rosenkreuz, meant to express something that was more permeated with reality than the merely mystical marriage of Mechthild of Magdeburg, who was a mystic. The mystical marriage of the nuns only accomplished something for the subjective nature of man; by the chymical marriage a man gave himself to the world. Through this, something was accomplished for the whole world; just as something is accomplished for the whole world by the processes of nature. This is again to be taken in a truly Christian sense. Those who thought more real thoughts, longed for concepts through which they could better lay hold of reality, even if only in the one-sided way of the old alchemists—concepts through which they could better grasp reality, ideas in fact which were really connected with reality. The age of materialism has at present thrown a veil over such concepts; and those who today believe they think aright about reality are living in greater illusion than these despised men at the time of the old alchemists, who strove for concepts which should help them to master it.

For what can men accomplish today with their concepts? In our age in particular we have some experience of what they can attain through these empty illusions; the husks of ideas are idols worshipped today, they have nothing to do with reality. For reality is only reached by man plunging down into it, not by forming any sort of ideas at will; yet the difference between unreal concepts and those which are permeated with reality, can be perceived in the ordinary things of the day, but most people do not recognise this. They are so absolutely satisfied with the mere shadow of ideas, having no reality. Suppose, for instance, someone today gets up and makes a speech in which perhaps he may say that a new age must come which is already manifesting, a completely new age in which every man will be measured according to his own worth alone, when he will be valued according to what he can do! Anyone today would admit that such words are in complete understanding with the times! But, my dear friends, as long as ideas are nothing but husks, however beautiful they may be, they are not permeated with reality. For it is not the point that one who is convinced that his own nephew happens to be the best man for the job should admit the principle that every man should be put in the place to which his powers are best adapted. It is not the ideas and concepts one may have that signify: what is required is that with those ideas one should penetrate the reality, and recognise it! It is very pleasant to have ideals and fine principles and often still pleasanter to give expression to them. But what is needed is that we should really plunge down into the reality, recognise it, and penetrate it. We are plunging more and more deeply into that which has brought about these sad times, if we continue to carry on this worshipping of the idols of the husks and shadows of ideas, if we do not learn to see that it is not of the slightest value to have ‘such beautiful ideas and conceptions,’ and to talk about them unless there is the will to get right down to the realities and recognise them. If we do that, we shall not only find the substance, but also the Spirit therein. It is the worshipping of idols, of the mere shadows and husks of ideas, which lead us away from the Spirit. It is the great misfortune of our age, that people are intoxicated with fine words. It is unchristian too; for the true basic principle of Christianity is that the Christ did not pour His teaching into Jesus of Nazareth but poured Himself in; which means that He so united Himself with earthly reality, was so drawn into the reality of the earth, that He thereby became the Living Message from the Cosmos.

The New Testament, my dear friends, if read aright, is the most wonderful means of education concerning reality; only the New Testament must little by little be put into our own language. The present translations do not now completely give the original meaning; but when the old meaning is put into the direct language of our day, the gospels will then be the very best means of bringing man ‘that power of thinking that is permeated with reality.’ For nowhere can thought-forms be found in them that could lead to the husks and shadows of ideas. We need but to grasp these things today in their deeper reality. It may sound almost trivial to speak of the intoxication of ideas, but this is so enormously prevalent today that the ideas and concepts themselves, however beautiful they may sound, are no longer the real point at issue: what is important is that the man who utters them should take his stand on reality. People find that difficult to understand today. Everything that comes out into the open is judged today by its content, and indeed by what is understood of that content. If this were not so, such documents, for instance, as the so-called Peace-Programme of President Wilson—which is entirely void of ideas, a husk, a mere conglomeration of the shadows of ideas—would never be taken as based on reality. Anyone having the power of discerning the reflections of ideas would know that this combination could at most only work by means of a certain absurdity, which might become a sort of reality. What is really needed is that people should try to find ideas and concepts really permeated with reality; this however pre-supposes in the seekers that they themselves should be profoundly imbued with reality and be selfless enough to connect themselves with that which lives and moves in reality. There is a great deal in the present day well calculated to lead people entirely away from the search for reality, but these things are not observed.

He who knows sees many sad things going on. For instance, that it should be possible at the present day for people to be impressed simply by a combination of words, by a number of speeches, which indeed are printed, but which, to one who does not go by mere words but by realities, are absolutely appalling. Speeches have been delivered by a highly honoured person of our day, who in his very first speech immediately takes up the attitude that man on one side of his nature, is absolutely related to the order of nature, and that the theologians are not acting aright if they do not leave the order of nature to the scientists who investigate it. The speeches go on to say that as regards the order of nature, man is simply a piece of machinery; but on this machinery depend the functions of the soul; what are then specified as functions include practically all the functions belonging to the soul. All these are then to be left to the Nature investigators! Nothing is left to comfort theology but the thought that all this has now been given over to Natural Science, and all we have to do is to make speeches—to talk! After that, of course one can only live on husks of words. Furthermore, the speeches are so composed that they lack continuity. (I shall come back to this subject in the coming lectures and go into it more fully.) If you look closely into the thought that is supposed to be connected with the one immediately preceding it, you will find that it cannot possibly be thought of as connected. The whole thing sounds very well, however! In the preface to certain lectures “On the Moulding of Life,” it is stated that they have been lately attended by thousands of people, and that certainly many thousands more feel the need to comfort their souls at this serious time by perusing them. These lectures were given by the celebrated theologian Hunzinger, and I believe are in the ‘Quelle-Meyer’ Library, under the name of Knowledge and Education. They are among the most dangerous literature of the day, because, although they sound enchanting, one's thought-life becomes simply confused, for the thoughts are disconnected and, if one strips off the fascinating words, are nothing but nonsense. Yet these lectures were very much praised, and no one noticed the confused thoughts in them or stopped to test them; everyone was charmed by the shadow-words.

Yes, the external reality entirely hangs together with that which man is ever developing. If he develops concepts void of reality, the reality itself becomes confused and then follow conditions such as we have today. It is no longer possible to judge things by what meets us today externally; we must form our opinions by studying what has been developing in the minds of men for years, or decades, perhaps even longer still. That is what must be gone into. The whole thing depends upon our not accepting the Christ from His teaching alone, but that we should look at the Mystery of Golgotha in its actuality, in its reality; that we should see that it was a Fact that Something super-earthly united itself with the earth in the person of Jesus of Nazareth. We shall then come to realise that morality is not merely something which fades and dies away, when the earth, and even the fabric of the heavens, shall become a grave; but that even though the present earth and the present heavens become a grave, yet, just as the present plants will become mere dust while in the present plant there is the germ of the next one, so there is the germ of the next world in this world of ours, and man is connected with this germ. Only this germ requires the connection with Christ that it may not fall into the grave with the earth, as a plant germ that has not been fructified falls into dust with the plant. The most real thought it is possible to hold, is that the present moral order of the world is the germinal force for the future order of nature. Morality is no mere worked-out thought; if permeated with reality it exists in the present as a germ for later external realities. But a conception of the world such as that of Kant-Laplace, of which Hermann Grimm says that a piece of carrion which attracts a hungry dog is a more appetising aspect, does not belong to that order of thought. The mechanical plan of the world can never penetrate to the thought that morality contains within it a force which is the germ of the natural, of the nature of the future. Why can it not do this? Because it must live in illusion. For just imagine, my dear friends: if the Mystery of Golgotha had not taken place, all would have been as in the Kant-Laplace theory. If you think away the Mystery of Golgotha from the earth, that theory would be correct. The earth had to reach such a condition that, left to itself, it must inevitably lead the human race into the desolation of the grave. Things had to take place as they have, that man might attain freedom through his relation to the earth. He will not sink into the grave, because at the critical moment the earth was fructified by Christ, because Christ descended, and because in Christ lies the opposing force to that which leads to the grave, namely, the germinal force whereby man can be borne up once more into the Spiritual world. That means that when the earth becomes a grave, when it fulfils its destiny according to the Kant-Laplace theory, the germ which is concealed within it must not be allowed to fall into decay, but must be carried on into the future. So that the Christian-moral plan of the world presupposes what Goethe calls ‘the higher nature in nature.’ We might say: A man who is able to think in the right way of the Mystery of Golgotha, as a reality, is also able to think thoughts and form concepts permeated with reality. This is necessary, this is what people must learn before all else. For in this fifth Post-Atlantean age they have either desired to form concepts which intoxicate them, or such as create blindness in them. The concepts which intoxicate are chiefly formed in the realms of religion; those which cause blindness chiefly in the domain of Natural Science. A conception like that of Kant, which, while admitting the purely natural ordering, placing the two worlds of knowledge and of faith side by side, has yet only the moral in view,—must result in intoxication. Concepts based on moral grounds are able to intoxicate, and the intoxication prevents one from seeing that one thus simply succumbs to the stillness of the grave, into which all the moral plans of the world have fallen, and perished. Or, again, such concepts as those of present-day Natural Science, National Economy, and—forgive the expression, which may be rather hard to swallow—even the political concepts of the day, may create blindness; for they are not formed in connection with a Spiritual conception of the world, but from the shreds of what are called actual (that is, actual in the physical sense), actual reality. Thus each man sees only as far as the end of his own nose, and blindly forms opinions upon what he can see with his eyes and grasp with mechanically acquired ideas, between birth and death; without having formed any concepts permeated with reality through being permeated by the Spiritual, by a grasp of Spiritual reality.

It is necessary over and over again to point out what it is that our age so desperately needs. For even history itself in our age is often no more than the mere shadow of ideas. How frequently what Fichte said to the German people is proclaimed abroad today! What he really said, however, can only be understood if one studies his whole life, that life so profoundly rooted in reality! That is why I tried in my book, The Riddle of Man, to represent the personality of Fichte, as he afterwards became, showing how closely from his childhood up he was connected with reality. I should indeed be glad if such words as these—as to the need for our thoughts and concepts to be permeated with reality—were not only listened to superficially but profoundly grasped, taken in, and really absorbed. Then only will a free and open vision, a psychic vision, be acquired for what our age so badly needs. Everyone of us should have this open soul-vision. If we do not each make it a duty to think over the facts touched upon here, we are not paying sufficient attention to the traffic going on today in the shadows and husks of words, nor to the fact that everything tends to lead people either into intoxicating concepts or to such as make them blind.

I hope you will not take what has been said today as propagandism of any sort, but look upon it as expressing existing facts. A man certainly must and ought to live with his times and when anything is described, he should not look upon it as all that is to be said on the subject; he should learn to strike the balance. It is quite natural that the world today should be confronted with impulses leading entirely to materialism. That cannot be prevented, it is connected with the deep needs of the age. But a counterbalance must be established. One very prominent means of driving man into materialism is the cinematograph. It has not been observed from this standpoint; but there is no better school for materialism than the cinema. For what one sees there is not reality as men see it. Only an age which has so little idea of reality as this age of ours, which worships reality as an idol in a material sense, could believe that the cinema represents reality. Any other age would consider whether men really walk along the street as seen at the cinema; people would ask themselves whether what they saw at such a performance really corresponded to reality. Ask yourselves frankly and honourably, what is really most like what you see in the street: a picture painted by an artist, an immobile picture, or the dreadful sparkling pictures of the cinematograph. If you put the question to yourselves quite honourably, you will admit that what the artist reproduces in a state of rest is much more like what you see. Hence, while people are sitting at the cinema, what they see there does not make its way into the ordinary faculty of perception, it enters a deeper, more material stratum than we usually employ for our perception. A man becomes etherically goggle-eyed at the cinema; he develops eyes like those of a seal, only much larger, I mean larger etherically. This works in a materialising way, not only upon what he has in his consciousness, but upon his deepest sub-consciousness. Do not think I am abusing the cinematograph; I should like to say once more that it is quite natural it should exist, and it will attain far greater perfection as time goes on. That will be the road leading to materialism. But a counterbalance must be established, and that can only be created in the following way. With the search for reality which is being developed in the cinema, with this descent below sense-perception, man must at the same time develop an ascent above it, an ascent into Spiritual reality. Then the cinema will do him no harm, and he can see it as often as he likes. But unless the counterbalance is there, people will be led by such things as these, not to have their proper relation to the earth, but to become more and more closely related to it, until at last, they are entirely shut off from the Spiritual world.

Dr. Steiner: Perhaps Mr. Molt would say a few words.

Mr. Molt thanks the teachers for their work in the past school year and gives particular thanks to Dr. Steiner. He recalls Dr. Steiner’s words about strength, courage, and light at the beginning of the course in 1919.

Dr. Steiner: I too must think of the time when we began our course last fall. It is certain that what we attempted to bring from spiritual life into our own spirits has had an effect upon our souls. I would like to recall that moment and again ask those good spirits who are watching over our deeds to bless us and give us strength for our work.

I would like to continue with what I briefly touched this morning. I said that it was particularly valuable at this important moment in human evolution to believe we need to use all our deeds and being in working toward the intent of the Waldorf School. I spoke of this at the beginning of the pedagogical course in Basel. At that time, I said that many teachers have done an enormous amount of work toward providing principles of education, and it is not our task as anthroposophists to replace everything people such as Pestalozzi or Fröbel right up through Diesterung and Dittes have done. I mentioned that the abstract foundations that have come down from the great pedagogues of the nineteenth century will certainly stand up to a didactic pedagogical critique and that people can justifiably criticize us when we speak of a renewal of pedagogy.

In reality, something quite different concerns us. If you read Pestalozzi, or Fröbel’s works, if you read from Herbart right up to Dittes, you will find they speak of many beautiful things in regard to pedagogy. However, if you look deeply at what the educational system does, if you look into what actually goes on in the Pestalozzi schools, you will recognize that the spirit active there does not correspond to those principles you can accept abstractly. You need only look at the critical remarks Fröbel wrote about the Pestalozzi schools. If you follow the development of education in the nineteenth century, you will see that, in spite of the fact that people often thought properly, the proper thing was not taken up, was not done. Why is that? There can be but one answer. Regardless of which realm of culture you look at, it is always the same. Namely, the entire nineteenth century was under the influence of materialism. If we formulate educational principles from our anthroposophical standpoint, they can sound identical to what the nineteenth-century pedagogues said. We must, therefore, mean it differently. We speak from the perspective of the spirit, whereas they spoke from the overwhelming impulse of the materialistic worldview. Regardless of how idealistic those things may sound, those thoughts nevertheless arise from the position of materialism. It is not important that we discover some new abstraction, but that we find a new spirit.

Today, I want to present you with something I have recently said repeatedly in various places, something we must take into account in our times. Modern people think, when you speak of materialism, that it is a false view of the world, that we lay it aside because it is not right. Unfortunately, things are not so simple. The human being is a being of soul and spirit and also a physical, bodily being. But, the physical body is a true reflection of the spirit and soul, to the extent that we live between birth and death. When people are as blinded by materialistic thoughts as they became during the nineteenth century and right into the present, the physical body becomes a copy of the spirit and soul living in materialistic impulses. In that case, it is not incorrect to say that the brain thinks. It is then, in fact, correct. By being firmly enmeshed in materialism, we have people who not only think poorly about the body, soul, and spirit, but people who think materially and feel materially. What that means is that materialism causes the human being to become a thinking automaton, that the human being then becomes something that thinks, feels, and wills physically. The task of Anthroposophy is not simply to replace a false view of the world with a correct one. That is a purely theoretical requirement. The nature of Anthroposophy is to strive not only toward another idea, but toward other deeds, namely, to tear the spirit and soul from the physical body. The task is to raise the spirit-soul into the realm of the spiritual, so that the human being is no longer a thinking and feeling automaton. I will say more about this tomorrow in my lecture, but human beings are in danger of losing their spirit-soul. What exists today in the physical as an impression of the spirit-soul, exists because so many people think that way, because the spiritsoul is asleep. The human being is thus in danger of drifting into the Ahrimanic world, in which case the spirit-soul will evaporate into the cosmos. We live in a time when people face the danger of losing their souls to materialistic impulses. That is a very serious matter. We now stand confronted with that fact. That fact is actually the secret that will become increasingly apparent, and out of which we can act fruitfully. Such things as the pedagogy of the Waldorf School can arise from a recognition that humanity must turn toward spiritual activity, and not simply from a change in theory. We should work out of that spirit.

We should all treasure having found ourselves here in this circle due to a feeling that we must so act, some of us more clearly, some of us less. You need only compare the seeds we have laid in the Waldorf School with all the terrible things giving rise to such a hostile storm.

The school was founded out of the echoes of our work in Stuttgart since April of 1919. Since that time, so many wonderful things have occurred. Nevertheless, we should not forget that what we intended in forming the Cultural Commission last year completely fell in the water. You can see why it failed by looking at the terrible scandals at the Goetheanum. The obvious demise of German cultural life reveals itself as a symptom through the things occurring at the Goetheanum. We will now have to use our strength very differently than we did before in order to counter that demise. That cannot, of course, occur only at the Waldorf School. Through the understanding that the Waldorf teachers have shown, through their dedication to their work, they are now called upon to act in a general anthroposophical cultural direction.

That struck me in such a living way today at the closing of the first school year, and was what I meant with the words I spoke in the presence of the children this morning. The children will not have understood those words, but that is unimportant. We know it is not so important that the children understand what we say to them, but that later many things brighten in their souls. I also received in the name of the spirit who is to permeate the Waldorf School the words of thanks given by Mr. Molt. That spirit will need to become more and more the spirit of Middle European culture. Those people who make themselves more materialistic, who lose their souls so that civilization will become materialistic, could still be saved today if what we have here in the spirit of the Waldorf School spreads out into the world.

Of course, we must protect the Waldorf School from every kind of false appearance. We should be clear that we must become increasingly reticent with those people who have heard of the founding of the Waldorf School, and now see it as their task to extend their world of loafing about into it. They also want to participate in the Waldorf School, to take part in what we offer, and to take some of that with them in order to make it into something similar elsewhere. We should be clear that we do not find it important to offer these loafers respite here, but that the anthroposophic spirit must be a part of the basis of any schools following the Waldorf School.

A few months ago someone came to me who wanted to found something similar to the Waldorf School in France, and asked if I could give some advice. She wanted to know if she could observe in the Waldorf School. I told her I could recognize what she wants to form in Paris as being in the spirit of the Waldorf School only if they formed the school in exactly the same way that we formed the Waldorf School. Thus, these friends in France would first have to be ready to call me there to hold a course, and they would also need to declare that their school arose from the same spirit. Otherwise, I would have to strictly deny that it was comparable.

You should not think that such answers are egotistical. You need to be clear that we will not move forward if we do not stand upon a firm anthroposophical viewpoint, that is, if we do not keep ourselves free from desires for compromise. If we take a clearly delineated standpoint, then it is not impossible that we would ourselves form a Waldorf school in Paris. What is important is that we cannot be moved to make any compromises. Today, you get the furthest if you have a clearly spoken standpoint. You can be outwardly conciliatory, but inwardly what is important is that you have basic principles, and that you stand by them. For that, you will need the strength to look at things in a radical way and not give in to a tendency for compromise. As you know, at least in the spirit of our endeavor, we have tried during this first year to work from such a firm position. I hope that will become clearer. As teachers in the Waldorf School, you will need to find your way more deeply into the insight of the spirit and to find a way of putting all compromises aside. It will be impossible for us to avoid all kinds of people from outside the school who want to have a voice in school matters. As long as we do not give up any of the necessary perspective we must have in our feelings, then any concurrence from other pedagogical streams concerning what happens in the Waldorf School will cause us to be sad rather than happy. When those people working in modern pedagogy praise us, we must think there is something wrong with what we are doing. We do not need to immediately throw out anyone who praises us, but we do need to be clear that we should carefully consider that we may not be doing something properly if those working in today’s educational system praise us. That must be our basic conviction.

To the extent that I feel in a very living way what it means to you to have devoted your entire person to work of the Waldorf School, I would like to say something more. As Waldorf teachers, we must be true anthroposophists in the deepest sense of the word in our innermost feeling. We must be serious about an idea often mentioned as a foundation of Anthroposophy, one of importance for us. We should be aware that we came down from the spiritual worlds into the physical world at a particular time. Those we meet as children came later and, therefore, experienced the spiritual world for a time after we were already in the physical world. There is something very warming, something that strongly affects the soul, when you see a child as a being who has brought something from the spiritual world that you could not experience because you are older. Being older has a much different meaning for us. In each child, we greet a kind of emissary bringing things from the spiritual world that we could not experience.

A consciousness of the message that the child brings is a positive feeling that can be, and in fact, is, taken seriously by the Waldorf faculty. This awareness counteracts the decline of our civilization. It also counteracts the traditional religious beliefs preached from all the pulpits about eternity, that eternity following death toward which people look with that clever soul egotism because they do not want to cease to exist. People do not cease to exist, but what is important is how you arrive at the conviction of the eternal soul, whether you come to it through egotism or whether you have a living perspective and comprehension of the eternal human soul. A living comprehension will lead you to see the pre-existence of the soul, to see what the human being experienced before birth, to see that human life in the physical world is a continuation of previous experiences. Traditional religions strongly oppose preexistence, which can make a human being selfless. They strongly oppose those things that do not strive toward a murky and numbing uncomprehending belief, but toward knowledge and the clear light of comprehension.

Such things become practical when we say a child came down from the spiritual world later than we did. From the child’s life before me, I can perceive what happened in the spiritual world after I left. To carry such a living inner feeling is a genuine meditation for teachers, one of tremendous value and significance. By enlivening anthroposophical nature in such a specific way, we will truly be teachers working from the anthroposophical spirit. The best we can develop in Anthroposophy is not what the lazy people of the world want to coax out of us. The best is what develops in your feelings and in your souls as the spirit of the Waldorf School. During this first year, that spirit has truly come alive in your souls. In the future, we will need to direct our efforts toward taking care of that spirit. That is what I wanted to say to you this morning.

We want to undertake all individual activities in that spirit. I am really very sorry that I could only come here today, and that I could not have been here for the preparation of the children’s reports. We must further develop what I said about the practical and pedagogical aspects of psychology. I can see how difficult it was for you to develop that psychology as a strength. We will continue to try because now that we have decided to be Waldorf teachers, something that arose from a cosmic impulse entering world history, out of that same impulse, we want to remain so.

Dr. Steiner, who had been standing until this time, sat down.

Dr. Steiner: We now want to continue our discussions. We need to discuss some things that have recently occurred and then see how to continue in our teaching.

A teacher reports about the year-end report meetings. Questions arose about whether some children were in the proper classes for their age and knowledge.

Dr. Steiner: That is an important question. We also need to take into account that the solution will not be very easy. If you came to particular impressions during your discussion about writing the school reports, then perhaps we need to go into those in detail. The question takes on a quite different aspect depending upon whether the situation concerns only some individuals, or whether a large number of the students are not in the proper class. We need to have an idea of how many children we should not move into the next grade, but keep in the lower grade. We need to go into detail about the numbers involved. Of course, a large redistribution of the children will reflect the inadequacy of our considerations at the beginning of school when we placed children in classes according to the information presented by their former school. We may need to disavow ourselves of things in that regard.

We will need to consider that in detail. I would ask that the teachers who have such children whom they believe were not properly placed say something about that. Can someone please begin?

A teacher mentions G.T. in the fourth grade who is too old.

Dr. Steiner: In regard to G.T., the question is not whether we should place him in another class, but whether we can bring him up to his grade next year. He is nearly twelve and I think we should try to do that. We can handle the question of French and English separately. He learns very well, and keeping him in the fourth grade would certainly be unjustified. We will need to do something about these differences.

(Speaking to Dr. von Heydebrand) Have you been able to accomplish anything with F.R.?

A teacher: He is very well behaved in class, but he does not know as much as the other children.

Dr. Steiner: He is, however, mature enough and will certainly come along. It was therefore not a mistake.

In that regard, could we perhaps go into the question that I heard gave you many headaches. I can certainly imagine how terribly difficult it would be, but we must objectively weigh whether we should form another sixth grade, given all the psychological peculiarities of the present fifth grade. We need to consider whether it might be better to create an additional class. We would not need to split the class down the middle. We can certainly arrange it so that you, as the present teacher, would have full say. Now, there are fifty-one children, so I think we could arrange it so that you could select your sixth grade class, which would then consist of thirty, and we would move twenty. I would certainly think that everyone has absolute freedom in that regard. You should choose fifteen boys and fifteen girls.

A teacher: I have a list of twenty-six for me.

Dr. Steiner: As you wish. The choice lies entirely with you. However, it seems we should do it this way since the class was somewhat too large.

Do you have something against dividing the class? I know that you like them all so well that you do not want to give up any. Still, it would be better. You could certainly achieve the sixth grade goals if you had no more than thirty. If you could keep those you believe should stay, and then split off a class of twenty, would you agree? That would be the right thing to do. Then it will be easier to work with children like G.T. Is there another child we should consider? A teacher: I had A.S.K. in the sixth grade. He is epileptic and had to stay away from school for several months.

Dr. Steiner: He must certainly repeat the sixth grade. He could go into the new sixth grade class. We need to be careful with those children we are holding back. We should speak about him with his parents.

A teacher: This is a tricky thing. The parents will not understand. They do not have a very positive attitude. There are always problems with the boys.

Dr. Steiner: Well, that is certainly no reason. Certainly not. The father is a reasonable person, though not a strong person; he is certainly reasonable. It would be best to speak with him and not with his wife. The boy is neglected, and it would certainly not matter if we kept him in the sixth grade. The question is whether he should be removed from school and whether we should let it come to that. If he really is removed, then that will be the end for him. If he remains, he will at least not sink further.

According to his report, there is really not much possible other than leaving him in the sixth grade. For the time being, I would suggest that you speak with his father, but that only needs to happen at the beginning of the new school year. There are advantages in having the boy do the sixth grade again. I would simply present that to the father objectively. From the way you judge him, it appears that he hears things only intermittently, and if he were to hear them again, that might be good. If you see that the father is going to remove him, then we will put him in the seventh grade. This is certainly difficult. Are there only these few cases?

A teacher asks about F.M. in the fourth grade.

Dr. Steiner: There is no real reason not to put him forward. He is a weak student and difficult to handle. For the time being, we will need to put him forward and try to do some things so that he learns and catches up. Otherwise, we would contradict ourselves too strongly.

A teacher asks about K.A. in the fifth grade and suggests that he be placed for a quarter of a year in the remedial class.

Dr. Steiner: (speaking to Dr. Schubert) Perhaps you could take him on for a quarter year and bring him along. It appears that there is a kind of mental weakness in the family. I would advise you to work with him.

H. will remain with you in the remedial class, and then you can decide when you think she has caught up enough and should go into a class. The remedial class will remain as it was.

I thought that M.G. would not move on to the second grade. She was in the remedial class quite a long time, but one beautiful day the light will go on in that girl. It may happen. Let’s keep her in the remedial class and decide later. If she wants to, it would harm nothing if she participated in the lowest grade. She can also do that, so let her participate in the lowest grade. In general, we do not need to make any major changes. We can resolve the cases we have. We do not need a complete revision.

In teaching foreign languages, it will be less difficult because we do not have to divide the children so strictly according to grade. We should not teach foreign languages so strictly according to grades. Things have developed that way; in general, we do not need to arrange the foreign language classes according to the grades.

In teaching foreign languages, there is a tremendous difference between speaking in chorus and individual speech. The children can all easily speak in chorus, but individually they cannot. We should use that fact. We will discuss that in the pedagogical questions next year, namely, that we should try to have the children speak individually immediately after they have said something in chorus. That should become a basis of learning, without doubt.

A teacher mentions that it will be difficult to carry out the class schedule if children from one class have foreign language with other classes.

Dr. Steiner: It would be best, but this is not possible practically, if we had groups of two different ages together, so that one child could learn from another. It is good when the younger children learn a language from older ones. It helps when weaker and better children are together. For now, we cannot do that, but when it becomes possible, we should mix the weaker and better children together in the language class.

A teacher: What should we do with the new children in the language classes? Should we tutor them?

Dr. Steiner: We will need to tell the parents immediately that there will be a lesson in the afternoon. There is nothing else we can do other than simply to push harder. Are there really so many new children?

A teacher: Since Christmas, I have fourteen new students.

Dr. Steiner: We certainly do not want to set up any rules in this regard, but look into each case separately. In general, if there is no particular reason, it would be best to advise people to remain at their present school until the end of the year, but we do not want to be completely unfriendly.

We must form an extra class in foreign languages for such children. That is absolutely necessary since otherwise we cannot take children into the upper grades. If only that is possible! We need to do what needs to be done. In general, we can say that in the language classes it may be possible to have older and younger children since the younger children will learn from the older ones, and the older children will move forward by helping the younger ones. We can certainly mix up the ages.

A teacher asks about increasing the number of hours of language.

Dr. Steiner: You want more hours, but on the other hand, we really have the children in school long enough. We cannot increase the number of hours. I don’t think we can do anything there. Later, in the higher grades, we can think about it. Perhaps in the ninth and tenth grades we could do some more language. We cannot take any time away from the main lesson, not one half hour can be removed. We cannot keep the children in school even longer; they are already here most afternoons.

A teacher: What is the maximum number of hours we can teach children during elementary school? In the first grade, we have them for twenty-six hours, but in the higher grades there are already many more hours, due to Latin.

Dr. Steiner: We cannot increase the number of hours. Why didn’t you present eurythmy as a separate subject in the reports, instead of combining it with music? I see that as a shortcoming.

Dr. Steiner: With music it is certainly possible that we can do something. It is certainly true that there are not enough hours. Do you want to make a specific proposal about how many hours you want in each class?

A teacher: We could do that differently. We could arrange things so that we have separate classes for choral singing and for practice in listening, or we could give choral instruction at particular times around the times of the festivals. That would be my preference. I assume I will have the classes as they now are. In classes that are too large, I cannot meet each of the children adequately.

Dr. Steiner: How many hours would you need for music in the first grade? We already have twenty-six-and-a-half hours there.

A teacher: One hour.

Dr. Steiner: Then you could also meet each child individually. We still need to do much with the class schedule. Certainly this one hour is possible, also in the second and third grades. The question is whether we should always have choral instruction in the upper classes. That is something we could do from case to case. I think that you could divide the time you have for teaching music into individual and choral instruction.

Then there is also the deportment class. That is not a problem, and we can certainly add that, I mean, add it to the other hours, but it should not detract from music. What you want when we have the new teachers is to have individual students by class and not combined. We must do that.

In addition, as soon as we have the capacity, we will need to add some gymnastics. We can certainly include gymnastics so that we can say “gymnastics and eurythmy.”

That would be quite good. We could bring them together so that we have physiological gymnastics alongside psychological eurythmy. If anyone asks, we can say we have not ignored it, it is included. We cannot have less eurythmy, we must have a special period for it. It would probably be enough if we had a half hour of gymnastics per week connected with eurythmy, or if we mixed the exercises in both. We need exercises with standard gymnastic equipment.

There is a problem with gymnastics. We cannot put the boys and girls together. The division is a space problem. We cannot have the boys and girls together when we work with the gymnastic equipment. With the floor exercises, we could certainly put them together if the children have gym clothes. That would certainly be possible, everything else is simply prejudice.

An objection is made.

Dr. Steiner: Why do you think so? Often the girls do not do what the boys can do. You could form groups and work with them alternately. In the one case, the girls could work on the parallel bars and the boys with the high bar. The girls would need to have gym shorts. We would need to have decent pants made down in the factory.

The question now is, who could take over the gym class so that you are not overburdened? Already, everything in the school concerning singing, eurythmy, and music lies with you. In general, much depends upon you.

A teacher (who had previously done some gymnastics): If we have eleven classes, there is a question whether that is possible. Could the class teachers also provide some instruction in gymnastics? Not always, but here and there?

Dr. Steiner: The class teachers are already burdened. The lower three grades do not need any gymnastics. We can take care of the first and second grades with eurythmy alone. Afterward, however, we will need to have gymnastics. It would also be good to do it. It would be quite nice if we could connect it with eurythmy, so that the children first have eurythmy and then do gymnastics.

Gymnastics would be a little too much for you. I had not thought of that. There must be a way to give someone else that period. Actually, two need to be there. The eurythmy teacher needs to be there also, but that is not difficult.

Well, we need to look at that. Either we can let gymnastics go, or we find a way to have a gym teacher. It would be enough to have an hour of eurythmy and then, right after, a half hour of gym. But, then, we would have too many hours.

(Turning to Mrs. Baumann) Now you have two hours of eurythmy. Wasn’t that too much?

A teacher: I often had fifty-one children at once. In the third grade, I had forty-eight. I handled that by having half of them watch while the others did the eurythmy.

Dr. Steiner is in agreement with that.

A teacher wants to divide the classes.

Dr. Steiner: We will do that when we see what the other classes need. That is something we need to determine at the beginning of the next school year. The size of the classes is not yet clear, but there are more children coming. How many children do you think will be in the first grade next year?

A teacher: Fifty-six.

Dr. Steiner: Of course, we must make two classes of that. For the second grade, we don’t need to consider it. The future fourth grade is also so large, it has over fifty children. There are so many new children. I also thought of giving the youngest children to Miss Lämmert for singing, as it will be too much for Mr. Baumann. It would also be too much for gymnastics. We have to see how we can work with the faculty we have.

We must also discuss the question of the faculty. The number of new classes is increasing, and we need new teachers. There are now two temporary buildings under construction, which we hope to complete by the beginning of the new school year. If they are ready, we will have just enough room. There may even be enough when we divide the future second and fourth grades since they are both more than fifty children. It will, however, be tight with the rooms. All we can do is keep the number of specialty classrooms down. We will have to put this off. We could just make it with the structures we now have. However, we are missing, at least for the time, a room for singing. A room is missing for the kindergarten, and we are also missing the rooms for the additional classes we will have in the following years. We do not have a library or a gymnasium. We lack rooms for the continuation school, but perhaps we can leave the continuation school aside for now. We still need a room for the physician, as we discussed before. We are missing a whole number of things. These are all things that we recently discussed. Perhaps we should try to solve these things by adding an extra floor.

A teacher: We can’t do that.

Dr. Steiner: Why is that impossible? Why did we want to add a floor and now we can’t do that?

A teacher: The foundation is inadequate.

Dr. Steiner: I don’t understand. What does the architect say? Didn’t he know that already? It is terrible when ideas come up that turn out to be impossible. Of course we can, we are told, and then afterward everything has to be changed. The building code should have been thought about earlier. In Dornach, I would never allow anyone to present a plan if we were not absolutely certain we could complete it. We only lose time with such things. We go around with ideas, and then nothing comes of them. We had counted upon having the eurythmy room upstairs. I mean, we counted upon it. You told me about that in Dornach.

A teacher: Not as a fact, but as a possibility.

Dr. Steiner: I don’t want to know about possibilities. If someone tells me about something, I assume it to be real. Otherwise, it is nothing. You should always get a definite answer from the Building Department first, and then the architect must know he can count on it.

Now the only possible plan is to build a gymnasium and attach the other rooms I mentioned to it. That would then be the first part of a rationally designed school building. Our concern now is where we should build it.

That is something we need to consider carefully. Is there enough money? The main question is whether we have enough money. We need to spend the money, even if the purchase is not entirely necessary. It is there, people have given ten million marks. Now everyone wants to do things without risk. This is entirely a question of courage. We must build upon that basis. The spiritual value will certainly come from the school, and not from other things. As a result, we must have the courage to undertake risky projects. However, we should not do more shaky things than we can balance with solid things.

We will need to travel around in the next six weeks to raise the money. The question is how we should do that. We need to see how we can find some way of doing it. We need to get some money, so it will be necessary to enlarge our plan for the school association. It is easily possible that we could get some money if we form a World School Association, that is, a general association for such schools, one that is international. Now everywhere we go, people say that Berlin has no interest in paying for the Waldorf School. If we form a World School Association, it might be possible to use some of the income for Stuttgart. It is unlikely that we would get very much if we ask people to pay for the Stuttgart Waldorf School. We need to see to it that we find some way to get some money. A number of things are in progress, but they are not going very quickly. We have something very promising in Dornach, a shaving soap and the hair tonic, “Temptation,” but we can’t get that going quickly enough. We cannot invent things fast enough to have a gymnasium, a eurythmy room, and a music room in the fall. Before we have that, all the baldies would have to grow hair.

A teacher: At the risk of my wife not recognizing me, I want to try it.

Dr. Steiner: Our eurythmy ladies have already decided to try the hair tonic so that their mustaches grow. Then they will shave them off with the shaving soap. The thousand-mark bills will grow on peoples’ heads. There is still some money. The members of the Anthroposophical Society do not know how important the Waldorf School is. I recently spoke with some women, and they had no idea it was so pressing. Everywhere people are saying we should form schools. All that we need to do is to ask people, but we should not give the impression that we want to spend everything here. For that reason, I said that we don’t want to center everything here in Stuttgart, but instead travel around to various cities and prepare people. We don’t want to send things out and dictate to people. That was how the thought arose of creating a school in Berlin. We should not try to have people put off their school plans. What is important is that we do not offend people, so we will have to travel. We could go to The Coming Day for capital we would then pay interest on. We could afford the interest for four hundred thousand marks, so what we need to do to keep things moving, we should do immediately. Enlarging the school further is another thing. If we want to continue the school beyond next year, and want it to continue to grow as it has, then we will need a great deal more room.

A teacher: Perhaps it would help if we used one of the larger classrooms as a music room in the afternoon.

Dr. Steiner: Perhaps we could work that way until we build the gymnasium. We have now come to a question that we have to solve in some way, as otherwise the school cannot continue. We must solve the problems of classroom space and future teachers.

There is a discussion about the need to build housing for the teachers.

Dr. Steiner: The whole problem of space remains unresolved. We have resolved the space question only to the extent that we have room for the classes. The other rooms we need are to a large extent insufficient or not there at all.

How many new classes will we have? A first grade, a sixth, a ninth. We are also missing the gymnasium and an art room. The gymnasium would be the eurythmy room. We will need to make ends meet, only it must be large enough for eurythmy. We will have to see how we can build the gymnasium and the other additional rooms.

It seems to me that today we have made a list of only what is absolutely necessary. We can see from this situation that we will not move forward if we think only about the minimum. If we were to begin with the gymnasium now, the situation would improve so much by Christmas that we would really have acceptable conditions. Everything is hanging in the air, and no one knows if it will be different two weeks from now. We need specific information about what things cost. We cannot negotiate the way things are now.

A meeting with the architect was set up for the following day.

A teacher: It is our own fault, because we have only taken care of the present. There have been so many new enrollments that the situation completely changed within three weeks.

A teacher: We must look at what we must do, and in addition, we must raise the money. The question of money must be secondary. We haven’t yet had any personal discussions with the parents who certainly have a real interest in the continuation of the Waldorf School. Some of the them have given loans, but we need to work with them personally. What we cannot get together in that way we will have to borrow from The Coming Day. We need to create a comprehensive plan for raising money in the next few days. In my opinion, the progress of the Waldorf School should not depend upon financial things.

Dr. Steiner: Yes, we need something concrete. We cannot negotiate anything when we see that the architect says he can make the hall, and then says he can’t. To work in that way is terribly inefficient. We already discussed in our last meeting that we need a eurythmy hall. We have known that for some time. We based our plan upon that impression, namely, that the architect had said we could build it. In any event, we have lost three weeks since the architect claimed we could add a new floor, and today that is no longer true. We do not want any temporary structures. We must see that we build the new things with an eye toward a longer period. We definitely need to meet again tomorrow.

You could also inquire at the Building Department before you officially present something whether they might approve what we want to do. In any event, we cannot discuss it further until we have a plan. That is the main thing I wanted to say.

Dr. Steiner is asked to say something about the problem of the faculty housing.

Dr. Steiner: It is difficult for me to say anything since I am not in a position of putting up the money. That is the first thing you need to know. As long as we do not have the money, the question of teachers’ housing remains purely academic. Apart from teachers’ housing, there are other things we need to do. Either we will carry things out or they will not be done. It is important to avoid making the mistake of planning only for the minimum. We need to do things as they should be done, independent of the financial situation.

I am certain, since the self-sacrifice of the teachers has so elevated things, that things will move forward spiritually, that there will be no spiritual fiasco. The events of the first year have shown that we can hold on. Whether the world will give us money? I hardly believe anymore that the world will give money for such things. People have no understanding for them. That is something that causes me tremendous distress. What I said at the beginning of this meeting is certainly correct for the spiritual realm. We need to place material questions upon a reasonable foundation.

What can we do? How far we can expand the school is an important question. Somehow we must find a limit, or we must have people behind us who can give millions. The situation is impossible because we have accepted every enrollment. For that reason, I would propose that, in the sense of my introductory remarks, we declare we will continue the school as it was, and that we will not accept new children if we cannot build a gymnasium. We can tell people that we receive no support. We need to do that in the most effective way. We will continue the school as we did in the previous year, but we must, unfortunately, reject those children we have already accepted. The world should know what the situation is. We should tell people about this. We can say, hypothetically, that if we do not receive the finances we need, if we are not able to build a eurythmy hall and gymnasium for the fall, then we must limit the school to its present size. If we do not state things this radically, we will not move forward. We will also not be able to pay the teachers.

A teacher: Could we raise money by traveling around and giving lectures?

Dr. Steiner: We can certainly do that. However, I do not believe that your work will be fruitful if we don’t draw people’s attention to it. I also do not believe that we will be able to work if things stay as they are. I certainly think it will make an impression if we keep the children we now have, but do not enroll anyone new and turn away the new enrollments we have. If we tell people this, I think it would help. If we remain in this difficult financial situation, no one knowing where the money will come from, we will not move forward. It should be a “back against the wall” declaration that indicates what the work of the faculty can achieve here, and that the world has failed to provide the financial support that it should.

A teacher: People ask why they should give everything to Stuttgart. People in Hamburg and Berlin have no interest in what we are doing here in Stuttgart.

Dr. Steiner: The important thing is for the spiritual movement to continue. We cannot say that what is important is that we are creating something here that is for everyone. We certainly cannot say that people should give for the work in Stuttgart and ignore other things. We should certainly not imply that we are forming a central organization in Stuttgart and demand that people give to it.

A teacher: Should we put an announcement in the newspapers that the number of students has grown unexpectedly, so that we now need to employ more teachers in order to continue the school in its original spirit? Also, that we depend upon their support?

Dr. Steiner: We should say in a positive way that we are ready to continue the school as it has been, but that we can no longer accept new enrollments if people do not help to support us. We need to say a radically serious word. We will not consider the formation of new classes with regard to new enrollment.

One of the less well known poems written by Goethe is called The Secrets.¹⁵³ It has remained a fragment. Goethe speaks of a pilgrim, Brother Mark, whose peregrinations remind us of the destiny of Parsifal. Having travelled a long way he comes to an isolated house, a monastic kind of building. There he finds a federation, a gathering of twelve persons. He ultimately gets to know the nature, the character of the twelve and of a thirteenth who is their leader. Each of the twelve has something to do that is extraordinarily important. It is to give a kind of description of the life of the thirteenth. This thirteenth individual has worked his way through chaos and obstacles of all kinds. Goethe says of him:

Man needs to overcome and free himself
of the great power binding all creation,

meaning someone who develops the higher human being in himself.

This thirteenth individual, called Humanus, has grown completely beyond himself. The greatness, the influence of this wise individual, as we feel and intuit him to be, is even greater because, as we are immediately told, he is dying and before entering the higher worlds of the spirit has the ultimate, most beautiful and greatest gift to give to the twelve. And the ‘pure fool’ is to win through and take the place of the thirteenth. There is some kind of Good Friday magic about this fragment. And the whole should indeed have been presented in the Good Friday setting. Goethe himself explained the poem more or less by saying that there are many confessions in the world but we must see the same kernel of truth in all of them.¹⁵⁴ He suggested this in the poem by putting one of the twelve world religions before us that represents the common kernel of truth in the twelve. And the thirteenth is the representative of this original truth itself. The poem really outlines the theosophical view of the world. Using a poetic image, Goethe wanted to show how a synthesis of all religions can be brought about in peace. When Brother Mark comes to the monastery gate, a cross with roses wound around it shines out. Goethe knew the deep significance of this symbol, and also hinted at it in his verses:

Yet something new comes to his inner mind
When he beholds the image with his eyes:
The cross stands there, with roses closely wound.
Who put together roses and the cross?

These are words of truly esoteric meaning.

The question we are going to consider today is ‘How do we gain knowledge of the higher worlds in the Rosicrucian way?’ We are going to discuss some aspects of the Rosicrucian method. It is one of the ways of gaining insight into and access to the higher worlds. The term ‘Rosicrucian’ may sound strange and peculiar to some of you. One has heard of the Rosicrucians as a secret brotherhood which first appeared under that name in about the 14th century. Anything one finds in encyclopaedias and the current literature about them is of no account. A number of highly influential people have represented a quite specific spiritual stream as Rosicrucians. It is only too easy to flail into the most serious error when seeking to discover the greatest truths, as may be seen from many publications on the Rosicrucians. They were one of the closest secret brotherhoods and had to go through severe trials and tests. Anyone wishing to become a member of the order had to go through many things. The aspirant had to go through specific occult training to gain self-knowledge. Ignorance may, however, make the sublime appear in caricature. And that is also how Rosicrucianism was completely misunderstood and distorted to become caricature. What has been written about Rosicrucianism is utter charlatanism. Someone who is able to judge it rightly will see the kernel of truth in it. But it has always been difficult to find out about Rosicrucianism, as you can see from the fact that Helmont,¹⁵⁵ Leibniz¹⁵⁶ and others were unable to do so. Rosicrucian initiation is said go back to a book written in the early 17th century which says, among other things, that the Rosicrucians were involved in alchemy and also other things such as higher education. That's what is says in the Fama Fraternitatis.¹⁵⁷

Even there you'll find nothing about genuine Rosicrucianism, for the secrets of the Rosicrucians were passed on by the oral tradition. Things that are outwardly given the name ‘Rosicrucian’ are hardly suitable for getting at the essence of the Rosicrucians. Today we'll consider the methods used by the genuine Rosicrucians, in so far as this is possible on a public occasion. The theosophical movement initially started in the Oriental way. The truth can be found anywhere if one knows how to look for it and is sufficiently mature. People had a different way of thinking things at the time when the ancient Indians received the teaching of the holy Rishis, a different way of feeling and using their will, of seeing and perceiving. The things they did in those days can no longer be done today. The methods used in the past can no longer be used today. Nothing in the world is absolute; humanity is in a continuous process of evolution. People now have a very different, more subtle structure to their brains, and even the way the blood is formed is different. Because of this, all truth must be transformed today, and initiation methods must be such that they are suitable for present-day Europeans. These are the reasons why there had to be Rosicrucianism, a completely different way of initiation. The Rosicrucian stream is in the care of great teachers who have always stayed in the background.

Rosicrucian initiation is in seven stages. These provide a standard method that makes it possible for Europeans to go through the trials they have to go through. The stages do not necessarily have to be consecutive, for the teacher would choose what was best for the individual nature of the pupil. The seven stages are study, imagination, inspired insight or reading the occult script, preparing the philosopher's stone, correspondence between microcosm and macrocosm, entering into the macrocosm in a living way, and the 7th or highest stage which is godliness.

Study meant developing concepts and ideas that made a person able to form a sound, comprehensive idea of essential relationships. For the Rosicrucians, study involved everything we have in theosophy today, having taken away the Oriental garb. Theosophy today offers Rosicrucian wisdom. We have also spoken about the elementary Rosicrucian teaching in public lectures.¹⁵⁸ The main point is to gain a sum of concepts relating to the world that form a complete whole, in a strictly established, firm set of ideas. A system of thinking is created that is entirely sensible. A Rosicrucian had to be a sober, thinking individual. These teachings are truths accessible to the simplest hearts as well as intellectual minds. What is the aim of such study? It leads to insight into higher worlds—the astral world and then the spiritual or devachanic world—that are invisibly all around us.

Man has the same number of abilities to perceive as there are worlds around him. To begin with, these abilities are of course undeveloped. For someone born blind, gaining sight is like a new birth. In the same way, the appearance of yet another world is always like a new birth for the human being. The astral world—we call it that for specific reasons—is around us, and so is the spiritual or devachanic world. It would be arrogance for someone who does not know the higher worlds to insist that they do no exist. The astral world and the devachanic world both differ tremendously from the physical world we are able to see around us. We gain completely new impressions in the astral and again in the devachanic world. Yet although our perceptions in these worlds differ greatly from those we have in the physical world, the logic is always the same. Thinking is the same in all three worlds; it only changes in worlds that lie beyond. Having learned to think in one of these three worlds, the laws of this are the same also in the higher ones. The problem is, however, that in the physical world human errors are corrected from experience. In those other worlds there is no such easy correction, and we therefore need a solid standard of objectivity. You will be completely unsupported if you enter those worlds without this objectivity. This is why a guru was needed for initiation in earlier times. The guru had to be the ultimate authority in the soul of an individual who was being initiated into Indian yoga wisdom. In Rosicrucian training, the guru-pupil relationship is replaced by the support gained from trained thinking. The pupil must be his own guide. Because of this, study is an important part of training. Fundamental truths of theosophy have been written in Truth and Knowledge and The Philosophy of Spiritual Activity for both the simplest hearts and people who aim higher. Reading those books it is necessary to be completely given up to inner work, letting one thought evolve from another.

The 2nd stage of the Rosicrucian path was imagination. A comprehensive method meant that one was then able to take the first step into the higher worlds. Experiencing imagination we perceive the deeper meaning of Goethe's words ‘All things corruptible are but a parable’.¹⁵⁹

Looking at a plant we can experience in its form and essential nature how true it is that the spirit of the earth, as it were, reveals itself in it when it is sad and when it is cheerful. It is a great truth that man is part of the earth just as a finger is part of the human body. Man is only part of the whole but he has the illusion of living a separate life. The finger is protected from such illusion because it cannot walk about on the human body. If you feel yourself to be an integral part of the earth, you have a feeling not only for the poetry but for the truth of Goethe's words of the earth spirit.¹⁶⁰ When human beings enter into the things which the earth spirit produces on its surface, many a plant will be the earth spirit's tears for them, and many a plant its smile.

Something else was brought to the pupil's awareness by all possible means. He would be told: ‘Look at the calyx with its organs of fertilization, chastely held up to the sun. The sun ray kisses the inner calyx. The plant innocently holds out its organs of fertilization to cosmic space. Think of this transformed and taken to a higher level. Consider the animal first, and the human being, and see how the human being veils the principle which the plant holds out to the sun. And then say to yourself: “One day man must reach a higher level where anything base will have gone from his organs. At this higher level he will offer to the sun the principle which today is the calyx of the plant. All drives and instincts will then have been purified, the human individuality will have overcome its natural desires.”’ In Rosicrucian wisdom this transformation was called the grail, the sacred chalice.

When a person has lived for some time with such ideas, he will be ready to move on to even higher experiences. The physical eye only sees the seed of the plant. When the soul has been prepared, it will be able to penetrate to the image that arises for it from the seed grain. A flame form will arise from the seed for that soul. The individual thus learns to see the spiritual aspect that is behind things; he comes to know that everything physical has been born from a world of the spirit.

The 3rd stage is called reading the occult script in Rosicrucian training. The cosmic powers active in the world are revealed in certain currents and in colour and sound combinations. This occult script is written into the structure of the world. An example is the spiral we see as two intertwined vortices in the Orion nebula far out in the cosmos. At the microcosmic level, the incorporation of the human seed takes a corresponding form. The image of a double spiral is the sign of cancer in the zodiac. In occult script, it shows the transition from one stage of evolution to another. The sun's spring equinox was in fact in the sign of cancer when a new period of human evolution started in ancient India after the end of Atlantis.

Another sign in occult script is the triangle. This, too, is written into the macrocosm. At the microcosmic level the figure of the equilateral triangle with its centre marked is the symbol of balance restored between the three powers of soul. Harmonization of thinking, feeling and will gives rise to the higher power of love.

This 3rd stage, where conscious awareness of inspiration was gained, was followed by the development of rhythm in life and in breathing. In the language of the Rosicrucians this is called preparing the philosopher's stone. Later on it will be a stage in the evolution of humanity as a whole. Today people need oxygen to breathe. They exhale carbon dioxide, which is a poison. It is the other way round with plants, for they breathe in carbon dioxide and release oxygen. In the distant future man will consciously use the carbon which today is taken in with the food to build his physical body and no longer exhale it. The human body will then consist of an entirely different substance than it does today. It will be a soft, transparent form of carbon. Man's body will then have become the philosopher's stone. The symbol for this is the crystal clear diamond, which is also carbon.

The whole process was prepared for by bringing rhythm into our breathing and altogether into all vital processes. These are regulated from outside in plants and animals. But this no longer happens for modern man. He must create the rhythm for himself which nature gives to all its life forms. Strict adherence to such a rhythm was an important part of Rosicrucian training.

At the 5th stage of Rosicrucian training the pupil would have living experience of the correspondence between microcosm and macrocosm. Paracelsus said: ‘Everything that exists around us in space is related to us.’ The individual letters are in the world,¹⁶¹ and man is the word. Man has everything that exists out there in the world in him on a small scale, in its essence. To know yourself so that you might know the world, that was the task set for this stage.

At the next, the 6th stage, the pupil had to enter into the macrocosm in a living way. Here the human being had to leave himself behind, abandoning all that was his own. He then truly came to know the macrocosm.

The highest stage that could be reached by a Rosicrucian was that of godliness. Here the initiate grew to unite with the whole universe, he knew the summit of human evolution which humanity is to reach in the far distant future. The Rosicrucian pupils would make every endeavour to prepare for this evolution.

A lower, passive nature lives in man and also an active element. If he develops in the way I have described he will overcome his lower nature and be reborn through the spirit. This aspect of human evolution has been put into words by Goethe:

So long as you don't have it,
this word: ‘Die and become!’
you're but a miserable guest
here on this earth.

The symbol for ‘to die’ is the cross, the symbol for a new birth are the roses. The human physical body is the cross. Everything connected with powers of growth is the passive element in us. This means above all the milk. In the blood, on the other hand, the human being develops an active element as he seeks to attain to higher things. That is the secret of the white and the red rose. Our higher nature seeks to find the balance between the white and the red rose. In Goethe's poem The Secrets the thirteenth is the image of someone who has reached this exalted level. We may therefore take the words spoken by this thirteenth as a guide for all Rosicrucian endeavour:

All power pushes forward far and wide
To live and work both here and there;
the stream that is the world, however, hems us in,
builds obstacles all round and carries us away.
Caught in this inner storm and outer strife
the mind does hear a word that's hard to understand:
Man needs to overcome and free himself
of the great power binding all creation.

• 153. Steiner R. The Mysteries. A Christmas and Easter Poem by Goethe (in GA 98). Title should read The Secrets. Translator not known. London: Rudolf Steiner Publishing Co. 1946.
• 154. Die Geheimnisse. Fragment von Goethe. Published (in German) in Morgenblatt für die gebildeten Stände 27 April 1816.
• 155. Helmont, Johann Baptist van (1577–1644), Flemish physician and chemist. His son Franciscus Mercurius Helmont, developed his natural philosophy and theosophical teachings further.
• 156. Leibniz, Gottfried Wilhelm (1646–1716), German philosopher and mathematician. The source on which Rudolf Steiner based his statement has noi yet been established. See Arnold, Paul, Esoterik im Werke Shakespeares, Berlin n.d.: ‘Leibniz felt moved write that everything said about the Brothers of Rosenkreutz was pure invention on the part of some people with rich imaginations.’ It is known, however, that Leibniz was a member of a Rosicrucian group when he obtained his doctorate at Altdorf University in 1667. Baron Johann Christian von Boyneburg, former president of the Elector of Mainz's privy council, was also a member. It was at the suggestion of Boyneburg that Leibniz was called to serve the Elector of Mainz as a diplomat and legal adviser.
• 157. Anonymous work entitled Fama Fraternitatis oder Entdeckimg der Bruderschaft des Hochldblichen Ordens der R. C., Kassel 1614.
• 158. E.g. lecture of 14 March 1907, printed in German in GA 55: Die Erkenntnis des Übersinnlichen in unserer Zeit.
• 159. Faust 2, final chorus. Tr. Philip Wayne. London: Penguin 1959
• 160. Given in the next lecture.
• 161. ‘For of this will I bear witness for nature: wanting to study it you must tread your books underfoot. Written works are studied by studying its letters, but nature is studied land by land, a land as often as a page. Thus is the codex of nature, and one must turn its leaves.’ Source as in note 151, but vol. 11, Die vierte Defension, Seite 145 f. München 1924.