The Rudolf Steiner Archive

One may say that the original idea of Festivals was to make people lift their eyes, turning them from dependence on earthly things to dependence on super-earthly ones. And it is consideration of the Easter Festival that can especially bring about such thoughts. In the course of the last four or five hundred years the civilization of the world has gone through a spiritual evolution which has inclined humanity to turn its attention more and more away from its connection with cosmic forces and cosmic powers. Human attention has been restricted increasingly to the study of those conditions prevailing between man and earthly forces and powers. It is also the case that with those means of knowledge which are considered legitimate to-day it is impossible to keep other connections in view. If anyone in pre-Christian times, or even in the first Christian centuries, who was closely associated with the Mysteries could have experienced our present-day knowledge, he would not in the least have understood—if he approached things with the thoughts and feelings of those days—how it was possible for people to live without a consciousness of their super-earthly, their cosmic connections.

I might here give an outline of many things which you find more fully described in different cycles of lectures; but as these present lectures are intended to give a more intimate understanding of the thought of Easter, I naturally cannot bring forward every particular but can only hint at how things are.

If we were to transfer ourselves in thought into the various ancient religious systems of the past, we might choose as an example that one most familiar to modern people, the ancient Hebrew-Jewish system; we would find, when these ancient systems are mono-theistic, the worship of the one Godhead. This is that Godhead of whom, in accordance with Christian acceptance, we call the Father.

Now, in all those religions in which the thought of this Father-God lived, there has existed more or less, but especially among the priests of the Mysteries, a connection between this God and the cosmic moon-forces, a connection with everything streaming down to earth as force from the moon.

Of this ancient consciousness of the connection between man and the moon forces, hardly anything has remained other than the stimulus given to the poetic fancy of the soul by the moon, and the number of months in the gestation period of man, in accordance with the ten lunar months as reckoned in medicine. But in the older ideas concerning such things a clear consciousness did exist, that when man came down from the spiritual world, where in pre-earthly times he had lived as a psycho-spiritual being, into physical life, he was filled with and strengthened by impulses that streamed to him from the moon. When a man considers what it is that has formed him as living being, what lives in him as the forces of nutrition and ˂ breathing, and as forces of growth generally, he must not look to the forces of the earth but to forces outside the earth.

It is easy for him to see how, when looking to earthly forces, these are connected with him. But if our body were not held together by forces outside the earth, if it did not receive its form from forces beyond the earth, what could the mere earthly forces do towards its preservation and cohesion (Zusammengehalt)?

The moment the non-earthly forces—those coming from beyond the earth—leave it, the body is exposed to the forces of the earth: it then perishes, disintegrates, and becomes a corpse. The forces of the earth can only make corpses of men, they cannot construct their human form. Those forces living in man, by which he is raised above what is earthly, so that between birth and death he can live on earth as a coherent organic form and not succumb to the forces of earth that lay hold of him at death and destroy him, against which he wages a life-long struggle here—for they must be struggled against—these forces he owes to the influences of the moon-world.

If on the one hand we can state theoretically that the moon contains the forces by which the human body is formed, we must realize on the other hand that ancient religions reverenced these as the divine Father-forces which were the means of bringing man into physical existence at birth. The ancient Hebrew Initiate had a distinct consciousness of the fact that the forces leading man to earthly existence streamed to him from the moon, maintained him on earth, and were torn from him as physical man when he passed through the gates of death.

A kindly feeling of love for these Father-forces, a looking up to them in the practice of their cult by means of prayers, etc., was the content of certain ancient monotheistic religions. These ancient mono-theistic religions were more consistent than people think. Such matters are very incorrectly represented in history, because history can only go by external documents, not by what is observed with the help of spiritual vision.

Those religions which looked up to the moon, and to that which existed in the moon as spiritual Beings, belonged to a later period. Compared with the opinions held by them concerning the moon, those held by earlier religions concerning the Sun-forces, and even the Saturn forces, of which I shall have something to say later, were very clearly defined, but they concerned themselves principally with the Sun-forces.

With these early religions we enter an historical field of study for which external documents no longer exist, lying as they do many thousands of years earlier than the foundation of Christianity. In order to provide this age with a name I have called it in my book, “An Outline of Occult Science,” the “Old Indian,” which was followed by the “Old Persian,” age. In these civilizations human development was very different from what it became later, and religious beliefs depended upon this development. During the last two thousand years and more we have developed so that we are not aware that a split has occurred in our earthly evolution. This has hardly been noticed. What takes place in the greater part of present-day humanity, inwardly, at about their thirtieth year, has also hardly been noticed. It has remained to a great extent in the subconscious; it has not entered into man's consciousness. Conditions were very different in a humanity that lived eight or nine thousand years before the foundation of Christianity. The development of individuals was then more continuous up to about the age of thirty. With the thirtieth year a great change took place. What I have now to say about this change has naturally to be spoken of somewhat crudely, but these simple descriptions are in accordance with the facts that concern us at the moment.

In those remote times the following might happen: A man might have contracted a friendship with someone (before his thirtieth year who was considerably younger than himself—perhaps three or four years younger. This man shortly afterwards experienced the change that took place about the age of thirty. It might happen, these two men not having seen each other for a long time, that the one who had experienced the change at his thirtieth year was spoken to by the other without his knowing who he was. His memory had been so completely changed. I have had to put this in the language of to-day, hence it may strike you as being somewhat crude. In olden times the control of certain arrangements (Einrichtungen) stood in close connection with the Mystery schools; and by these, in the small societies then existing, a register of the lives of the young people was kept, because they themselves forgot, owing to the great alteration (Umschwung) that had taken place in them, and had to be taught again what they had experienced in life before their thirtieth year. These men then knew: I have become a quite different being in my thirtieth year, I must go to “the registry” (a modern expression, of course) in order to learn what I had previously experienced. This is actually what happened! Through instructions they received, at the same time they were told: Before your thirtieth year the Moon-forces worked in you exclusively; after attaining this age the Sun-forces entered into the development of your earthly life. The Sun-forces work on man with an entirely different purport from the Moon-forces. What does present-day humanity know of the Sun-forces? Only the outer physical part. Man knows that they warm him, that they cause him to perspire; he knows besides this that people practise sun-bathing, that there is something therapeutic connected with the forces of the sun, but all this he learns in a merely external way. He has no idea what the forces that are spiritually connected with the Sun do to him.

Julian the Apostate, the last of the heathen Cæsars, had experienced something of these forces in the last lingering note of the Mysteries, and just when he desired to make proof of these experiences he was murdered on his expedition into Persia; so powerful in the early Christian centuries were the forces which desired all knowledge of such things to be lost.

It is therefore not to be wondered at that even to-day no knowledge concerning them can be acquired. While the Moon-forces are those which determine what man is, which permeate him with an inward necessity (Notwendigkeit), as to his actions, and determine his instincts, his temperament, his emotions and the nature of his physical-etheric body generally, the spiritual Sun-forces free him from this compulsion. They caused this necessity or compulsion to dissolve, as it were, and man became really a free being through the Sun-forces. In that ancient time to which I have referred, the difference between these two forces in human evolution was strictly defined. In his thirtieth year a man then became a Sun-man, a free man; up to his thirtieth year he was a Moon-man, and was not free. To-day these two conditions slide one into the other. To-day the Sun-forces work along with the Moon-forces even in childhood, and the Moon-forces continue to work on into later years; so that to-day these two things, compulsion or necessity and freedom, work one into the other. This was not always the case. In the early pre-historic times of which we are speaking the action of the sun and that of the moon were absolutely distinct in the course of a man's life. This is why it was said at that time concerning the greater part of humanity: a man was born not once but twice. For it was held to be abnormal, something pathological, if a man did not experience this great change of life in his thirtieth year. It came about in the course of human evolution that the second of these births—they were spoken of as the Moon-birth and the Sun-birth—that the Sun-birth was no longer so noticeable in man, and certain ceremonies were carried out, certain exercises and actions were performed on those who desired initiation into the Mysteries. Such persons then experienced, in the Mysteries, what could be no longer experienced generally by men, and they became the “twice-born.”

When this expression “twice-born” is found in Oriental literature to-day it is misleading. Any Oriental scholar, any Sanskrit expert, might be asked—I think Professor Beckh is present here and you can ask him—if it is not the case that, as a matter of fact, no Oriental science can clearly and distinctly put before you, in a few words, what the content of the expression “twice-born” really is. Formal explanations there certainly are in plenty, but what it means in substance no one knows. Only those who are aware that it reaches back to a reality know the reality I have just explained to you. In such things spiritual observation alone can speak. And when once it has spoken, I would like to ask all those who hold with what can be learned from documents, with everything external science can discover—I would like to ask, taking for granted that science has gone to work in an unprejudiced manner, if this science does not corroborate in every particular the investigations made by spiritual science? Your attention must, however, be directed to certain things which take precedence of all documentary science; for the understanding of life, of man, cannot be gained by a science of documents.

Let us turn our gaze back to a very far-off age when people spoke of the Moon-birth of man as creation through the Father. With regard to the Sun-birth, people were quite clear that in the spiritual Sunlight the power of Christ, the Son, was active, and that this was the power that freed people. Consider for a moment what this force, this Sun-force, does. It is the force that enables us as men on earth to make something out of ourselves. We would have been strictly confined within an unchangeable, natural—not fateful—necessity, if the liberating Sun-forces had not by their influence dissolved this necessity.

This fact was known to those who held the more ancient opinions concerning the world. They looked up to the sun and said: This eye of the world, from which the power of Christ streams forth, is the cause of my not having to remain always under that brazen necessity with which I was born from out of the forces of the moon, as a man whose whole life had to evolve under compulsion. It is the Christ-force looking down on me through that cosmic Sun-eye that enables me through my inner freedom to make something of myself during my life on earth, something I could not have been, through the Moon-forces which placed me here.

This consciousness that he could transform himself, could make something out of himself, is what men saw in the forces of the Sun.

I would like to add here, but only by way of parenthesis, that Saturn was also looked up to as a third source of birth. In the Saturn forces these men saw all that preserved them when they passed through the gate of death: the third earthly metamorphosis. Birth on earth, meaning birth through the Moon; the second birth, meaning birth through the Sun; the third birth, meaning Saturn birth or earthly death. Man was here upheld by the mighty forces of Saturn, forces then holding sway at the extreme limit of the planetary system of the earth. These forces preserved him, bore him out into the spiritual world, and provided a connecting link for his being, when the third metamorphosis took place. This was absolutely the mental outlook of the men of those ancient times.

But human evolution goes on. A time arrived when it was no longer known in the Mysteries how the Sun-forces affected mankind. Knowledge concerning these forces was preserved longest among the medical workers in the Mysteries. For the forces which in his ordinary development give man freedom, and the possibility of making something out of himself—the Sun- or Christ-forces—live also under various conditions in certain plants and in other earthly beings and things, and reveal in these earthly things properties of healing.

Generally speaking, all sense of their connection with the sun was lost to humanity; and while for a considerable time the consciousness still remained that man is dependent on the Moon-forces, or Father-forces, all consciousness of his dependence—or rather his liberation by means of the Sun-forces—had long been lost. What to-day we call Nature-forces, almost the only ones we do speak of when discussing our conceptions of the world, are but Moon-forces that have become entirely abstract. But the Sun-forces were still known to One, even Jesus of Nazareth, the bearer of the Christ, who lived His life in accordance with them. He knew them because he was ordained to receive these forces into his own body as they streamed to earth from the sun—forces which men had only been able to come in touch with in the Ancient Mysteries when they looked up to the sun. This I explained in the last lecture. What was of greatest importance was this, that in the thirtieth year of His life a change took place in the body of Jesus of Nazareth similar to that change which in primeval times took place in everyone, only it was but the reflection (Schein), as it were, of the Spiritual sun that shone into these men, while now the original Lord of the Sun, the Christ himself, came down into human evolution and took up His abode in the body of Jesus of Nazareth. This fact lies behind the Mystery of Golgotha as the supremest event (Urergebnis) affecting all earthly life.

You will realise the full connection of these things when we now consider how the festival of Easter, which in those days was an entirely human concern, was actually carried out in the Ancient Mysteries—the Festival of Easter was, in fact, an initiation. The ceremony progressed through three stages. The first requirement, before the neophyte could attain true knowledge, before he could be initiated, was that through all that came to him from the side of the Mysteries he should be made so humble that people to-day can hardly form an idea of this deep, inner humility. People imagine to-day that they have the appearance, as regards knowledge, of being exceedingly modest, while for those who can see into the matter they are really possessed by pride. When about to enter upon initiation a man has, in the first place, to feel convinced that he cannot consider himself to be a man at all, but says rather: I have first to become a man!

It cannot be said of people to-day that at any point in their lives they consider themselves not to be men. But this was the first demand made on them, that they should hold themselves not to be men and should address themselves as follows: I certainly was a man before I came down into an earthly body; in pre-earthly existence I was a man of soul and spirit. The Soul-Spirit then entered a physical body, which it had received from its parents.

It, then, not clothed itself with the physical body—that would be to express it incorrectly—but it permeated itself with this physical body (durchdrungen mit diesem physischen Leibe). Men have really no idea of the manner and means by which the Soul-Spirit, in the course of long ages (das Geistig-Seelische durchsetzt das Physische), permeates the physical, permeates the nerves and sense-system, permeates the rhythmic-system, the digestive-system, and the limbs of man. They have no idea of this. They know very well that they are able to perceive the physical world by means of their senses. But what is a man capable of when he has reached the point where he has permeated his physical body so profoundly with his soul and spirit nature that he considers his development to be complete, when he is a fully evolved, fully developed man. ... What is he then capable of? At present he can certainly see external objects, he can hear external sounds, perceive through his skin things warm or cold, smooth or rough: he can perceive things outwardly; but he cannot perceive inwardly. He cannot look into himself with his eyes; he can at most remove the skin from a dead body and think that he sees into it, but he does not do so really. It is childish to think, for instance, here before me is a house, it has windows but I cannot see through them, so I will take all kinds of instruments, and, if I am strong enough, smash the house down, but then I will have only a heap of broken bricks before me, and these ruins are all I see. This is what people do to-day. They flay, they dissect people, in order to learn about them; but by such means they learn nothing. It is not the man at all they learn to know by such methods. If it is desired really to know something of man, you must be able to turn your eyes inwards and view him exactly as we view him to-day when we direct our eyes to him outwardly, and in the same way you must hear inwardly with your ears. All these activities taken together—those of the eyes, the ears, the whole skin as organ of touch, the organs of smell, etc., all these were called in the Mysteries the door to man (das Tor zum Menschen).

Initiation depended principally upon a person becoming aware that he knew nothing at all of human nature (vom Menschen); therefore, as he had no self-consciousness of human nature, he could not be a man. He had first to learn to look inward through his senses as ordinarily he looked outward. This was the first stage or degree of initiation in the ancient Mysteries. As soon as the pupil learnt to look thus inwards, in that same moment he became conscious of his pre-earthly existence. At that moment he knew: I am now “in my soul and spirit.”

The ordinary man looks outwards; instead of this the pupil of the Mysteries learnt to look inwards. In this inward gazing he became aware of what had entered into him in his pre-earthly existence, what had passed into him through his eyes, his ears, his skin, and so on. He was aware of these things, and through this was also aware of his pre-earthly existence. At this stage he was told that he would learn to know what we call natural science.

When we study natural science to-day, how do we do it? We are led to observe the things of Nature, to describe them, and so on. But this is much the same as if I were to meet a man again whom I had known long ago, and someone were to insist: You have to forget everything you did in company with this man; on seeing him again you are not to recall the intercourse you had with him. It is unbelievable that responsible people would do such a thing as this! I can indeed believe that occasionally this might be agreeable.... but under such conditions life could not go on. But this is imposed on the man to-day simply through the laws of civilization. For he knew the kingdoms of Nature; he knew them from their spiritual side before he came down to earth. To-day he is told to forget all that he knew of the mineral, plant, and animal world before he came down to earth, whereas the ancient Initiates taught him about them in what was called the first stage of the Mysteries. The Initiate said: Look at this piece of quartz. ... And then he did everything he could that might enable the pupil to recall what he had known about quartz before he came down to earth, what he had known, say, of the lily, the rose, etc. What was thus imparted as knowledge of Nature was a remembrance, a re-cognition (wieder erkennen). And anyone who had learnt the teaching regarding Nature as a remembrance of what he had seen before he descended into earthly life was received into the second degree.

In the second degree the pupil learnt Music, which at that time was Architecture, Geometry, Surveying, etc. For in what did this second degree of initiation consist? It comprised all that a man perceived when he not only looked inwards into himself with his eyes, or listened inwardly with his ears, but when he actually entered into himself (in sich hineinsteigt). The neophyte seeking initiation then said to himself: Thou enterest now into the grotto of the human temple (Tempelgrotte). He now learnt to know this grotto of the human temple. This was that physical part of him which was permeated by the soul and spiritual forces which were man before he came down into earthly life. Into this he now entered. He was told that this hidden place had three chambers. The first was the chamber of Thought; there he learnt all that was connected with this. ... Verily seen from outside the head is small.... when a man enters and sees it from within it is as vast as the whole universe. Here he learnt to know his spiritual nature. This was the first chamber. The second chamber was that in which he learnt to know Feeling. The third chamber was where he learnt to know Will.

He then learnt how a man is organised according to his instruments of thought, feeling, and will; he learnt what was of value on earth. Knowledge of Nature was not only of value on earth; man had already acquired knowledge of Nature before he came down to earth. But here we must remember that houses are not built above in the spiritual world as they are here with the help of earthly architecture. Over there, there is music, but it is spiritual Melos. Earthly music is something projected into earthly air; it is a projection of heavenly music, but as experienced by men it is earthly. It is the same when we measure things here on earth. We measure earthly space; the art of measuring, geometry, or surveying is an earthly science. It was important that those seeking initiation in the second degree should be made to realize that all talk of knowledge gained by mere earthly means, unless connected with geometry, architecture, or the art of surveying, is illusory; that true natural science is a recollection of pre-earthly knowledge; and that geometry, architecture, music, and the science of measuring are sciences that have to be learnt here on earth.

Thus in the second degree of initiation a man descended into his own self and learnt to know the men of the three chambers in respect of the single earthly incarnation, as he would otherwise learn to know them from outside, without descending into their inner being.

In the third degree the pupil learnt to know men, not simply by sinking down into himself (wenn er nun nicht bloss in sich untertaucht), by getting to know himself as spiritual being, but when this spiritual part of him learnt further to know the body. Therefore in all the Ancient Mysteries this degree was known as the gate of death. Here he learnt how it is with a man when he lays aside his earthly body; only there is a difference between actual death and that experienced during initiation. Why this must be I will explain in the next lecture; at present I only mentioned the fact.

When man really dies he lays aside his physical body. He is no longer bound to it, nor does he follow any longer the forces of the earth, having been freed from them. But while still bound to his physical body, as was the case in olden times at initiation, he had to attain liberation from the body (which at death comes of itself), and had to maintain it for a certain time through his own inner power. The attainment of those strong powers by which a man is able to maintain his soul in freedom, apart from the body, was necessary to initiation. It is these that give him a higher knowledge concerning the things he can never perceive through his senses, never think through his understanding. They place him as man in the spiritual world as the physical body places him as man in the physical world. He had then advanced so far as to be able to realize what he was as man of soul and spirit, to know that he had been initiated while still in earthly life. From this time onwards the earth for the Initiate was as a star existing outside humanity (Von da ab war die Erde ein ausser dem Menschen befindlicher Stern für den Initiierten), and in the ancient Mysteries he had before all else to learn to live with the sun instead of with the earth. He knew what he had received from the sun, and how the Sun-forces worked in him.

This third degree that I have just described was followed by a fourth. It affected the man seeking initiation in the following way: When on earth a person eats vegetables or game, when he drinks various things, he knows that such things were outside him and that now they are within him. He breathes the air; at first it is outside, then within him, then outside again. He is so closely bound up with the forces of the earth that he bears within him earthly substances and forces which otherwise were outside him. It was clearly explained to those seeking initiation in ancient times: Before initiation thou art a bearer of Earth, of vegetables, game, pork, etc. But when once initiated in the third degree, and when all those things have been imparted to thee that can be imparted to one who is free of the body, thou art no longer a bearer (träger) of cabbage, pork, or veal, but thou then dost become a bearer of those things which the Sun-forces give to thee.

That which the Sun-forces give spiritually was called, in all the Mysteries, Christos. Therefore, he who had surmounted the first three degrees of initiation—though on earth he might feel himself to be a bearer of cabbages—knew that he was a bearer of the Sun-forces and that he was called a Christophoros. In nearly all the Ancient Mysteries this was the name for those who had entered the fourth degree.

In the third degree certain things had to be grasped; the Neophyte had principally to realize that, in moments of knowledge, desire according to the physical body must cease, that as regards his physical body he belonged to the earth, but that really the earth has only to do with the destruction of his physical body, not with its construction. If the man of those former ages had been addressed in the words of to-day, he would have had things explained somewhat as follows (the sense would certainly have been made clear to him, but to you I can only say these things in the language of to-day, not in that of those former times): If you would know the teaching concerning substances, how these unite and separate, you must look up to the spiritual forces that from out the cosmos permeate all substance. This you cannot do unless initiated. For this you must have been initiated in the fourth degree. You must be able to perceive with the forces appertaining to Sun-existence; you can then study chemistry.

Supposing that someone to-day, wishing to take a degree in chemistry or in pharmacy, had first to submit to the necessity of feeling as a cabbage feels with regard to the forces of the sun, how absurd this would seem! But this was a fact. It was made absolutely clear that with such forces as people have in life, and which are generally employed during life, only geometry, surveying, music, and architecture can be studied ... not chemistry. If people speak of studying chemistry to-day, they speak in an entirely external way. All talk of chemistry has been entirely external ever since the time when the ancient initiation-wisdom was lost. This is a fact. It is enough to drive to desperation those who really wish “to know,” when they have to learn modern official chemistry, for it is founded only on assertion, not on any inward understanding of the matter. If men were only unprejudiced they would acknowledge that something else is needed, that people must be able to understand or realize differently if they wish to study chemistry. It is the modern timidity regarding knowledge or realization (erkennen) that has been implanted in people that holds them back from such an impulse.

After this a man was ripe. When sufficiently ripe to become Astronomos, which was a still higher grade (for to learn something of the stars externally, through calculations and the like, was considered absolutely unreal), he knew that in the stars spiritual beings dwelt who can only be known when physical perception has been overcome, when geometry has also been overcome, when man actually lives in the universe (Weltenall) and learns the spiritual nature of the stars—he was then a “Risen One.” He could then see how the Moon-forces and the Sun-forces actually work within earthly humanity.

I must therefore endeavour to-day to help you to understand from two sides how Easter was experienced inwardly in the ancient Mysteries—how this Festival did not take place at any fixed season of the year but when a man attained a certain degree of development. Easter was then experienced by him as a resurrection of his soul and spirit-nature out of the physical body, as a rising into the spiritual universe (Weltenall). It was thus that those who still knew something of the wisdom of the Mysteries at the time of the Mystery of Golgotha regarded this Mystery. They said: What would have happened to mankind if the Mystery of Golgotha had not taken place? In olden times it was possible for man to be initiated into the secrets of the cosmos, for in quite ancient times he experienced a second birth naturally, as one might say, when he was about thirty years old. At that time at least there were still memories of this, and there was a science of the Mysteries which preserved in its traditions what an earlier age had experienced. All this had faded and been forgotten by the time of the Mystery of Golgotha. Mankind would have become entirely decadent, if the Power to which Initiates of the Mysteries rose when they became Christophoroi had not entered into One Jesus of Nazareth—so that it has remained on the earth ever since—and men, through Jesus Christ, have been able to unite themselves with it.

Thus what rises before our eyes to-day in the Festival of Easter had already formed a part of the history of the Mysteries. Men will only know the real meaning of Easter when they revive this ancient portion of the history of the Mysteries. They will only approach an understanding of the real meaning of Easter when they endeavour in some way at least to understand what men seeking initiation experienced in olden times. Such an Initiate said to himself: Through initiation I have become aware of how sun and moon work in me in their reciprocal relations to each other; I now know that I have been formed as physical man in a certain way; that I have eyes of a certain kind, a nose, a whole bodily form constructed within and without as it is; and the fact that this form is able to grow and continue to grow to-day through the nourishment it receives depends on the Moon-forces. All I require comes from them. That I am inwardly free, that I can be active as a free being within my bodily nature, that I can transform myself, take myself in hand, depends upon the Sun-forces, upon the Christ-forces. These I must stimulate, if I wish to achieve consciously by my labour what the Sun-forces accomplished in me under other conditions through a sort of natural necessity.

From this we can understand how man still looks up to Sun and Moon to-day and from their reciprocal constellations fixes the time of the Easter Festival. This method of reckoning is something that has remained from former times. People ask: When is the first Sunday following the first full moon after the Spring equinox? And they fix the Easter Festival of the year on the first Sunday after the full moon; indicating thereby that people see something in the structure, in the form of the Easter Festival, that comes from the cosmos and must accord with it. The thought of Easter must be grasped once more. It can only be understood when people look back to the content of the Ancient Mysteries, where man was first made aware of what took place when he looked into himself: the door of humanity! When he entered into himself, living inwardly in himself: the three-chambered inner man! When he made himself free: the Gate of Death! When he moved freely in the spiritual world: when he was a Christophoros.

The Mysteries themselves went back to a time when free human development had to find a place. And the time is now come when the Mysteries have to be found once more. They must be found again. People must realize consciously that preparations have to begin now, by which they can be found again.

Out of this consciousness the “Christmas Session” (Weihnachtstagung) was held, for it is an urgent necessity that a place should exist on the earth where Mysteries can once more be established. The Anthroposophical Society in its further development must provide the means for a renewal of the Mysteries. Your task, my dear friends, must be to co-operate towards this end, doing so out of the right consciousness. This demands that life be considered according to its three stages—according to the stage in which a man looks into the nature of men; according to the stage when he strives towards the inner being of men; according to the stage in which he is in that state of consciousness which otherwise he only experiences in the reality of external death.

As a remembrance of the lesson that has been given here to-day, let us take with us the following words, allowing them to work powerfully in our souls:—

Stand before the portals of the lives of men,
Behold on their lintels words of power.

Live in the inward souls of men,
Feel in this realm the beginning of worlds.

—otherwise world-beginning is not always perceived, but only what is in the world—

Ponder the earthly-end of man;
Find in it the Spirit's turning-point.

In these words you have the essence of to-day's lesson—

Steh' vor des Menschen Lebenspforte;
Schau an ihrer Stirne Weltenworte.

Leb' in des Menschen Seeleninnern;
Fühl' in seinem Kreise Welt beginnen.

Denk an des Menschen Erdenende;
Find' bei ihm die Geisteswende.

If we look back over the evolution of mankind since the Mystery of Golgotha, we get the impression that Christianity, the Christ Impulse, has only been able to live on within the European and American civilisations in the face of definite obstacles and in association with other streams of spiritual life. And a study of the growth and gradual development of Christianity reveals many remarkable facts.

To-day I want to describe in broad outlines the growth and development of Christianity in connection with what ought to live within the Anthroposophical Society: and not only ought to, but can live, because those persons who feel an honest and sincere urge towards Anthroposophy, have this urge from the very depths of their being.

If we take the facts of repeated earthly lives in all seriousness, we shall say: This inner urge to get away from the conceptions and habits of thought of those among whom life, education and social relationships have placed us, this urge that we feel to enter a stream of thought which really makes claims upon our life of soul, must have its origin in karma, in the karma coming from earlier lives on earth.

Now if we study the question of karma in connection with those personalities who find themselves together in the Anthroposophical Movement, it transpires that, without exception, before their present earthly life they have had one other important incarnation since the Mystery of Golgotha. They were already on earth once since the time of the Mystery of Golgotha and are now there for the second time since that Event.

And then the great question arises: How has the previous earthly life, with respect to the Mystery of Golgotha, worked upon these personalities who now, out of their karma, feel the urge to enter the Anthroposophical Movement?

Even from exoteric study we find that men standing as firmly within the stream of Christianity itself as St. Augustine, have said: “Christianity did not begin with Christ; there were Christians before Christ, only they were not so called.” This is what St. Augustine says.

Those who penetrate more deeply into the spiritual mysteries of human evolution and can study these spiritual mysteries with Initiation Science, will strongly confirm such a view as is expressed by St. Augustine, for it is a fact. But it becomes necessary, then, to know in what form that which through the Mystery of Golgotha became the historical Christ Impulse upon the earth, existed in earlier times.

To-day I can speak of this earlier form of Christianity by starting from impressions which came in a place not far distant from Torquay (where our Summer Course has been held), in Tintagel, whence proceeded the spiritual stream connected with King Arthur. It was possible to receive the impressions which can still come to-day at the spot where King Arthur's castle with its Round Table stood—impressions which come above all from the magnificent natural surroundings of this castle.

At this place where nothing but ruins remain of the old citadel of King Arthur, where we look back as if in memory across the centuries that have elapsed since the Arthur stream went out from thence, we realise how stone after stone has so crumbled away that there is hardly anything to be recognised of the old castles which once were inhabited by King Arthur and those around him. But when with the eye of spirit we look out from the place where the castle once stood, over the sea with its iridescent colours and breaking waves, the impression we get is that we are able at this place to penetrate deeply into the elemental secrets of nature and of the cosmos.

And if we look back with occult sight, if we can visualise the point of time which lies a few thousand years ago, when the Arthur stream had its beginning, then we see that those who lived on Arthur's Mount had, as is the case with all such occult centres, chosen this spot because the impulses necessary for the tasks they had set themselves, for their mission in the world, needed the play of those forces which nature there displayed before them.

I cannot say whether it is always so, but when I saw the view there was a most wonderful play of waves surging and rippling up from the depths—in itself one of the most beautiful sights in all nature. These waves hurl themselves against the walls of rock and as they fall back again in seething foam the elementary spirits are able to rise up from below and come to living expression. From above, the sunlight is reflected in manifold forms in the waves of the air. This interplay of elemental nature from above and from below reveals the full power of the Sun and displays it in such a way that man is able to receive it into his being. Those who can imbibe what is given by this interplay of the beings born of the light above and the beings born in the depths below, receive the power of the Sun, the impulse of the Sun. It is a moment in which man can unfold what I will call “piety”—piety in the pagan sense. Christian piety is not the same as pagan piety which means inner surrender to the gods of nature working and weaving everywhere in the play of nature.

Those who lived around King Arthur absorbed this play of weaving, working nature into their very being. And most significant of all was what they were able to receive in the first centuries after the Mystery of Golgotha.

I want to tell you to-day about the character of this spiritual life that was connected with such centres as that of King Arthur's Round Table. And I must begin by speaking of something that is known to you all.

When a human being dies, he leaves his physical body and still has his etheric body around him for a few days. After these few days have elapsed he lays aside his etheric body and lives on then in his astral body and Ego. What happens thus to the man who has passed through the gate of death, appears to the eye of vision as if the etheric being were dissolving. After death the etheric human being expands and expands, his actual form becoming more and more indefinite as he weaves himself into the cosmos.

A remarkable phenomenon, and the exact opposite of this other, occurred in the world-historic sense when the Mystery of Golgotha took place. What was it that happened then? Up to that time Christ had been a Sun Being, had belonged to the Sun. Before the Mystery of Golgotha had come to pass, the Knights of King Arthur's Round Table stood on these rocks, gazed at the play between the Sun-born spirits and the Earth-born spirits, and felt that the forces living in this play of nature-spirits poured into their hearts and above all through their etheric bodies. Therewith they received into themselves the Christ Impulse which was then streaming away from the Sun and was living in everything that is brought into being by the Sun-forces.

And so, before the Mystery of Golgotha, the Knights of King Arthur received into themselves the Sun-Spirit, that is to say, the Christ as He was in pre-Christian times. And they sent their messengers out into all Europe to subdue the wild savagery of the astral bodies of the peoples of Europe, to purify and to civilise, for such was their mission. We see such men as these Knights of King Arthur's Round Table starting from this point in the West of England to bear to the peoples of Europe as they were at that time, what they had received from the Sun, purifying the astral forces of the then barbarous European population—barbarous at all events in Central and Northern Europe.

Then came the Mystery of Golgotha. What happened in Asia? Over yonder in Asia, the sublime Sun Being, Who was later known as the Christ, left the Sun. This betokened a kind of death for the Christ Being. He went forth from the Sun as we human beings go forth from the earth when we die. And as a man who dies leaves his physical body behind on the earth and his etheric body which is laid aside after three days is visible to the seer, so Christ left behind Him in the Sun that which in my book Theosophy is called “Spirit-Man,” the seventh member of the human being.

Christ died to the Sun. He died cosmically, from the Sun to the earth. He came down to the earth. From the moment of Golgotha onwards His Life-Spirit was to be seen around the earth. We ourselves leave behind at death the Life-Ether, the etheric body, the life-body. After this cosmic Death, Christ left His Spirit-Man on the Sun, and around the earth, His Life-Spirit. So that after the Mystery of Golgotha the earth was swathed as it were by the Life-Spirit of the Christ.

Now the connections between places are not the same in the spiritual life as they are in physical life. The Life-Spirit of the Christ was perceived in the Irish Mysteries, in the Mysteries of Hibernia; and above all by the Knights of King Arthur's Round Table. So, up to the time of the Mystery of Golgotha, the Christ Impulse belonging to the Sun actually went out from this place where the impulses were received from the Sun. Afterwards the power of the Knights diminished but they lived at the time within this Life-Spirit which encircled the earth and in which there was this constant interplay of light and air, of the Spirits in the Elements from above and from below.

Try to picture to yourselves the cliff with King Arthur's castle upon it and from above the Sun-forces playing down in the light and air, and pouring upwards from below the elementary beings of the earth. There is a living interplay between Sun and earth.

In the centuries which followed the Mystery of Golgotha this all took place within the Life-Spirit of the Christ. So that in the play of nature between sea and rock, air and light, there was revealed, as it were in spiritual light, the Event of Golgotha.

Understand me rightly, my dear friends. If in the first five centuries of our era men looked out over the sea, and had been prepared by the exercises practised by the twelve who were around King Arthur and who were concerned above all with the Mysteries of the Zodiac, if they looked out over the sea they could see not merely the play of nature but they could begin to read a meaning in it just as one reads a book instead of merely staring at it. And as they looked and saw, here a gleam of light, there a curling wave, here the sun mirrored on a rocky cliff, there the sea dashing against the rocks, it all became a flowing, weaving picture—a truth whose meaning could be deciphered. And when they deciphered it they knew of the spiritual Fact of the Mystery of Golgotha. The Mystery of Golgotha was revealed to them because the picture was all irradiated by the Life-Spirit of Christ presented to them by nature.

Yonder in Asia the Mystery of Golgotha had taken place and its impulse had penetrated deeply into the hearts and souls of men. We need only think of those who became the first Christians to realise what a change had come about in their souls. While all this of which I have been telling you was happening in the West, the Christ Himself, the Christ Who had come down to earth leaving His Spirit-Man on the Sun and His Life-Spirit in the atmosphere around the earth, bringing down His Ego and His Spirit-Self to the earth—the Christ was moving from East to West in the hearts of men, through Greece, Northern Africa, Italy, Spain, across Europe. The Christ worked here in the hearts of men, while over in the West He was working through nature.

And so on the one hand we have the story of the Mystery of Golgotha, legible in the Book of Nature for those who were able to read it, working from West to East. It represented, as it were, the science of the higher graduates of King Arthur's Round Table. And on the other hand we have a stream flowing from East to West, not in wind and wave, in air and water, not over hills or in the rays of the Sun, but flowing through the blood, laying hold of the hearts of men on its course from Palestine through Greece into Italy and Spain.

The one stream flows through nature; the other through the blood and the hearts of men. These two streams flow to meet one another. The pagan stream is still working, even to-day. It bears the pre-Christian Christ, the Christ Who was proclaimed as a Sun Being by those who were Knights of the Round Table, but also by many others before the Mystery of Golgotha actually took place. The pre-Christian Christ was carried through the world by this stream even in the age of the Mystery of Golgotha. And a great deal of this wisdom was carried forth into the world by the stream known as that of King Arthur and the Knights of the Round Table. It is possible, even to-day, to discover these things. There is a pagan Christianity, a Christianity that is not directly bound up with the actual historical Event of Golgotha.

And coming upwards to meet this stream there is the form of Christianity that is connected directly with the Mystery of Golgotha, flowing through the blood, through the hearts and souls of men. Two streams come to meet one another—the pre-Christian Christ stream, etherealised as it were, and the Christian Christ stream. The one is known, subsequently, as the Arthur stream; the other as the Grail stream. Later on they came together; they came together in Europe, above all in the spiritual world.

How can we describe this movement? The Christ Who descended through the Mystery of Golgotha drew into the hearts of men. In the hearts of men He passed from East to West, from Palestine, through Greece, across Italy and Spain. The Christianity of the Grail spread through the blood and the hearts of men. The Christ took His way from East to West.

And to meet Him from the West there came the spiritual etheric Image of the Christ—the Image evoked by the Mystery of Golgotha, but still picturing the Christ of the Sun Mysteries.

Behind the scenes of world-history, sublime and wonderful events were taking place. From the West came pagan Christianity, the Arthur-Christianity, also under other names and in another form. From the East came the Christ in the hearts of men. And then the meeting takes place—the meeting between the Christ Who had Himself come down to earth and His Own Image which is brought to Him from West to East. This meeting took place in the year 869 A.D. Up to that year we have two streams, clearly distinct from one another. The one stream, more in the North, passed across Central Europe and bore the Christ as a Sun Hero, whether the name were Baldur or some other. And under the banner of Christ, the Sun Hero, the Knights of Arthur spread their culture abroad.

The other stream, rooted inwardly in the hearts of men, which later on became the Grail stream, is to be perceived more in the South, coming from the East. It bears the real Christ, Christ Himself. The other stream brings to meet it from the West a cosmic Image of the Christ. This meeting of Christ with Himself, of Christ the Brother of Humanity with Christ the Sun Hero Who is there only as it were in an Image—this meeting of Christ with His own Image took place in the 9th century.

I have given you here, my dear friends, an idea of the inner happenings during the first centuries after the Mystery of Golgotha, when, as I have already said, the souls were living who are now again upon earth, and who have carried with them from their previous earthly lives the urge to come in sincerity into the Anthroposophical Movement.¹

When we consider this significant Arthur stream from West to East, it appears to us as the stream which brings the Impulse of the Sun into earthly civilisation. In this Arthur stream is working and weaving the Michael stream as we may call it in Christian terminology, the stream in the spiritual life of humanity in which we have been living since the end of the seventies of last century. The Ruling Power, known by the name of Gabriel, who had held sway for three or four centuries in European civilisation, was succeeded at the end of the seventies of last century by Michael. And the Rulership of Michael will last for three to four centuries, weaving and working in the spiritual life of mankind. And so we have good cause at the present time to speak of the Michael streams, for we ourselves are living once again in an Age of Michael.

We find one of these Michael streams if we look back to the period immediately preceding that of the Mystery of Golgotha, to the Arthur Impulse going out from the West, from England, an Impulse which was kindled originally by the Hibernian Mysteries. And we find a still more ancient form of this Michael stream if we look back to what happened centuries before the Mystery of Golgotha, when, taking its start from Northern Greece, in Macedonia, the international, cosmopolitan stream connected with the name of Alexander the Great arose under the influence of the conception of the world that is known as the Aristotelian. What was achieved through Aristotle and Alexander in that pre-Christian age took place under the Rulership of Michael, just as now once again we are living under his Rulership. The Michael Impulse was there in the spiritual life at the time of Alexander the Great, just as it is there now, in our own time. Whenever a Michael Impulse is at work in humanity upon the earth it is always a time when that which has been founded in a centre of spiritual culture spreads abroad among many peoples of the earth and is carried into many regions, wherever it is possible to carry it.

This came to pass in pre-Christian times through the campaigns of Alexander. The achievements of Greek culture were spread among men wherever this became possible. If one had asked Alexander and Aristotle: Whence comes your impulse to spread abroad the spiritual culture of your age?—they would have spoken, though under a different name, of that same Being, Michael, who works from the Sun as the Servant of Christ. For among the Archangels who in turn rule over civilisation, Michael belongs to the Sun. Michael was Ruler in the time of Alexander and is Ruler again in our own time. The next Ruling Archangel was Oriphiel, who belongs to Saturn. His successor, the Archangel Anael, belongs to Venus. While Zachariel, the Archangel who ruled civilisation in the 4th and 5th centuries, belongs to the sphere of Jupiter. Then came Raphael, from the Mercury sphere, at the time when a form of thought connected with medicine and healing lived in the background of European civilisation. After Raphael came Samael, whose Rulership extended a little beyond the 12th century. And then came the Age of Gabriel. Samael belongs to Mars, Gabriel to the Moon. And Gabriel was once again succeeded by Michael, who belongs to the Sun sphere, in the seventies of the 19th century. Thus in rhythmic succession these seven Beings of the Hierarchy of the Archangels rule over the spiritual life of the earth.

And so as we look back—when was the last Rulership of Michael? It was in the Alexander period. It prevailed during that period when Greek civilisation was carried across to Asia and Africa, and finally concentrated in the great and influential city of Alexandria with its mighty heroes of the spiritual life.

It is a strange vista that presents itself to occult sight. In the age which lies a few centuries before the Mystery of Golgotha, we see, going Eastwards from Macedonia—that is to say, once more from West to East but this time farther to the East—we see the same stream which proceeds from the English and Irish souls in the West and which also flows from West to East. During the Alexander period, Michael was the Ruling Archangel on the earth. During the Arthur period, when Michael was working from the Sun, the influences I have described were sent down from the Sun. But what happened later on, after the Mystery of Golgotha had taken place? What happened to the kind of thought that had been carried by Alexander the Great over to Asia?

At the time when Charlemagne, in his own way, was establishing a certain form of Christian culture in Europe, Haroun al Raschid was living over yonder in Asia Minor. All the oriental wisdom and spirituality to be found at that time in architecture, in art, in science, in religion, in literature, in poetry—it was all gathered at the Court of Haroun al Raschid. And at his side there was a Counsellor, a man who was not initiated in all these arts and sciences at that time, but who had been an Initiate in earlier times, in a former life. Around these two men, Haroun al Raschid and his Counsellor, we find that all the wisdom which had been carried by Alexander into Asia, all the teachings which had been drawn from the old nature-wisdom and were imparted by Aristotle to those he was able to instruct—all this was changed. Alexandrianism and Aristotelianism were permeated and impregnated at the Court of Haroun al Raschid with Arabism, with Mohammedanism.

And then, all the learning thus permeated with Arabism was carried over into the stream of Christianity by way of Greece, but especially by way of Northern Africa, Italy and Spain. It was carried over, inculcated as it were into the world of Christendom.

But before this, Haroun al Raschid and his Counsellor had passed through the gate of death, and from that life which leads from death to a new birth they looked down on what was taking place on earth in the expeditions of the Mohammedan Moors to Spain. From the spiritual world they watched the form of culture which they themselves had promoted and which had been spread by their successors. Haroun al Raschid concentrated his attention from the spiritual world more on the regions of Greece, Italy and Spain; his Counsellor more on the stream going out from the East across the regions to the North of the Black Sea, through Russia and into Central Europe.

And now the question arises: What was the destiny of Alexander and Aristotle themselves? They were deeply bound up with the Rulership of Michael but they were not incarnated on the earth at the time of the Mystery of Golgotha.

We must try to get a clear conception of the two contrasting pictures. On the earth are those who were contemporaries of the Mystery of Golgotha. Christ comes down through the Mystery of Golgotha, becomes Man, and from then on lives in the earth-sphere. And what is happening on the Sun? On the Sun there are the souls who at that time belonged to Michael, who were living in his sphere. These souls witnessed, from the Sun, the departure of Christ from the Sun and His descent to earth. On the earth there were those who witnessed His arrival. That is the difference. The experience of those who were on earth during the Michael Rulership at the time of Alexander, was that they saw as it were the other direction of the Christ Event, namely, the departure of the Christ from the Sun. They live on—I will not now mention unimportant incarnations—and they experience, in the spiritual world, that significant point of time in the 9th century, about the year 869, when there took place the meeting of the Christ with His own Image, with His own Life-Spirit brought over from pagan, pre-Christian Christianity.

Another meeting also took place in the spiritual world, a meeting of the individualities living in Alexander the Great and in Aristotle with the individualities who had lived in Haroun al Raschid and his Counsellor. The wisdom from Asia, in a Mohammedanised form, living in Haroun al Raschid and his Counsellor after their death, came into contact, in the spiritual world, with Alexander and Aristotle. On the one side Aristotelianism and Alexandrianism, but impregnated with Mohammedanism, and on the other, the real Aristotle and the real Alexander—not a weakened form of their teachings. Alexander and Aristotle had witnessed the Mystery of Golgotha from the Sun.

Then a great spiritual exchange, a great heavenly Council, if one may call it so, took place in the spiritual world between Mohammedanised Aristotelianism and Christianised Aristotelianism which had, however, been imbued in the spiritual world with the Christian Impulse.

In the spiritual world which borders on our physical earth—it was here that Alexander and Aristotle met with Haroun al Raschid and his Counsellor and consulted together as to the further progress of Christianity in Europe, with an eye to what should come at the end of the 19th century and in the 20th century, when Michael would again have the Rulership on earth. This all took place in the light raying from that other event, namely, the meeting of Christ with His own Image. That heavenly Council was permeated by the influence of this meeting. And the lines, the threads of the spiritual life of humanity were projected with great intensity in the spiritual world which borders on the physical earth.

Below, on the earth itself, the Church Fathers gathered together in Constantinople at the Eighth Ecumenical Council, where they formulated the dogma that man does not consist of body, soul and Spirit, but only of body and soul, the soul possessing certain spiritual attributes. Trichotomy—the definition of man as body, soul and Spirit—was done away with and anyone who persisted in believing it was declared to be a heretic. The Christian Fathers in Europe never spoke of body, soul and Spirit, but only of body and soul.

The decisive event which took place in the year 869 in the super-sensible worlds as I have described it, cast its shadows down into the earthly world. The Dark Age, the Kali Yuga, received a special impetus, while what I have just described was taking place above, in the spiritual world.

Such was the real course of events. In the physical world the Council of Constantinople which eliminated the Spirit, and in the world immediately bordering on the physical, a heavenly Council such as I have described—coinciding with the meeting of Christ Himself with His own Image.

But it was known that it was a question of waiting until the new Michael Age had dawned on earth. There were, none the less, always a few Teachers who knew, even though in a somewhat decadent way, something of what takes place behind the veils of existence. There were always Teachers who knew how to present, if not always in very apt pictures, the spiritual content of the world, who could speak of what was happening in the spiritual world that is so near to the earth. And here and there these Teachers found ears willing to listen to them. Their listeners were men who learned something of true Christianity by catching here and there fragmentary words as to what would come in the 20th century after the Michael Rulership had begun once again.

In you yourselves, my dear friends, are the souls who were in incarnation at that time and listened to those who spoke of the coming Age of Michael and whose speech was influenced by impulses coming down from the heavenly Council of which I have told you.

From these experiences of a previous life in the early Christian centuries—not precisely the 9th century but before and after, chiefly before—arose the subconscious urge, when the Michael Rulership should be there once more, from the end of the 19th century onwards, to look for centres where the spiritual life is again cultivated under the influence of Michael. This impulse was rooted in the souls of those who had once heard of the teachings, who knew something of the mysteries of which we have spoken to-day.

And so the karmic urge lives in souls to find their way to that form of Christianity which was to be spread by Anthroposophy under the influence of Michael at the end of the 19th and beginning of the 20th centuries. What these souls had experienced in earlier times expresses itself in this incarnation in the fact that certain of them find their way to the Anthroposophical Movement.

Knowledge resulting from a converging of old pre-Christian, cosmic Christianity with inward Christian doctrines, teachings which were connected with the spiritual workings of nature and yet also with the Mystery of Golgotha, continued to be taught on earth at the time when those souls who now in this later incarnation feel themselves drawn to Anthroposophy had passed through the gates of death and were living in the spiritual world between death and a new birth. Some of them indeed came down to incarnation on the earth. The ancient teachings, with their cosmic view of Christianity, lived on, propagating traditions of the Mysteries of antiquity. This knowledge lived on in Schools in Europe like that of Chartres in the 12th century, with its great Teachers—Bernardus Sylvestris, Alanus ab Insulis and others. And the teachings lived and worked too in the great teacher of Dante, Brunetto Latini, of whom I spoke to you in the last lecture. In this way we see how there is a continuation of the knowledge in which there was still connection between cosmic Christianity and the purely human, earthly Christianity which more and more gained the supremacy on earth.

The Council held in Constantinople was an earthly, shadow-image of something that took place in the spiritual world. A constant connection was maintained between what was proceeding in the physical world and in the immediately adjacent spiritual world. And because of this, the most illustrious Teachers of Chartres felt themselves inspired by the true Alexander and the true Aristotle, although in a still stronger way by Plato and by the Platonic and Neo-Platonic thought which prevailed in the mysticism of the Middle Ages.

Something of great significance now took place. Those who had grouped themselves around Michael, and who had for the most part been incarnated at the time of Alexander, were now living in the spiritual world. Looking down from thence they saw how Christianity was evolving under the Teachers of Chartres. But they waited until these Teachers—who were the last who taught of Christianity in its cosmic aspect—they waited until these Teachers of Chartres had come up into the spiritual world. And at a certain point of time, at the end of the 12th and beginning of the 13th centuries, there gathered together in the spiritual sphere bordering on cur earth, the more definitely Platonic Teachers of Chartres and those who had in some way taken part in the heavenly Council in the year 869. There took place—if I may use trivial words of earth to describe such a sublime event—a kind of conference between the Teachers of Chartres who had just ascended into the spiritual world and were now to continue their existence there, and those who were on the point of descending to earth, among them the individualities of Alexander and Aristotle, who immediately afterwards incarnated in the Dominican Order. And then, in a body of teaching that is so misunderstood to-day but the deep significance of which ought to be realised, in Scholasticism, preparation was made for all that was to come later on in the next Age of Michael.

And now, in order that they might enter right into the heart of Christianity, the souls who belonged to the sphere of Michael, who had lived in the old Alexander time, who had not lived on earth during the first Christian centuries, or at least only in unimportant incarnations—these souls now came into incarnation in order to imbibe Christianity in the Dominican or other Orders, but mainly in the Dominican Order. Again they passed through the gate of death and continued their existence in the spiritual world.

In the 15th century and lasting on into the 16th—and it must be remembered that time-relationships are quite different in the spiritual world—there took place in the super-sensible world the great process of instruction instituted by Michael himself for those who belonged to him. A great super-sensible School was founded, a School in which Michael himself was the Teacher and in which those souls took part who had been inspired by the impulses of the Alexander Age and had later steeped themselves in Christianity in the manner described. All the discarnate souls who belonged to Michael took part in this great School in the super-sensible world during the 14th, 15th and 16th centuries. All the Beings of the Hierarchy of Angels, Archangels and Archai who belonged to the Michael stream, as well as many elementary beings, also took part in it.

In this super-sensible School, a wonderful review was given of the wisdom of the ancient Mysteries. Detailed knowledge in regard to the ancient Mysteries was imparted to the souls partaking in this School. They looked back to the Sun Mysteries, to the Mysteries of the other planets. But a vista of the future was given too, a vista of what should begin at the end of the 19th century in the new Age of Michael. All this passed through these souls who now, in the present Michael Age, feel drawn to the Anthroposophical Movement.

Meanwhile, on earth, the last bout of the struggle was taking place. Haroun al Raschid had incarnated again as Lord Bacon of Verulam and in this new incarnation had set the impulse of materialism on foot. The universality in the teachings of Bacon, but also his materialism, came from his incarnation as Haroun al Raschid. Bacon was the reincarnated Haroun al Raschid. The Counsellor, who had taken the other path, incarnated in the same epoch, as Amos Comenius.

And so while Christianity illumined by Aristotelian and Alexandrian thought was going through its most important phase of development in the super-sensible worlds during the 14th, 15th, 16th and 17th centuries—during this very same period we find materialism being established on earth in the minds of men, established in science by Bacon, the reincarnated Haroun al Raschid, and in the realm of education by Amos Comenius, the reincarnated Counsellor of Haroun al Raschid. The two souls worked together.

When Amos Comenius and Bacon had once again passed through the gate of death, a remarkable thing came to pass in the spiritual world. After Bacon had passed through the gate of death, it happened that because of the particular mode of thinking he had adopted in his incarnation as Bacon, a whole world of “idols,” demonic idols, went forth from his etheric body, and spread themselves out in the spiritual world which was peopled by those who were the pupils of Michael.

As I have shown in my first Mystery Play, things that happen on earth work powerfully into the spiritual world. Bacon's mode of thinking on the earth worked so shatteringly into the spiritual world that it was flooded by a whole host of “idols.”

And the materialistic form of educational science inaugurated by Amos Comenius provided the sphere, the cosmic atmosphere, as it were, for the idols of Bacon. Bacon provided the idols; and just as we human beings have around us the mineral and plant kingdoms, so these idols of Bacon were surrounded by other kingdoms which were necessary to their existence. And these were provided by what Amos Comenius had instituted on earth.

The individualities who had once lived on the earth as Alexander and Aristotle set themselves to fight these demonic idols. And the conflict continued until the time when the French Revolution broke out on the earth.

The idols, the demonic idols which it had not been possible to overcome, which had as it were escaped from the fight, descended to earth and became the inspiring forces of the materialism of the 19th century with its many consequences. These forces are the inspirers of the materialism of the 19th century.

The souls who had remained behind, who with the assistance of the individualities of Aristotle and Alexander had profited by the teaching of Michael, came back to earth, bearing the impulses I have described, towards the end of the 19th century and the beginning of the 20th. And many of these souls can be recognised in those who come to the Anthroposophical Movement. Such is the karma of those who come to the Movement with inner sincerity.

It is a shattering experience to hear of what is happening immediately behind the events in the outer world at the present time. But it is something which, under the impulse of the Christmas Foundation at the Goetheanum must be implanted in the hearts and souls of those who call themselves Anthroposophists. It must live in their hearts and souls, and it will give them the strength to work on, for those who are Anthroposophists to-day in the true sense will feel a strong urge to come down again to the earth very soon. And with a faculty of prophecy connected with the Michael Impulse, it can be foreseen that many anthroposophical souls will come again to the earth at the end of the 20th century in order to bring to full realisation the Anthroposophical Movement which must now be established on a firm and sure foundation.

Every Anthroposophist should be moved by this knowledge: “I have in me the impulse of Anthroposophy. I recognise it as the Michael Impulse. I wait and am strengthened in my waiting by true activity in Anthroposophy at the present time in order that after the short interval allotted in the 20th century to anthroposophical souls between death and a new birth, I may come again at the end of the century to promote the Movement with much more spiritual power. I am preparing for the new Age leading from the 20th into the 21st century” ... It is thus that a true Anthroposophist speaks. Many forces of destruction are at work upon the earth! All culture, all civilised life must fall into decadence if the spirituality of the Michael Impulse does not so lay hold of men that they are capable of bringing upliftment to the civilisation that is hurrying downhill.

If there are to be found truly anthroposophical souls, willing to bring this spirituality into earthly life, then there will be a movement leading upwards. If such souls are not found, decadence will continue to spread. The great War, with all its attendant evils, will be merely the beginning of still worse evils.

Human beings to-day are facing a great crisis. Either they must see civilisation going down into the abyss, or they must raise it by spirituality and promote it in the sense of the Michael Impulse.

That, my dear friends, is what I had to say to you on this occasion and my desire is that it shall work on and bear fruit in your souls. For as I have often said at the conclusion of a happy and satisfying visit, when we have worked together for a time, we know, as Anthroposophists, that it is our karma to have been able to do so. We know too that we still remain united, even when divided in physical space. We shall remain united in the signs that can reveal themselves to the eyes of spirit and to the ears of soul if what I have said in these lectures has been received in full earnestness and has been understood.

• 1. See: Karmic Relationships, Vol. III.

On the last occasion, during our Waldorf School Conference, I spoke to you about karmic connections in the evolution of humanity, and to-day I want to say something more on the same subject. I shall begin with matters of which you already have some knowledge and then pass on to others less familiar to you.

When the human being passes through the gate of death, his ether-body dissolves away into the Cosmos when the physical body has been laid aside at the moment of death itself. To-day we shall not be studying this first stage after death, when the ether-body is dissolving, but the stage which follows. This can best be understood by thinking, to begin with, of the earthly life between birth and death. This earthly life runs its course in two sharply different conditions: waking and sleeping. You know from Anthroposophy that during the waking state the four members—physical body, ether-body, astral body and Ego—interpenetrate, mutually stimulating and sustaining their several functions. But in sleep the physical body and etheric body remain in the bed, leading temporarily a plant-like existence, while the astral body and Ego-organisation live independently in the spiritual world, separated from the physical and etheric bodies. We know from ordinary experience that when we are recollecting our earthly life, our remembrances are falsified in a certain sense. For when we look back with ordinary consciousness over our life, this retrospect seems to be a continuous, onward flowing stream, one event proceeding from another consecutively, and as a rule we ignore the fact that the stream of our memories is continually interrupted by the nights. In remembrance, therefore, there is a sequence of day-night-day-night; a period of clear consciousness passes over into one of darkness and this again into one of light. With the exception of dreams which arise from sleep, the part of earthly life which is spent in sleep remains, for the most part, unconscious. Generally speaking, this constitutes a third of the earthly life—if a man is not an abnormally long sleeper. Even taking into consideration the many more hours a child spends in sleep, it will be found that sleep occupies about a third of the time of life on the Earth.

We may ask: What are the Ego-organisation and astral body doing during the period of sleep? They are, it is true, in the spiritual world. But they have no awareness in that world and with the exception of dreams they remain unconscious. Moreover if the human being—constituted as he is on Earth with his ordinary consciousness—were always to have awareness during sleep he would go astray in one direction or another. A man of a more Ahrimanic disposition would go about during the day as if in a swoon, as if his consciousness had suffered a kind of paralysis; a man of a more Luciferic disposition would go about in a state of confused consciousness, with his thoughts and feelings in a perpetual jumble. Generally speaking, the human being is protected by the power known as the “Guardian of the Threshold” from becoming aware of the spiritual world around him during sleep.

When a man has passed through the gate of death, however, and after the first few days has laid aside the etheric body, he starts an existence which flows backwards, beginning with the day of death, passing then to the day before that, and so on through the whole of his life, in the direction from death to birth. But he lives backwards through the nights—the periods of sleep—not through the days. Hence the time during which his life is lived through in this backward order amounts to about one third of the span of his earthly life. If a man dies at the age of sixty, this backward ‘journey’ lasts about twenty years, that is to say, this other life is passed through three times as quickly as the life on Earth. Between death and a new birth we review the nights during which—unconsciously of course—pictures were produced which are in a sense negative images of the earthly life.

If man were not protected by the Guardian of the Threshold his experiences every night would be unendurable and bring about the consequences to which I have referred. If, for instance, he had done someone a wrong, he would feel during sleep as if he were transposed into the other man, experiencing what this other man had felt as a result of the wrong done to him. For the reason given there is no such experience during sleep. But after death, during the period referred to, it comes with very great intensity. We live backwards through our earthly life and through all the compensatory experiences for what we have done or failed to do. How comes it that we are able to live through these compensatory experiences?

In order to answer this question, attention must be called to a cosmic event. During the course of the Earth's evolution, the Moon—which was originally part of the Earth—separated and emerged from the Earth to lead an independent physical existence. Some time after the physical substances of the Moon separated from the Earth, the ancient primeval Teachers of humanity departed to the Moon. While they were on the Earth, these primeval Teachers had not incarnated in physical bodies, but only in etheric bodies. Hence the nature of their influence upon human beings was imaginative, inspirational. And all the wonderful teachings which were given in a more poetic form and contained in legends and sagas, originated in a majestic, primeval wisdom imparted by these ancient Teachers on the Earth. But the essential nature of these Teachers enabled them to withdraw to the Moon which has since been their habitation.

When the human being passes through the gate of death, he moves in very truth through the Cosmos; his being expands and expands. He passes first into the Moon sphere and encounters these great primeval Teachers as they now are. They preserve as it were a naively instinctive, innocent state of the human race. Before men succumbed to the possibility of doing evil, these primeval Teachers were present on the Earth. They take into themselves what is inscribed by us into the Akashic Chronicle during the nights we live through during our existence on Earth. They permeate it with their own being and thus make it possible for us, during the first third of our life after death when we are living through the events of earthly existence in backward order, to experience it all with greater intensity than we experienced it on Earth. Events in earthly life jolt us, impel and drive us, but those whose spiritual vision is able to witness what a dead man lives through in these first decades after his death know well that through the magical power of the great Teachers who have established their colony on the Moon, the experiences of yonder life have an intensity infinitely greater and more vivid than those of earthly life. We actually undergo all this. Suppose you once gave someone a box on the ears: after death you do not experience the feeling of satisfaction or perhaps of anger or malice occasioned in you by your action, but you are then within the other man, you experience the pain and the shock that were caused to him. You feel exactly what your action made him feel. The experience of living through such events with a dead man is deeply moving—one cannot say ‘shattering.’

Let me give you an example here. Most of you will remember that among the characters in my Mystery Plays, I have depicted that of Strader. As in the case of most of the characters in the Plays, the figure of Strader is drawn from actual life. There was a man whose life was almost exactly similar to that of Strader as depicted in the Plays. You can well imagine that I was very much interested in this personality during his physical life on Earth. He died in the year 1912, and my interest in his experiences after death began from then onwards. He had ultimately become a writer on the subject of rationalistic theology, and everything he had experienced on the Earth became infinitely more intense as he himself was experiencing the effect of his books and his rationalism. After I had shared for some time in what he was experiencing, I found it impossible to continue the character of Strader in the Plays and he dies because my interest in his earthly life was no longer there; it was eliminated by the intensity of interest in what he was experiencing after death.

An incident connected with this was that certain friends interested themselves in the writings left by the original of Strader and wanted to bring them to me. I simply could not take any interest in the matter and had to ignore it, for the simple reason that interest in the dead is so much stronger and eliminates everything else. By this I merely want to indicate that the experiences of a man after death while living through his life in backward order are much more intense than they were during his earthly existence. Earthly life is almost like a dream as compared with this other experience. It is an experience in negative, an experience of the consequences in the other person of what we have done and left undone. Hence it should not be described as altogether terrible. But at any rate a man must come to realise which of his deeds, his thoughts, his feelings, were just and which were not.

You can imagine that it is in this state of existence that the first seed of karma is formed. For when the human being realises what actually happens between death and a new birth, his judgement differs from judgement as it is on Earth.—I may already have mentioned that many years ago I met a lady who had listened to a conversation that had taken place in her presence on the subject of repeated earthly lives. She said that one life was enough for her, that she had no desire at all for any others, and she protested vehemently against the possibility of having to return again and again. I was obliged to say to her at the time: ‘Yes, it may be that this is your opinion here on Earth; but that is not the point. What matters is the judgement that is made between death and a new birth.’ As long as she was with us, she realised this, but on her travels afterwards she sent me a postcard saying that after all she did not admit that there are many earthly lives!

When the human being is undergoing these intensified experiences after death, he makes a resolve that may be expressed as follows: Owing to this and that, you have become imperfect, you are an inferior human being; and you must make compensation! Thereby the plan of karma is laid down. And such resolutions in the spiritual world between death and a new birth are realities. Just as here on Earth it is a reality that you burn yourself if you put your finger into a flame, so it is a reality in the spiritual world when you form a resolution. And you do most assuredly form it!

All these experiences are lived through in the Moon sphere. Passing through the following spheres of Mercury and Venus, man gradually approaches the Sun sphere. The Mercury sphere and the Venus sphere form the transition into the Sun sphere. But entry into the Sun sphere would not be possible if the whole burden of the evil laid upon the soul in the Moon sphere had still to be taken in tow. The Cosmos therefore provides that when the human being leaves the Moon sphere, the evil in him stays behind; it waits until he returns and is again passing through the Moon sphere. But as the human being is one with his deeds, he leaves much of himself behind. If I have done evil on the Earth, this simply makes me an inferior being; in passing through the Moon sphere I lose part of myself, leave it behind. A man who had been an out-and-out villain, who had never once done anything good—but after all, nobody like this really exists—such a man would be left behind in his entirety in the Moon sphere. But, as I say, nobody like this exists ... human beings do make progress.

With less or more qualities or defects, the human being passes, at first, into the Mercury sphere. Here too, between death and a new birth, he undergoes particular experiences which are a preparation for his existence in the Sun sphere. In physical life on Earth, a man becomes ill in one way or another. In soul and spirit he must be completely healthy when he passes into the Sun sphere. Hence in the Mercury sphere the human being is freed from all the effects that illnesses have produced upon the soul. Therefore it is the case that true medicine can only be mastered when one is able to perceive how the dead are freed from illnesses in the Mercury sphere. This can teach us what must be done for human beings on the Earth to free them from illnesses. And so, in the times of the Mysteries and of instinctive clairvoyance, medicine was regarded as a revelation from the Mercury sphere through the Mysteries. Just think: What is a God to modern man? A God is a Being who can never be seen on the Earth. This was not so in the days of instinctive clairvoyance. Mercury had his Mysteries. As you can read in the book, Occult Science, there were Mercury Mysteries. Indeed the Arch-High-Priest of the Mercury Mysteries was Mercury himself. This was brought about through a man being born whose spirit was then released by a super-human process in order to seek embodiment in another way. The body was there, and this body was used by the God Mercury in order to come to the Earth, that is to say, to reveal himself in the Mysteries. The Gods themselves were the teachers in the ancient Mysteries. The same applies to all the Gods of Greece; they were all on the Earth in this sense. The God Mercury taught men the art of medicine of which Hippocrates, later on, still preserved a tradition.

Then the human being enters into the Venus sphere where he becomes wholly aware of his incompleteness. But in the Venus sphere all that is incomplete in him is prepared for the Sun existence in which the longest period is spent. Man lives twice through the Sun sphere, but we need now speak only of the one period. He spends the longest period in the Sun existence where, to begin with, he is in the company of those souls with whom he has some kind of karmic connection and who are now, like himself, in the spiritual world. But he is also in the company of the Beings of the higher Hierarchies: Angeloi, Archangeloi, Archai, Exusiai, Dynamis, Kyriotetes, and so on. What happens here? Inasmuch as the human being is fully conscious of his incompleteness, he works together with the Beings of the higher Hierarchies at the model and prototype of his next Earth existence. During the first half of the Sun existence he works more at the prototype of his future physical corporeality, and during the second half more at the prototype of his moral nature as it will be in his next Earth existence. This work that proceeds during the Sun existence is by no means as uniform as it seems when one has to describe it, but it is infinitely richer, more splendid and more mighty than anything that a man can experience on the Earth. On the Earth, man does not experience what is actually enclosed within his skin, but what is around him. During the Sun existence it is the exact opposite, for then man experiences everything that is within the Cosmos. Just as here on Earth we say: this is my stomach, so in yonder sphere we say: out there is my Venus. And as we say here: this is my heart, over yonder, we say: this is my Sun. The Beings of the universe become our organs. We ourselves are as the universe. While man is on Earth—I refer of course to a spiritual conception of man—he is merely filled by earthly substance. This inner world of the human being is in very truth more all-embracing, more splendid than the Cosmos outside man on the Earth. On the Earth, man is not conscious of all that is concealed within his being. But it is much greater, much more majestic than anything he sees on Earth. And what thus lies concealed within him, is revealed to him during the Sun existence. Out of what is then his world, he forms and shapes his physical and moral nature for his next life on Earth. He also works at his karma. After having learnt during the first decades after death how he has to work, he proceeds to labour at his karma. The final touch, as it were, is not given until the evil he has done is encountered again during the second passage through the Moon sphere, and to the model and prototype is added the force which impels him into the karma of a new earthly life.

In order to have more precise insight into how karma is formed, we must think of the following.—Stars—what are they, in reality? Scientists speak of the stars as if they were orbs of burning gas or the like. It is by no means so! Suppose you were on the planet Venus. The Earth would then appear to you more or less as Venus appears to you now, and you would describe the Earth as you now describe Venus; you would estimate that on the Earth—which is the theatre of man's existence—there are so and so many souls. But wherever a star shines, there are souls! There are souls on the Moon: the souls of the great primeval Teachers, intermingled in a sense with the souls of the Angeloi. On Mercury there are the souls of the Archangeloi, among whom we live when we pass through the sphere of the Archangeloi. The God Mercury is an Archangelic Being. On Venus are the Archai. And upon the Sun are the Exusiai, Dynamis, Kyriotetes, in whose company man forms his karma. We must see in the shining stars the outer signs of colonies of Spirits in the Cosmos. Wherever a star is seen in the heavens, there—in that direction—is a colony of Spirits.

When the human being has lived through the Sun existence, he enters into the Mars sphere, the Jupiter sphere, the Saturn sphere. He has already, in the Sun sphere, begun to work at his karma. But as well as this—in order that he shall find the load of evil that belongs to him when, later on, he goes back through the Moon sphere, and in order that karma may be prepared in such a way that it can be fulfilled on Earth—he needs to live with the Spirits indwelling Mars, Jupiter and Saturn. Moreover when highly characteristic human destinies are being worked out, it is the case that the final stage of the development of karmic connections takes place in the Mars sphere, the Jupiter sphere or the Saturn sphere. Karma can, of course, be worked out when the human being comes again into the Venus sphere, and also into the Mercury sphere. Between death and a new birth man works at his karma, together with the Beings of the planetary systems. And it is exceedingly interesting to investigate this.

Today the time has come to speak more openly, with greater freedom and frankness, of many spiritual facts. The Christmas Foundation Meeting at the Goetheanum was held in order to introduce this esoteric character which should now imbue the whole Anthroposophical Society. Therefore, when I was able to speak to you on the last occasion, I began to explain all kinds of karmic connections. Let it not be thought that one is delving with clumsy fingers into the life of man when attempts are made to speak of interesting human phenomena from the point of view of their karmic connections. For thereby the world becomes for the first time transparent, full of light—not poorer but richer, more splendid in content.

I should like to speak today about an individual who was incarnated about the second century A.D. in Rome, as it then was, and who with great sensitiveness of perception had witnessed the willing martyrdom suffered by the Christians in their efforts to promulgate their cause in the Roman Empire. This individual had also witnessed the terrible injustices and the many forms of depravity and corruption which were so rife in the Roman Empire at that time. Numberless manifestations of Good and Evil were witnessed and experienced by this individual. With the methods of spiritual research which enable such happenings to be recognised, we find this individual drawn into the tumultuous happenings which at that time, during the second half of the second century A.D., were experienced in the Roman Empire in connection with the spread of Christianity. There is something extremely moving about this individual when the eye of spirit is directed upon him in the way I explained last time with reference to other individuals in their repeated earthly lives.

In this individual who lived to a very great age and who had witnessed so much Good in deeds of supreme sacrifice in the sphere of germinating Christianity, and so much that was evil and bad in Roman life at that time, there arose a kind of realisation which was also a question: Where is the balance, the mean? Is there only the wholly Good and the wholly Evil in the world?

With the consciousness of Imagination and Inspiration one can follow quite clearly how this individual was subsequently reborn in the eleventh century, as a woman. The experiences undergone in the life as a woman levelled out the hard, steel-like angularity of soul which had developed during the Roman incarnation when he had reached a great age. This trait was softened and mellowed and became a faculty of inner, thoughtful contemplation of Good and Evil. This individual then came again to the Earth in the eighteenth century and was born as the German poet, Friedrich Schiller.

And now study Schiller's life and see how it develops, striving to find a middle condition, a balance, a mean. Schiller needed Goethe before he could get rid of all that had remained in him from the conviction that there is only Good, there is only Evil. Read Schiller's dramas, and you will understand them if you think of his earlier incarnation.

What circumstances lie behind Schiller's life and outlook? The experiences he had undergone in the Roman incarnation continued to be alive within him, but he had subsequently incarnated as a woman in the Middle Ages. And then, in his life between death and a new birth, it was in the Saturn sphere that the most significant development of his karma took place.

Initiation-knowledge, of the degree that can be attained only in advanced age, is necessary in order to understand the essential nature of the Saturn sphere. The question may be asked: How is it possible to acquire knowledge of life on the stars and the like? I have told you that when the human being reaches Imaginative consciousness, he beholds his whole life in a great tableau. But he also beholds it divided into epochs. When Inspiration is attained, and the emptied consciousness wipes out this tableau, something shines out of every such epoch. Instead of beholding his own life between birth and the seventh year, a man beholds, at this place in the life-tableau, the happenings of the Moon existence—he can look into these happenings. In the tableau of the second epoch which lies between the change of teeth and puberty, the Mercury existence shines through all the happenings. The events of the school period, seen as they are backwards in this tableau, lead into the Mercury existence. How aptly and truly were the functions assigned to the several planets in the days of instinctive wisdom on the Earth! Statistics reveal that the human being is most healthy, not in the years between birth and the change of teeth, nor after puberty, but during the school period as it is called (between the ages of seven and fourteen), because that is the time when Mercury works most strongly into the human being in his Earth existence. In the tableau arising from the epoch stretching between puberty and about the twenty-first or twenty-second years, the processes and Beings belonging to Venus are seen. Again it was genius that ascribed to Venus the initial stages of the sex life. The Sun existence shines through the epoch lying between the ages of twenty-one and forty-two, the Mars existence through the epoch lying between the years forty-two and forty-nine; the Jupiter existence through the epoch from forty-nine to fifty-six; and the Saturn existence through the epoch from fifty-six to sixty-three. Truth to tell, even an Initiate cannot see the circumstances of life between death and a new birth in which Saturn plays a part, until he has passed the sixty-third year of his life. Before then it is possible to learn about this existence in many different ways; but in actual vision it is possible to behold these happenings and their connections only when one has passed the sixty-third year of life. So you will realise why it is that I am only now speaking of matters connected with the Saturn existence.

As I said, Schiller developed his karma above all in the sphere of Saturn. To behold this Saturn existence in the way I have indicated, causes great amazement, because it is so different from anything one can experience on the Earth. In the consciousness of the Beings on Saturn there is only Past; there is no Present at all. But the Past is revealed in great majesty. Let me try to make a comparison with something that might happen on the Earth—it does not happen, but hypothetically it is possible. Imagine that you have no idea what you look like, you know only that you exist. You act, you do something—you do not see this at the time, you see it only when it has become the Past. You walk: you do not see your own steps or the movements you make; but immediately afterwards these movements change into a snowman—and you draw the whole movement after you when you look round and see what you have been doing! Such is the life of these strange Spirits upon Saturn. They are never aware of what they do out of an immediate resolve of the Present, but they perceive it only when it has become the Past. This is a difficult conception for the ordinary consciousness, but it is so nevertheless. Individualities like that of Schiller, who are also forming their karma, live in similar conditions of existence. Such individuals develop a wonderful vision of the Past. And so the soul of Schiller, before he was born in the year 1790, lived in the spiritual world with a majestic vision in retrospect of all the Past that was connected with his own karma. And then, on the Earth, this changed into the reaction: the vision of the Past is now transformed into enthusiasm for ideals of the Future. Schiller's ideals of the Future arose from his activity in connection with his karma during his Saturn existence.

And now let us take another life. During an incarnation in Greece, a certain individual had had a great deal to do with Greek plastic art and also with the Platonic philosophy. As a young man he was filled with enthusiasm for plastic art which he was able to view with the eye of spirit, and his colossal artistic powers were able to translate into art what he perceived spiritually. After other incarnations had been lived through, we find this individuality developing his karma in the Jupiter sphere. The Jupiter Beings differ from the Saturn Beings. The Jupiter Beings are unlike the men of Earth. When a man of Earth wants to grow wise, he must undergo inner development, he must struggle, battle inwardly and overcome; through periods that are filled with active development the human being on Earth struggles to acquire an unpretentious form of wisdom. Not so the Jupiter Beings. They are not ‘born’ as earthly beings are born, they form themselves out of the Cosmos. Just as you can see a cloud taking shape, so do the Jupiter Beings form themselves in the etheric and astral worlds, out of the Cosmos. Neither do they die. They interpenetrate one another, do not, as it were compete with each other for space. These Beings are, so to speak, wisdom that has become real and actual. Wisdom is innate in them; they cannot be other than wise. Just as we have circulating blood, so have the Jupiter Beings wisdom. It is their very nature. Among them too, karma can be shaped. The individuality of whom we are speaking, who lived through one of his most important earthly lives in ancient Greece, passed through the Jupiter sphere, came into contact with the wisdom of the Jupiter sphere where his karma was shaped, and was born again in the eighteenth century as Goethe. Such is the origin of the wonderful combination of Greek culture and wisdom that is present in Goethe.

When history is studied in this way, when we try to glean from the Mysteries and from secrets of the Cosmos what is happening on the Earth, I do not think that the Earth's history loses significance thereby. Prosaic professors may always be insisting that it is much more to the point to depict Goethe as the man he actually was in life, than to waft him away into a higher sphere! In richer epochs of evolution, when instinctive clairvoyance still survived, men spoke, openly as well, of how life in the heavens is revealed through human acts and human existence. In this respect we must get away from that abstract mentality which makes us think we are mere worms looking upwards from the Earth, believing only what the astronomers and astro-physicists have to say about the stars. In our civilisation and culture, with all their heavy trials, it is urgently necessary to understand the battle that is being waged between men who strive for the Spirit in order to comprehend spiritual law in the Cosmos, and men who have no desire for such knowledge, who limit themselves to the Earth, not only in the sphere of natural science but also in what is called ‘cultural’ or ‘spiritual’ history at the universities where documents alone are studied—for documents too are records only of happenings in the physical, material world. A decision will most certainly have to be taken in the course of Earth-evolution. Either degeneration of the spiritual life will intensify, and an illness of which I have been speaking for years—even in public lectures—will become more and more widespread. Very little is said about it as yet in medical literature, but it will none the less exist in life—its name is Dementia professoralia (Academic dementia)—or the human being will have to unfold enthusiasm for knowledge of the Supersensible. And this will also lead him to realisation of the connection between the Cosmos and the life of man.

I want to give you a third and rather more complex example. In an earlier life on Earth, a certain individuality was incarnated in India, when India was already in decline, and in that incarnation assimilated much knowledge of a kind accessible to one with extremely poor physical sight. Such details must be studied, for, as I have often said, it is details which lead to perception of the real connections. This individuality lived through various other incarnations which were, however, less important than the characteristics developed in him in India, where his extremely poor sight allowed him to see the lotus flowers and all the blossoms only with blurred outlines. His whole vision was clouded, lacking in clarity. His knowledge of life was of the kind that is inevitable when sight is blurred and the deeper qualities of things unprobed. The karma of this individuality was developed in a complicated way. He unfolded in the Mars sphere, to begin with, qualities that made him into a regular squabbler in the spiritual world! He also worked a great deal at his karma in the Mercury sphere, developing qualities of wit, of satire. And, in the background of all this, picture to yourselves a non-European world. The individual in question tends to be reborn in Europe. He passes through the Mars sphere—battle; through the Mercury sphere—critical, subtle thinking and perception. Having developed still other characteristic qualities in the Venus sphere—it is a particularly complex karma—and with the tendency to evade the physical, while at the same time strongly permeated with spirituality, this individual in the nineteenth century becomes Heinrich Heine.

Just try to realise the understanding that arises of every verse written by Heine, of the very language, words and form, when we know: this is, in reality, a product of the Mars sphere, the Venus sphere, the Mercury sphere. All of it really originates in the Cosmos. Karma is formed and fashioned in the Cosmos; it is lived out upon Earth.

And so, looking backwards upon the life-tableau of man, we perceive the Moon sphere, the Mercury sphere; from the 21st to the 42nd years the Sun sphere, then the Mars sphere, the Jupiter sphere, the Saturn sphere. (I cannot now go into the still later periods; there too one sees something, but I cannot enter into it now). We see that all these spheres have something to do with karma. Ordinary consciousness does not know that man has within him the workings of the Mercury sphere, Moon sphere, and so on. Yet karma is brought into being by what is thus within man; he is impelled by these forces to live out his karma in his own particular way. Heinrich Heine unfolded and developed his karma in the Venus sphere, the Mercury sphere, the Mars sphere; and it is these same beings of the Venus sphere, Mercury sphere, Mars sphere which work through his earthly bodily nature in order to help him to fulfil his karma. And so, by virtue of his karma, the whole being of man stands within the Cosmos, gives expression to the Cosmos here on Earth—in one case in this way, in another in that.

These things must be studied with a free and wide outlook. When I say to you that Goethe, in the Jupiter sphere, transformed what he had absorbed in ancient Greece into deep, instinctive wisdom, which comes out in all his creations because living beings are at work—this will have a different result in another case. At the time when the culture of ancient Mexico had fallen deeply into decline, though the echoes of the Mysteries and their cults still persisted, there lived a certain individual. He came into close contact with the magic arts, the decadent manifestations of the Mystery epoch in ancient Mexico, and he understood the sense in which such beings as Quetzalkoatl, Tetzkatlipoca, Taotl, had been living realities. Orthodox books on cultural history as a rule mention hardly anything more than the names of these Beings. Nevertheless there was a time when men had living conceptions of all these Gods, of Quetzalkoatl, Tetzkatlipoca, Taotl; they had actual connection with super-sensible Beings. These matters were understood by the individual to whom I am referring; and comparatively quickly, without an intermediate incarnation, he was born again in the nineteenth century as the occultist Eliphas Lévi, having passed through the Jupiter sphere in his life between death and a new birth. In ancient Mexico he had been connected with such things as sorcery, magic arts, and the like, and had absorbed an outworn, decadent kind of knowledge. A peculiar, primitive form of wisdom—an inferior wisdom—was in this case transformed in the Jupiter sphere into the kind of content we find in the books of Eliphas Lévi. Whereas the Jupiter sphere produced in Goethe, as the fruit of the earlier incarnation, a mellow, Olympic fire, and great wisdom, Eliphas Lévi dabbles with a kind of charlatanism in all sorts of magical formulae and the like.

The earthly life is, of course, the decisive factor in what the stars are able to make of our karma. But the stars, that is to say the Beings who live where the stars indicate their existence, the stars transform into karma those things which, here on Earth, become elements in the constitution of karma.

It is in this way that we shall try more and more to deepen Anthroposophy. And if a great deal seems paradoxical and strange—as it certainly will—we must not mind it. In the paradoxical and the strange lies the truth. Man's life is based upon foundations that are deeper and more complex than is usually believed. In order to understand it, our thoughts must not be fettered to the Earth but take wings out into the expanses of the Cosmos. On the Earth man gazes at matter and too easily forgets the Spirit. The opposite is the case as soon as only a little Imaginative knowledge leads us to the realms of the heavens. There quite certainly we forget matter and begin gradually to behold the Spirits, as did the simple Shepherds in an ancient, primitive time, and as was the case on into the Middle Ages when, instead of inscribing external signs on maps of the heavens, men drew figures and forms, because they actually beheld these figures in Imaginative knowledge.

Anthroposophy deepens our inner perceptions too, as I have repeatedly said. Just think of it! If we make the attempt with the kind of knowledge I have described, we begin to gaze upon the destiny of a single human being with holy awe. For what is it that works in the destiny of each human being? In very truth it is star-wisdom—all-embracing star-wisdom! Nothing can enable us to behold the working of the Gods in the universe with deeper or truer feelings than to behold it in the destiny of a man. A world-justice flows through Eternity in the existence, the deeds, the thinking, of the Gods weaving behind the being of man.

That is what I wanted to say to you today concerning karma.

My dear friends! Today we will try to bring to a conclusion the things we have been discussing and which are part of our program.

I have given you the annual and monthly moods as a basis for a breviary, and within the annual and monthly moods we must now seek the weekly moods. These weekly moods arise, as I began to indicate yesterday, when we look at how the weekly mood is actually already indicated in the August mood, so that within this August mood we already have the first week within the monthly mood. Just as in a living organism certain limbs have a little more of the whole [organism] and of the other [limbs] than others, so it must also be with what we find out organically as our behavior in relation to the world, and so the August mood would be the mood for meditation for the first week of the month, the September mood for the second week, the October mood for the third week, the November mood for the fourth week. In this way, the weeks intertwine with the months in a corresponding way. It cannot be otherwise, and we must make sure that we go with the months in the weekly arrangements. However, sometimes shifts will have to be made so that we can get the weeks into the course of the year. Then the daily moods follow the weekly moods, and these daily moods, which must follow the weekly moods, lead into the whole context of the world in a different way from the preceding parts of the breviary. I will now read the daily moods slowly, beginning with Saturday: Saturday:

My gaze is directed towards the divine spiritual ground of being
The senses behold the revelation of the essence of Being
The World Spirit rules in the World Matter
The World Spirit weaves in the dead, in the living, in the sentient
The World Spirit creates in man his image of being
The soul reveals the creative power of the spirit
The soul strives for spiritual fulfillment.

Sunday:

The spirit reigns full of light
Into the darkness it shines
The darkness seems to live from the light
The spirit weaves in the darkness, essentially
Darkness is enlivened by light
Light makes darkness good
The light's glow is the good in the darkness.

Monday:

Darkness seizes the received light
It wants to shine, not be illuminated
It takes possession of what it has received
It lets its own light prevail
It should not flow towards the original light
It should be itself
Darkness deceives the light.

Tuesday:

Light-Unity fades
Darkness turns away from the light
Darkness turns against the light
And so darkness is against darkness
As light is darkness deception
As light is darkness evil
As light is darkness destruction.

Where is the light in darkness?
Where does the soul find the spirit?
On Golgotha stands the cross
Christ shines on the cross
He guides through death
He shines in the darkness
He is the light of my soul.

Thursday:

Christ leads souls
From darkness He leads
Light in the Urlicht is His power
Life from death He wrests
Salvation from evil He wrests
Rise from ruin He wrests
To God's All He leads man's self.

Now, as on a higher level, Friday returns to Saturday:

Friday:

With Christ, my will is done
His cosmic goals flow into my will
Christ reigns for the future of the earth
Christ lives in the Father, shining through himself,
revealing through the healing spirit
Christ creates the spiritual goals in the soul
the soul can absorb the essence of Christ
the soul can feel: Christ in me.

The word pervades heaven and earth
It spoke authoritatively to Moses on the mountain
It forms world beings, for the revelation to man
It weaves in the human interior, to the hidden through itself
It shines as the sun from the light into the darkness
It lives in Christ, bright out of the darkness, gentle in the brightness. It comes to earth in Jesus.

Now comes the third week:

I look into the world with a spirit-borne feeling
The spirit feels my nature
The world sinks into darkness
The inner being shines in prayer in the spirit being
The inner being needs a ruler in the darkness of the world
Oh, the spirit takes a level head.

Thursday:

Christ leads souls
From darkness He leads
Light in the Primordial Light is His power
Life from death He wrests
Salvation from evil He wrests
Rise from ruin He wrests
To the All of God He leads the human self.

Or let us take the first Saturday in August:

The spirit of the world of becoming arises
In darkness, light is born
The spirit rests in the being of the senses
The spirit lives in my life.

The first week repeats the same saying in this case:

The spirit of the world of becoming arises
Light is born in darkness
A spirit of spirit rests in the senses
The spirit lives in my life.

Now Saturday:

My gaze is directed towards the divine spiritual ground of being
The senses behold the ground of being's revelation of being
The world spirit reigns in the world's substance
The world spirit weaves in the dead, in the living, in the sentient
The world spirit creates in man an image of its being
Soul reveals the spirit's creative power
Soul strives for spiritual fulfillment.

So it is possible, my dear friends, to use this breviary by arranging it in the appropriate way, and if you use it correctly, you will gradually find the opportunity to learn to preach in pictures; the word can come alive in you. But do not believe that the word can somehow come to life without practice. Only the practice that is in harmony with the ruling intentions of the world, only the practice that we carry out in us in accordance with the intentions of the world of becoming, draws the power of the living word from within us. And it is important that you connect these things, which are intended for pastoral care, with the appropriate trust, with the appropriate faith. The spirit cannot be given to anyone who does not fully believe that he is living in the weaving of the spirit. I ask you to pay particular attention to this, my dear friends, when I now speak about community building and about ordination.

I am now speaking about these matters as they arise from what has been said to me by those who really want to take on the task they have spoken of in all seriousness. I would like to answer the question: How can communities be founded, how can communities be led?

Of course it is not possible to simply stand up with all the things we have now discussed as our goal and now go into church planting in abstracto, but rather the first work must be done as a beginning. Therefore, I can only imagine that it can be done in a favorable sense by first bringing to the people what we consider to be the right thing to do in our whole context. I can therefore only imagine that such participants in these endeavors appear in the most diverse places, who initially simply take up the way in which one must currently work on people, so that they begin by making known what they want, through lectures that clearly reveal the goal that one sets from the outset, in such a way as to be understood. First of all, the necessity of religious renewal must be proclaimed. It must be made clear that such a religious renewal is necessary. For this, of course, one must be truly convinced of the necessity of such a religious renewal. But for that one must also be imbued with the tremendous seriousness of the situation in which present-day humanity finds itself with regard to inner spiritual and religious matters, and in which it also finds itself with regard to external world events, which, after all, are nothing more than a consequence of the fact that humanity has lost sight of the actual spiritual content of the world. If we succeed in showing from today's overall decline the necessity of a new beginning, which must be taken into the hands of individual serious people, if we succeed in explaining the whole situation of the world and the situation of religious and moral life before humanity, then the spirit will be found that works in the sense of such an ascent, and the first members of the community will emerge from those who can hear it first. For those who look impartially at what is today – which, after all, very few people do – there can be no doubt: If you speak in this way, purely lecturing at first, to all those who want to hear it, and if, above all, you find warmth in your words so that people not only believe in your mind but believe in your heart, the number of community members who come to you will not be small in a relatively short time. For there are very many who are seeking today. There are far more today who are seeking than those who can lead, and if a group can be found that can lead, then it will certainly also find those who are seeking.

My dear friends, it is my unshakable conviction that the saga of Dr. Faustus contains a profound truth in the following: In the time when it was still attributed to Dr. Faustus that he had made a pact with the emissaries of hell, Dr. Faustus was seen as the co-inventor of the art of printing. However useful the art of printing has become for modern humanity, its use is, to a certain extent, of the devil, because the art of printing erects a wall between heart and heart in relation to humanity. We must not take such things so much to mean that we should now become radically conservative, radically reactionary, and say that we must work against the art of printing. On the contrary, we must profess a completely different attitude in this regard. We must be clear about the fact that before the art of printing existed, when a pastor had to speak to a congregation from the pulpit, the congregation was entirely dependent on him for an understanding of spiritual matters. We must realize that the power the pastor had to apply in order to speak intimately to his congregation was small in those days and could be small in relation to the power that must be applied today. And I see, my dear friends, that everywhere people would like to hold on to the fact that this power can remain so small. We must be clear: the art of printing must be there. We must realize that everything that the modern world has brought forth must be there. But our strength must increase in order to make good and overcome that which has been done by the world that Christ described as the kingdom on earth into which He had to bring the kingdoms of heaven.

We must not carelessly say: What was expected in the early days of Christianity did not come to pass, so the statement of the millennial kingdom was wrong. It is a lie to accuse the Bible of making an untrue statement. It is not so. Bit by bit, the de-divinized world has emerged, and bit by bit, what could previously be sought through the world must now be sought through the spirit. The art of printing does not prevail in a world that is standing still and becoming more even, but in a world that is perishing and whose decline must be countered by the dawn. If we cannot get used to thinking about these things in sharp images, then we cannot rise to the occasion in which we want to place ourselves, and above all, we cannot come to trust in the workings of the spirit, which we must have. How can we speak of the spirit if we have no trust that the spirit will work with us? How can we speak of the spirit if we only ever weigh up intellectually whether this or that can be right? How can we speak of the spirit if we are not able to connect with the spirit? Whatever echo the world sends back to us, we connect with the spirit to bring about what we recognize as right in its sense. And we cannot work in the spirit if we do not extend this trust to everything we can do in our community. We must stand in the community objectively and judiciously, we must stand in the community knowingly. The modern pastor has basically become a stranger to his community. He goes around in the community without realizing what tragic worlds are taking place among those who pass him by. The pastor needs knowledge of human nature, and he only gains this knowledge by taking an interest in the experiences of his community. There should be nothing that community members do not see in such a way that they have the judgment: when they come to the pastor with it, they will find an open heart, but also wise judgment. We should not let any opportunity pass us by to find out what the laws of the world's phenomena are. We should thoroughly study everything that is going on in the spiritual, legal, political and economic life of the world in order to be able to help people from these three sources of all human development. We should know how to truly be close to the souls we are responsible for. Much will be well if these souls know that we are aware of their weaknesses and concerns, and that we have a proper judgment for them, one that is accompanied by openness of heart.

My dear friends, we must be careful not to become Catholic, but we must have an open heart and goodwill for what must be regarded as human and humanly necessary within the community. Very few people today know what is going on in many people. Very few people know how the people around us are really struggling in their souls today. In recent times, the misery has become so great that those who still live a little in the abstract intellectualism have no faith at all and no insight into the magnitude of this misery. Today, many souls that cannot be opened up because intellectualism has withered away everything we can say to them, everything we can give them, are on the verge of returning to the Roman Catholic Church, which could experience an immense influx. They are therefore close to converting to the Catholic Church because the Catholic Church – albeit in its external and often disastrous way – really did know how to establish with ironclad consistency what souls need apart from intellectualism, for example through confession. ©, I got to know them, these Protestant pastors, who kept saying: What do we do with our preaching, which has become so intellectualistic, if we don't have something like the Catholic priest has in confession? — and who, as pastors, longed for confession. And I have also met brave Catholic priests who, for certain reasons that are not to be discussed here, felt a deep obligation to remain within the Catholic Church, but who were deeply aware of what they owed to their inner selves by lending an ear in confession to those who had deep emotional suffering to report.

Infinite things, my dear friends, are healed in the world by approaching souls in this way, which can be characterized as I have just done. But we will never be able to rediscover the possibility of relating to souls in this way if we are not also aware that we must become fighters for what is happening in the big wide world, that we have to fight for many of the rights of the spiritual ministry on the ground of the spiritual ministry, but that these rights have been taken away from the spiritual ministry in the materialistic world and continue to be taken away. How much, my dear friends, has been taken from the spiritual ministry by the materialism of doctors! People do not think about it, they do not even know. One of the sad phenomena is that the hearing of confessions has passed from the clergy to the psychoanalysts, who carry it out in a materialistic sense. Such phenomena of the time are usually not understood at all in all their depth and significance. As a servant of Christ, fight against the Ahrimanic effects that express themselves in this way in the world, for without doing so you will not be able to work in the individual as the effect of the community must be! Let no opportunity pass by to again furnish proof that there can be a pastoral psychology and pastoral psychiatry! Try to gain knowledge of the world and knowledge of human nature in this sense! Do not believe that the thoughts and aspirations of the pastor can be fulfilled by disputing the correctness of faith and knowledge. My dear friends, so much has happened in this regard that the salvation of millions of souls has been lost. Take these things seriously and consider the situation of the soul in view of what has happened and in view of the need for religious renewal today. Do not regard it as a digression from the task of the pastor as a religious worker to be expected to know what can affect the lungs of a person from the soul. Look at the spread of lung diseases and do not consider this as something that you can only learn from the materialistic medical world. Notice how worries work, brooding over them in solitude, without being able to hear the words of someone who seems wise and capable of judging such things. Listen, I say, hear something of what takes place in the outer illness as a result of the troubles over which one broods in solitude, and sense how much you can do by contemplating the solitude of those who brood over troubles; sense what you can do for the recovery of the outer life. For there are two kinds of lung disease: one is a disease of the lungs as an organ, the other is a disease of breathing, but this breathing cannot take place in the right way if the lungs are not otherwise healthy, and in the diseased lungs are the afflictions that have been brooded over in solitude. Do not consider it an impertinence, one that cannot be addressed to the office of pastor, when one asks what it is that eats away at the human organs that are supposed to refresh the organism. Unhealthy feelings, about which one is uninformed, make the liver sick and make everything that is to be regenerated by the liver and spleen sick. Do not consider it unnecessary to point out that there should be a pastoral physiology again. Consider it a question of your office: What eats away at the air organs? The unsocial feelings of people eat away at the air organs, those feelings that do not allow the potential for love to be expressed in the appropriate way. And by cultivating social feelings and mutual social respect within your community, you will help your community to breathe healthily, insofar as this is to come from the soul. Do not consider it to be outside your office to ask: What has a destructive effect on the blood and its circulation? Try to find out that the destructive effect on the blood and its circulation is caused by the feeling of the futility of existence, by insensitivity to the word that reveals itself from the Divine-Spiritual. If you can see into the mysterious connections between insensitivity to the word that reveals the divine-spiritual and the disturbances in circulation and heart diseases, and if you look at everything that strikes back - the pendulum not only goes there, it also goes here - of a materialistic attitude that comes from a ruined blood circulation and a ruined heart, which comes from this insensitivity to the spirit-filled word. Then you will be able to gauge what the situation of present humanity has actually become, and then you will feel in the right, serious way what religious renewal must actually mean. Then you will also sense something of how healing can be found in the sacred and how one does not need to lose healing in the abstraction of sanctification. It will depend entirely on this spirit, and above all, it will depend on you speaking the truth at every moment to those who belong to your community, for whose souls you are responsible, so that you are not merely administering an office, but speaking the truth.

My dear friends, mistrust is at an all-time high today. Among the forces that have developed most strongly in recent times is the mistrust from person to person, and also the mistrust of man towards his pastor. Only knowledge of human nature can counteract this increasing mistrust. Today, many people are particularly ill in their souls, but very few know anything about the mysterious connections between mental and physical illnesses. Most of the world's leading people are actually embarrassed to stray even a single step from the path of intellectualism. They always ask questions in an intellectual sense; they ask little with the heart. They ask a lot with the mind, but the hearts that want to hear cannot listen to the mind. And so something has happened that is one of the most terrible phenomena of our time.

You will find, my dear friends, that the members of your community who come to you first are many who will show that they do not come merely because there is strength in your words and your actions that attracts the fundamentally human. Rather, many will come who, when you really talk to them intimately, will say: I come to you because everything else I have tried has offered me nothing, but I don't know if you can offer me more than the other things that offered me nothing. — Many will come with precisely this attitude, and they have not developed any sense of the differences between what approaches them. Should it nevertheless be the case that you speak to people more out of the spirit than others have spoken out of the spirit, then you will find how dulled the souls are and how they can no longer even notice the difference today, and you will have to find ways to overcome precisely the dullness of the souls. Especially with regard to people who come to you with true feelings [of longing] for a life in the spirit, but with dull souls, you will not get by with anything other than being able to evoke a clear feeling of the inner intimate truth of what you have to say. Many will say to you: I cannot tell the difference between what I have been offered so far and what you are offering me. You will only get such questions if you want to convince people with intellectual arguments, but you can do without intellectual arguments if you want to enter into intimate contact with your parishioners; you can do without intellectual arguments. Learn to build on completely different arguments. Learn to build on those reasons that flow, for example, from saying: It is best if you believe me no more than you believed the others, if you believe me perhaps even less than you believed the others; I completely dispense to explain to you the matter that I have to discuss with you, with all kinds of reasons; but look and really observe everything with open eyes; see if you can't see that many things are different; and then don't let me judge, but judge for yourself. And if you then also give such people a sense of how you yourself feel about the reasons that may be put forward against your own pastoral care, if you evoke a feeling that you also know the other side and that you do not even have the slightest spark of fanaticism for the cause you represent, then you will be able to build something that you will never be able to achieve through intellectualism, which is the father of fanaticism. I say with full awareness: intellectualism is the father of fanaticism, because in no religious community has there ever been such great fanaticism as among the modern scientific communities. One must only be familiar with the currents that are flowing. One must realize how far removed from admitting the infallibility of the Roman Pope someone may be who invincibly believes in the infallibility of a professor or even in the abstract “modern science”. The faith in these things is so great because one is not even aware that it exists at all, because one takes the faith in it for granted. One does not even notice how one is stuck in a maximum of fanaticism in this area.

But, my dear friends, you will achieve nothing if your enthusiasm for the cause is not great enough to enable you to rise to such concepts, if you yourself still suffer from something that prevents you from see through the full power of this fanaticism and similar fanaticisms that live in the world today, and if you, so to speak, cannot decide to also confront this fanaticism with the spirit of Christ.

Your church planting can only be one that, first of all, starts from the right attitude, but secondly also from a strong attitude. The time when it was possible to believe that half-measures could achieve something is over. The time is over when it was possible to believe that intellectual discussions about world affairs make a difference. We must never forget that we live in the age in which humanity is to be irrevocably given freedom, and that the coming of freedom means that, if work is to be done in the spirit, it must be done from a source and origin; it means that something truly new must come into the world and that [really everything] must be ruthlessly seen and done in the spirit of this newness. Your work would be a passing one if you did not take into account that this attitude is indispensable for this work.

My dear friends, you must awaken in people everywhere the realization that modern man must be pointed to his deepest inner being and that he must draw from this deepest inner being the impulse for what he thinks, feels, wills and does. It is out of the question to think of carrying out this cult in such a way that it is in any way Catholicized. The cult, the fundamental features of which we have indicated, must be practised in such a way that it is felt to be something that really comes from the spiritual world today. It must be perfectly clear that the Catholic Church has been able to achieve such immense power because, in a sense, it is precisely because it is consistent that it can adapt to all manner of contemporary phenomena; and the Catholic Church does not do this in the way that certain newer currents have, which are characteristic of the intellectualism of modern times.

At the beginning of the 1890s, for example, we saw something emerging in Central Europe that was then called the effort to establish a Society for Ethical Culture. The movement started in America and also took hold in Europe. I was at the Goethe-Schiller-Archiv at the time when the most important events took place to establish this society for so-called ethical culture in Europe, and I asked one of the leading personalities at the time [of the Society for Ethical Culture] at the Goethe-Schiller-Archiv: What do you actually want with ethical culture? — I was told: The name itself says it all. — I could only answer: But first you have to understand the meaning of a name. If you asked people what they wanted with ethical culture, you would get a confession of immense weakness, you would get something like the answer: Yes, in relation to religious beliefs, in relation to world views, people differ so much that in the end everyone can have their own world view and everyone their own religion; religion will become more and more a private matter, but you can't live with that, you have to come to an understanding; so let's make ethics free of religious and ideological foundations and spread an ethics that is free of any religious or ideological basis. I always objected: Yes, but there have never been any other ethics than those that have emerged from the foundations of religions and worldviews and that were their consequences. — As a rule, no answer was given to this, because people were so intent on making an abstract extract from all that could be gained from the various religious beliefs, stripping away the religious character and then handing it down as a non-religious ethic, as a mere “ethical culture”. It really does not need to be directed against people when one speaks out sharply against it, and in an essay on the Society for Ethical Culture at the beginning of the nineties, I showed with all severity the impossibility of getting out of this chaos that one has finally gotten into. A fanatic of this ethical culture published a pamphlet against this essay in which he insulted with a matter of course what can actually be thoroughly substantiated. Other people also could not see that the time had come when these things had to be treated with complete seriousness. After I had written this essay, I came to Berlin, visited Herman Grimm, who said: What do you actually want with this fight against ethical culture? Are you going to this meeting? I found that they are all very nice people. — I never doubted that all the people sitting there were very nice people, but I regretted all the more that these nice people had this monstrosity implanted in their souls as if it were something self-evident. Even the leaders in spiritual life could no longer see at all what the seriousness of our situation was and is. This realization of the seriousness of the situation will actually be the most important thing with which you leave here, because everything else can only be of value if you leave here with this most important thing.

And now, so that we can discuss in the afternoon what is on your minds in relation to this, I would like to say a few words about what might be along the same lines as what is in other confessions as regards ordination. I would ask you to bring up the most important things first.

It is difficult, my dear friends, to speak about ordination today, because the times when the ceremonies that served the old ordination still had a meaning are over, and those who want to recognize these ceremonies are no longer in touch with the present day, not since the middle of the 15th century. For a new age has dawned. But those who have immersed themselves in the spirit of this new age have basically abolished the ordination of priests, and they have also abolished it within the denominations. And so today we are faced with the fact that those who have been ordained no longer live in the times, and that those who live in the times perhorrescize the ordination of priests. It cannot work in the same way today as it did in times gone by; it must be thoroughly brought into line with the spirit of our age. If you take this, so to speak, as a basic condition, I may say a few words to you about the ordination itself and its ceremony, as it is revealed to me for the present time. It is important that you really understand that I am, in a sense, communicating something revealed to me by the spirit.

It would be necessary for the transmission of the priestly ministry to take place in the presence of older priests, so that first of all older priests are gathered together, and that then the process of placing the person to be ordained in the overall context in which he is to be placed is begun. If I say that older priests should be present, it is of course extremely difficult to carry out at the beginning, but the beginning must be made in such a way that you, in the sense of what you impose on your central leadership, also order the beginning of such a matter in this sense. Then the things that need to be ordered in this way will also be available to you. Of course, there may not be older priests present at the beginning, but that must become the custom.

Then, first of all, there must be a very solemn presentation of the 14th chapter of the Gospel of John to the person who is to be ordained. I would like to emphasize that simplicity must be the supreme law in the face of such an act. If this act becomes complicated, it cannot be what it should actually be, that it should be on the mind at least once a day of the person who has gone through this act accordingly. The spiritual experience of this act should always precede the recitation of the rosary. If properly cultivated, it can be accomplished in a relatively short time, in my case in one minute. But this can only be done if the whole act is not complicated but has a unified character.

So the 14th chapter of the Gospel of John, which begins with the words: Let not your heart be troubled. Trust in the power that leads you to the divine foundation of the world and that leads you to me. - And which concludes with the words: The world shall see how I love the foundation of the world, and how I act in the sense of the foundation of the world, as is laid upon me. Do likewise, then we can leave this place in peace. — And this should be followed by the introduction to the 11th chapter of the Gospel of John, the resurrection of Lazarus, and so it should affect the person being ordained that he feels through and through from this chapter how the power to resurrect that which is dying lies in the Christ-being. I believe, however, that in order to interpret this chapter in the right way, what I have given in my book “Christianity as a Mystical Fact” as an interpretation of this chapter can still serve.

Once this has been done – I am stating things fully, perhaps they cannot be done in this fullness at the beginning – the application of the garment that I have shown here in the illustration as the one that represents the etheric body would have to be carried out. This is the beginning of the symbolization of the effect of pastoral care.

Now one has to take oil – there is still a lot to be said about the consecration of oil and water, so that you can be quite clear about it – and apply this oil in the appropriate way to the pulses on the arms and – the person to be admitted has to wear sandals – to the corresponding places on the ends of the balls of the feet. With that, the sacramental act has been performed.

By leaving only what happens to the oil in the picture and making it as clear as possible in the picture, so that all bystanders - I say all bystanders, not just those who are to be introduced to pastoral care - can clearly perceive and remembrance of the picture that has been enacted. Only after the picture has been enacted should the words be spoken, and these words should be simple so that they can always stand before the soul in the way I have described:

In the name of Christ, you are authorized
firstly to administer Communion,
secondly to perform the sacrifice of the Mass,
thirdly to administer the sacraments.

After this has been done, the stole and chasuble are to be put on, that is, everything that leads to the astral body, and then there is something else to be done – so that the matter is simple, but it must be succinct – which must be deeply engraved in the soul of the person to be received: one consecrates the host as one does in the sacrifice of the Mass. One hands the host to the one whom one would not have handed to before the anointing with the oil, and afterwards lets him himself perform the consecration of this host and after this consecration perform one's own communion. Then one consecrates the chalice, as one otherwise does in the sacrifice of the Mass, and hands the chalice to the one who is to be received, so that he consecrates it in the same way and, by drinking from it, pronounces the words that have just been expressed as the words of the sacrifice of the Mass, and which he actually speaks for the first time with authority.

After this has been done, my dear friends, the question is asked in a lapidary way:

Do you vow to continue to work in the sense in which this authority was conferred?

And his answer should be:

I vow:

To teach in Christ's name To work in Christ's name To pray in Christ's name To sacrifice in Christ's name.

All those present say:

Yes, so be it, amen.

After this has been done, the headgear that the priest has to wear only during part of the ceremony and that is to be regarded as the thing with which he sets out to teach and with which he leaves teaching and so on, this headgear is handed over by, as it were, doing that which lies in his ego effect as the crowning of the whole ceremony.

Then it would be a matter of having the person preach a sermon on a topic that has been discussed with him at length, in front of those from whom he has received the ordination, as a trial sermon, but also as a solemn investiture into his office. Then the corresponding ceremony would be over.

That, my dear friends, is what I wanted to tell you this morning. I now ask you to prepare for the afternoon everything you might have to say in connection with this or with earlier events, so that we may part as befits our serious time together.

[ 1 ] The author would like to sketch several pictures—nothing other than that—and not about the spiritual thought-life of Austria but only from this life. No kind of completeness will be striven for, not even with respect to what the author himself has to say. Many other things might be much more important than what is to be brought here. But this time only a little bit will be indicated from the spiritual life of Austria that is more or less, directly or indirectly, connected in some way with spiritual streams in which the author himself has stood during his youth. Spiritual streams like those meant here can indeed also be characterized, not by presenting mental pictures one has formed of them, but by speaking of personalities, their way of thinking and inclinations of feeling, in whom one believes these streams to express themselves, as though symptomatically. I would like to depict what Austria reveals about itself through several such personalities. If I use the word “I” in several places, please consider that to be based on my point of view at that time.

[ 2 ] I would like first of all to speak about a personality in whom I believe in myself able to see the manifestation in a very noble sense of spiritual Austrianness in the second half of the nineteenth century: Karl Julius Schröer. When I entered the Vienna College of Technology in 1879, he was professor of German literary history there. He first became my teacher and then an older friend. For many years now he has not been among the living.

In the first lecture of his that I heard, he spoke about Goethe's Götz van Berlichingen. The whole age out of which this play grew, and also how Götz burst into this age became this play grew, and also how Götz burst into this age became alive in Schröer's words. A man was speaking who let flow into every one of his judgments what, out of the world view of German idealism, he had incorporated into all the feeling and willing of his entire spiritualized personality, His following lectures built up a living picture of German poetry since Goethe's appearance on the scene, They did so in such a way that through his depiction of poets and poems one always felt the living weaving of views, within the essential being of the German people, struggling to come into reality. Enthusiasm for the ideals of mankind carried Schröer's judgments along, and this enthusiasm implanted a living sense of self into the view of life that took its start in Goethe's age. A spirit spoke out of this man that wanted to communicate only what had become the deepest experience of his own soul during his observations of man's spiritual life.

[ 3 ] Many of the people who got to know this personality did not know him. When I was already living in Germany, I was once at a dinner party, a well-known literary historian was sitting beside me. He spoke of a German duchess, whom he praised highly, except that—according to him—she could sometimes err in her otherwise healthy judgment as, for example, when she “considered Schröer to be a significant person.” I can understand that many a person does not find in Schröer's books what many of his students found through the living influence of his personality; but I am convinced that one could also sense much of this in Schröer's writings if one were able to receive an impression not merely by so-called “rigorous methods” or even by such a method in the style of one or another school of literature, but rather by originality in judging, by the revelations of a view one has experienced oneself. Seen this way, a personality grown mature in the idealism of German world views does in fact speak forth from the much maligned book of Schröer, History of German Poetry in the Nineteenth Century and from others of his works. A certain manner of presentation, in his Faust commentaries, for example, could repel many a supposed free thinker. For there does work into Schröer's presentation something that a certain age believed to be inseparable from the character of what is scientific. Even strong-minded thinkers fell under the yoke of this belief; and one must seek these thinkers themselves in their true nature by penetrating through this husk of their creations that was forced upon them by this yoke.

[ 4 ] Karl Julius Schröer lived his boyhood and youth in the light of a man who, like himself, had his roots in spiritual German Austrianness, and who was one of its blossoms: his father, Tobias Gottfried Schröer.

It was not so long ago that in the widest circles certain books were known to which many people certainly owed the awakening of a feeling, supported by a view of life in accordance with the spirit, for history, poetry, and art. These books are Letters on Aesthetics' Chief Objects of Study, by Chr. Oeser, The Little Greeks, by Chr. Oeser, World History for Girls' Schools, and other works by the same author. Covering the most manifold areas of human spiritual life from the point of view of a writer for young people, a personality is speaking in these writings who grew up in the way of picturing things of the Goethean age of German spiritual development, and who sees the world with the eye of the soul educated in this way. The author of these books is Tobias Gottfried Schröer, who published them under the name Chr. Oeser. Now, nineteen years after the death of this man, in 1869, the German Schiller Foundation presented his widow with an honorary gift accompanied by a letter in which was stated: “The undersigned Board has heard with deepest regret that the wife of one of the most worthy German writers, of a man who always stood up for the national spirit with talent and with heart, is not living in circumstances appropriate to her status nor to the service tendered by her husband; and so this Board is only fulfilling the duty required of it by the spirit of its statutes when it makes every possible effort to mitigate somewhat the adversity of a hard destiny.” Moved by this decision of the Schiller Foundation, Karl Julius Schröer then wrote an article about his father in the Vienna New Free Press that made public what until then had been known only to a very small circle: that Tobias Gottfried Schröer was not only the author of the books of Chr. Oeser, but also a significant poet and writer of works that were true ornaments of Austrian spiritual life, and that he had remained unknown only because he could not use his own name due to the situation there regarding censorship. His comedy The Bear, for example, appeared in 1830. Karl von Holtei, the significant Silesian poet and actor speaks of it in a letter to the author right after its appearance: “As regards your comedy The Bear: it delighted me. If the conception, the disposition of characters, is entirely yours, then I wish you good luck with all my heart, for you will still write more beautiful plays.” The playwright took all his material from the life of Ivan (the Fourth) Wasiliewitsch and all the characters except Ivan himself are freely created. A later drama, The Life and Deeds of Emerick Tököly and his Comrades in Arms, received warm acclaim, without anyone knowing who the author was. One could read of it in “Magazine for Literary Conversation” (October 25, 1839): “An historical picture of remarkable freshness ... Works offering such a breath of fresh air and with such decisive characters are true rarities in our day ... Each grouping is full of great charm because it is full of great truth; ...The author's Tököly is a Hungarian Götz von Berlichingen and only with it can this drama be compared... From a spirit like this author we can expect anything, even the greatest.” This review is by W. v. Ludemann, who has written a History of Architecture, a History of Painting, Walks in Rome, stories and novellas, works that express sensitivity and great understanding for art.

[ 5 ] Through his father's spiritual approach the sun of idealism in German world views had already shone beforehand upon Karl Julius Schröer as he entered the universities of Leipzig, Halle, and Berlin at the end of the 1840s and there could still experience, through much that worked upon him, this idealism's way of picturing things. When he returned to his homeland in 1846, he became director of the Seminar for German Literary History and Language in the Pressburg secondary school for girls that his father had founded in this city. In this position he unfolded an activity that essentially took this form: Through his striving Schröer sought to solve the problem of how to work best in the spiritual life of Austria if one finds the direction of one's strivings already marked out by having received the motive forces of one's own soul from German culture. In a Text and Reading Book (that appeared in 1853 and presents a “History of German Literature”), he spoke of this striving: “Seniors, law students, students of theology ... came together there (in the secondary school) ... I made every effort to present to a circle of listeners like this, in large perspectives, the glory of the German people in its evolution, to stimulate respect for German art and science, and where possible to bring my listeners closer to the standpoint of modern science.” And Schröer describes how he understands his own Germanness like this: “From this standpoint there naturally disappeared from view the one-sided factional passions: one will listen to a Protestant or a Catholic, to a conservative or a subversive enthusiast, or to a zealot of German nationalism only insofar as through them humanity gains and the human race is elevated.” And I want to repeat these words, written almost seventy years ago, not in order to express what was right for a German in Austria at that time, nor even now. I only want to show the nature of one man in whom the German—Austrian spirit expressed itself in a particular way. To what extent this spirit endows the Austrian with the right kind of striving: on this question the adherents of the different parties and nations in Austria will also decide very differently. And in all this one must also remember that Schöer expressed himself in this as a young man still who had just returned from German universities. But the fact is significant that in the soul of this young man—and not for political purposes, but out of purely spiritual thoughts about how to view the world—a German Austrian consciousness formed for itself an ideal for the mission of Austria that Schröer expressed in these words: “If we pursue the comparison of Germany with ancient Greece, and of the Germanic with the Greek tribes, we find a great similarity between Austria and Macedonia. We see the beautiful task of Austria exemplified there: to cast the seeds of Western culture out over the East.”

[ 6 ] Schröer later became professor in the University of Budapest and then school director in Vienna; finally, he worked for many years as a professor of German literary history in the Vienna College of Technology. These positions were for him only an outer covering, so to speak, for his significant activity within Austrian spiritual life. This activity begins with an investigation into the soul and linguistic expressions of the German-Austrian folk life. He wants to know what is working and living in the people, not as a dry, prosaic researcher but rather as someone who wants to discover the riddle of the folk soul in order to see what forces of mankind are struggling to come into existence in these souls. Near the Pressburg region, among the farmers, there were living at that time some old Christmas plays. They are performed every year around Christmas time. In handwritten form they are passed down from generation to generation. They show how in the people the birth of Christ, and what is connected with it, lives dramatically in pictures with depth of heart. Schröer collects such plays in a little volume and writes an introduction to them in which he depicts this revelation of the folk soul with most loving devotion, such that his presentation allows the reader to immerse himself in the way the people feel and view things. Out of the same spirit he then undertakes to present the German dialects of the Hungarian mountain regions, of the West-Hungarian Germans, and of the Gottscheer area in Krain. His purpose there is always to solve the riddle of the organism of a people; his findings really give a picture of the life at work in the evolution of language and of the folk soul. And basically the thought is always hovering before him in all these endeavors of learning to know, from the motive forces of its peoples, what determines the life of Austria. A great deal, a very great deal, of the answer to the question, What weaves in the soul of Austria?, is to be found in Schröer's research into dialects.

But this spiritual work had yet another effect upon Schröer himself. It provided him with the basis for deep insights into the essential being of the human soul itself. These insights bore fruit when, as director of several schools, he could test how views about education and teaching take form in a thinker who has looked so deeply into the being of the heart of the people as he had through his research. And so he was able to publish a small work, Questions about Teaching, which in my view should be reckoned among the pearls of pedagogical literature. This little book deals brilliantly with the goals, methods, and nature of teaching. I believe that this little volume, completely unknown today, should be read by everyone who has anything to do with teaching within the German cultural realm. Although this book was written entirely for the situation in Austria. the indications there can apply to the whole German-speaking world. What one today might call outmoded about this book, published in 1876, is inconsiderable when compared with the way of picturing things that is alive in it. A way of picturing things like this, attained on the basis of a rich experience of life, remains ever fruitful even though someone living later must apply it to new conditions. In the last decades of his life Schröer's spiritual work was turned almost entirely to immersing itself in Goethe's life's work and way of picturing things. In the introduction to his book German Poetry of the Nineteenth Century, he stated: “We in Austria want to go hand in hand with the spiritual life of the German empire.” He regarded the world view of German idealism as the root of this spiritual life. And he expressed his adherence to this world view in the words: “The world-rejuvenating appearance of idealism in Germany, in an age of frivolity a hundred years ago, is the greatest phenomenon of modern history. Our intellect (Verstand)—focused only upon what is finite, not penetrating into the depths of essential being—and along with it the egoism focused upon satisfying sensual needs, suddenly retreated before the appearance of a spirit that rose above everything common.” (See the introduction to Schröer's edition of Faust). Schröer saw in Goethe's Faust “the hero of unconquerable idealism. He is the ideal hero of the age in which the play arose. His contest with Mephistopheles expresses the struggle of the new spirit as the innermost being of the age; and that is why this play is so great: it lifts us onto a higher level.”

[ 7 ] Schröer declares his unreserved allegiance to German idealism as a world view. In his History of German Poetry of the Nineteenth Century there stand the words with which he wants to characterize the thoughts in which the spirit of the German people expresses itself when it does this in the sense of its own primal being: “Within what is perceived experientially, determining factors are everywhere recognizable that are hidden behind what is finite, behind what can be known by experience. These factors must be called the ‘undetermined’ and must be felt everywhere to be what is constant in change, an eternal lawfulness, and as something infinite. The perceived infinite within the finite appears as idea; the ability to perceive the infinite appears as reason (Vernunft), in contrast to intellect, which remains stuck at what is surveyably finite and can perceive nothing beyond it.” At the same time, in the way Schröer declares his allegiance to this idealism, everything is also at work that is vibrating in his soul, which senses in its own being the Austrian spiritual stream. And this gives his world-view-idealism its particular coloring. When a thought is expressed, there is given it a certain coloring that does not allow it to enter right away the realm described by Hegel as the realm of philosophical knowledge when he said, “The task of philosophy is to grasp what is; for, what is reasonable is real, and what is real is reasonable. When philosophy paints its gray on gray then a form of life has become old; the owl of Minerva begins to fly only when dusk is descending.” (See my book Riddles of Philosophy, vol. I.) No, the Austrian, Schröer, does not want to see the world of thoughts gray on gray; ideas should shine in a color that ever refreshes and rejuvenates our deeper heart. And what would have mattered much more to Schröer in this connection than thinking about the bird of evening was to think about the deeper human heart struggling for light, seeking in the world of ideas the sun of that realm in which our intellect, focused upon the finite and upon the sense world, should be feeling the extinguishing of its light.

[ 8 ] Herman Grimm, the gifted art historian, had nothing but good to say about the Austrian culptor Heinrich Natter. In his essay on Natter, published in his Fragments (1900), one can also read what Grimm thought about Natter's relation to Austria. “When I meet Austrians, I am struck by their deep-rooted love for the soil of their particular fatherland and by their impulse to maintain spiritual community with all Germans. Let us think now of one such person, Ignaz Zingerles. Natter's statue of Walter von der Vogelweide owes its existence to the unceasing quiet work of Zingerles. He resembled the men of our earlier centuries through the fact that he was hardly conceivable outside the province of his immediate homeland. He was a figure with simple outlines, fashioned out of faithfulness and honesty as though out of blocks of stone. He was a Tyrolean, as though his mountains were the navel of the earth, an Austrian through and through, and at the same time one of the best and noblest Germans. And Natter was also all these: a good German, Austrian, and Tyrolean.” And about the monument to Walter von der Vogelweide in Bozen Herman Grimm says: “In Natter, inwardness of German feeling was united with formative imagination, His Walter von der Vogelweide stands in Bozen as a triumphant picture of German art, towering up in the crest of the Tyrolean mountains at the border country of the fatherland, A manly solid figure.”

I often had to think of these words of Hennan Grimm when the memory came alive in me of the splendid figure of the Austrian poet Fercher von Steinwand, who died in 1902. He was “all these: a good German, Austrian, and Carinthian,” although one could hardly say of him that he was “inconceivable outside the province of his immediate homeland.” I learned to know him at the end of the 1880's in Vienna and for a short time associated with him personally. He was sixty years old at the time: a true figure of light, even externally; an engaging warmth shone from his noble features, eloquent eyes, and expressive gestures; through tranquil clarity and self-possession, this soul of an older man still gave the effect of youthful freshness. And when one came to know this soul better, its particular nature and creations, one could see how a feeling life instilled by the Carinthian mountains united in this soul with a contemplative life in the power of the idealism in German world views. This contemplation (Sinnen) was already entirely native to his soul as a poetic world of pictures; this contemplation pointed with this world of pictures into the depths of existence; it confronted world riddles artistically, without the originality of artistic creation paling thereby into thought-poetry; one can observe this kind of contemplation in the following lines from Fercher von Steinwand's Chorus of Primal Dreams:

Out of all regions
Ever ascended,
Wanders an ether in far-radiant arches;
Travel the billows to
Depths ever silent.

There with our all-seeing
Will as their cargo,
Wending their way through the fog go our ferries;
Sail between wonderful
Banks new arising.

There before all-warming
Eyes of soft mildness
Winding and turning we fashion our patterns
Out all around dreaming
Regions of star-fields.

There to misfortune we
N'er are indebted,
There we constructed our fortresses hovering, And tribulations we
Joyfully shattered.

He who would paint you with
Most holy features,
Highest abode of our contemplative urgings:
Wait for the swiftest
Servants of love!

[ 9 ] The following verses seek to portray how the soul, in thinking-waking daydreams, lives in far-away starry worlds and in immediate reality; then the poet continues:

No matter what careful
Powers accomplish,
Only on dreaming's own wide-spreading pinions
Can what is mighty be
Gained now forever.

Every o'erpowering greatness of action,
All of the angels who guard what was planted
Are given counsel by
Dreams that inspire them.

[ 10 ] Fercher von Steinwand then sings further about the penetrating of thinking, spiritualized to the point of dreaming, into the depths of the world, and about the penetrating of that kind of dreaming which is an awakening out of our ordinary waking state into those depths where the life of what is spiritual in the world can make itself tangible to the soul:

Life that our pulsating
Hearts have perceived,
Life that our struggling hearts have ascended
To all the welcoming
Cries of the spirits:

[ 11 ] And then Fercher von Steinwand lets sound forth to the human spirit what the beings of the spirit realm speak to the soul that opens itself to them in inner contemplation:

Healed ones, now be here by
Loving encircled!
What you were seeking in uplifting hours,
Here, you selected ones,
Is it disclosed;
Here in the grandeur of
Halls of the Godhead,
Where to the heart other hearts are so pleasing,
Where buried voices are
Sounding forth newly

Where now the care-worn are
Royally striving,
Radiant souls now in smiles are all wreathed,
Round all the wrecks of the
Wheels of the ages—

Only the blinded ones,
Earth-bound and foolish,
Were for the gulf of destruction begotten,
Lost to the worlds of
Spirit perfection!
Weal to the sens'tive one
Round whom we hover,
Whom we enliven to bloss'ming existence,
All without weaving in
Fugitive shadows!

[ 12 ] In the literary works of Fercher von Steinwand there then follows upon this Chorus of Primal Dreams his Chorus of Primal Impulses:

In the distances unbounded
Of our ancient mother Night.
Hark—to be in inward conflict
Seems the deep mysterious might!
Do we hear present'ment striding?
Is our longing wide awake?
Was a spirit-lightning lit?
Are our dreams through spaces gliding?

How now are powers by powers enraptured,
Blessed exchanges!
Now sudden hastenings.
Then quiet lingerings,
Reveling listenings
Change into beckonings
Marveling fearings!
Charm of desiring
Mounts, and sinks down,
Sinks into hatred.
Faced with the pallid
Picture of embracing
Cannot clasp hatred.
Ramifications dim,
Inclinings burgeoning,
Send forth their tendrils.
Ponderous inklings
Dawn and go faltering
O'er the wide spaces,
Seem to give counsel
Or to give guidance.
What they're preparing
Is it the sowing
Of immense actions,
Of radiant ages?
Who felt the furrows
To be creative!
Who wandered through them
Blissfully savoring,
Or disentangling,
Grandeurs discovering!
Yonder the stir is like spirits embracing
We are enwarmed
And are receiving,
Seeking, and thinking,
See ourselves lifted,
Woven in joy with
Highest beginnings.
You wafting ‘round us,
In us arising:
“You are ideas!—”

[ 13 ] Reflecting in this way, the poet's soul enters into an experience of how the ideas of the world-spirit announce the secrets of existence to the spirit of man's soul and of how the spirit of man's soul beholds the shapers of sense-perceptible shapes.—After presenting the observations of the soul within the chorus of primal world impulses in brilliant, ringing pictures, the poet concludes:

May duration grow accustomed
To what urge has conjured up;
May adorning and appeasement
In creation's stream prevail.
Sweetest light! in noble ringing
Mounts my heart aloft to you:
Linger at your western gate;
Help to crown the deed of love!
Risen from all earthly bonds is our impulse Soul—resurrected!
But what is ripened
Ruling, and valid
Proves to be spirit!
All that is circling,
All earth foundations,
All heavenly kindlings are
Self-made in spirit,
Came forth from spirit,
Work through the spirit
–
Powerful freedom from chaos did fashion
Space for good fortune!
Cloaked, with the dew of its deep-breathing mildness, Forest and field!
Cared that the dew and the light be companions,
Forming the hem of deep transfiguration—
Cared that each droplet should float at the threshold
of Spiritual radiance!

In Fercher von Steinwand's Complete Works (published by Theodor Daberkow in Vienna), there are also several indications about his life given by the poet himself when pressed by friends on the occasion of his seventieth birthday, He wrote, “I began life on March 22, 1828 upon the heights of the Steinwand above the banks of the Möll in Carinthia (Kärten); that means, in the midst of a defiant congregation of mountains with their heads held high, beneath whose domineering grandeur burdened human beings seem continuously to grow poorer,”

Since, in his Chorus of Primal Impulses, we find the world view of German idealism cast in the form of a poetic creation, it is interesting to see how the poet, on his paths through Austrian spiritual life, receives impulses from this world view already in his youth. He describes how he enters the university in Graz: “With my credentials—which of course consisted only of my report cards—held tight against my chest, I presented myself to the dean. That was Professor Edlauer, a criminologist of high repute. He hoped to see me (he said) industriously present in his lecture course on natural law. Behind the curtain of this innocent title he presented us for the whole semester, in rousing lectures, with those German philosophers who, under the fatherly care of our well-meaning spiritual guardians were banned and kept from us: Fichte, Schelling, Hegel, and so on—heroes, therefore; that means men who founded and fructified all areas of pure thinking, who gave the language and created the concepts for all the other sciences, and who, consequently, are illustrious names shining from our street comers today and seeming almost strange there in their particular diamond clarity. This semester was my vita nuova!”

[ 16 ] Whoever learns to know Fercher von Steinwand's tragedy Dankmar, his Countess Seelenbrand, his German Tones from Austria, and other works of his will be able through this to feel many of the forces that were working in the Austrian spiritual life of the second half of the nineteenth century. And everything about Fercher von Steinwand testifies to the fact that one receives out of his soul a picture from this spiritual life in clarity, truth, and genuineness. The amiable Austrian poet in dialect Leopold Hormann felt rightly when he wrote the words:

Far from all baseness
All avarice and meanness;
Foe of publicity,
That loathesome false lady;
German in soul,
Strong yet with kindness
Great in his thinking,
No faltering and wavering,
Proof against all objections:—
Fercher von Steinwand!

[ 17 ] Out of the Austrian spiritual life of the second half of the nineteenth century, a thinker arose who brought to expression deeply significant characteristics of the content of modern world views: the moral philosopher of Darwinism, Bartholomaeus von Carneri. He was a thinker who experienced the public life of Austria as his own happiness or suffering; for many years, as a representative in the federal council, he took an active interest in this life with all the power of his spirit. Carneri could only appear at first to be an opponent of a world view in accordance with the spirit. For, all his efforts go to shaping a world picture from only those mental pictures which occur in the train of thought stimulated by Darwinism. But if one reads Carneri with a sense not only for the content of his views but also for what lay beneath the surface of his truth-seeking soul, one will discover a remarkable fact. An almost entirely materialistic world picture takes shape in this thinker, but with a clarity of thought that stems from the deep-lying, idealistic basic impulse of his being. For him as for many of his contemporaries the mental pictures growing from a world view rooted entirely in the soil of Darwinism burst into his thought-life with such overpowering force that he could do no other than incorporate all his consideration of man's spiritual life into this world view. To want to approach the spirit cognitively on any path other than those taken by Darwin seemed to him to rend the unified being that must extend out over all human striving in knowledge. In his view Darwinism had shown how a unified, lawful interrelationship of causes and effects encompasses the development of all the beings of nature up to man. Whoever understands the sense of this interrelationship must also see how the same lawfulness enhances and refines the natural forces and drives in man in such a way that they grow upward to the heights of moral ideals and views. Carneri believes that only man's blind arrogance and misled overestimation of himself can entice his striving for knowledge into wanting to approach the spiritual world by different cognitive means than in approaching nature.

Every page of Carneri's writings on the moral being of man, however, shows that he would have shaped his view of life in Hegel's way if, at a particular point of development in his life, Darwinism had not struck like lightning, with irresistible suggestive force, into his thought-world; this occurred in such a way that with great effort he silenced his predisposition toward an idealistically developed world view. As his writings also attest, this world view would definitely not have arisen through the pure thinking at work in Hegel, but rather through a thinking that resounded with a hearty, contemplative quality; but his thinking would have gone in Hegel's direction.

As though from hidden depths of Carneri's soul, Hegel's way of picturing things often arises in Carneri's writings, cautioning him as it were. On page 79 of his Fundamentals of Ethics one reads: “With Hegel ... a dialectical movement took the place of the law of causality: a gigantic thought, which, like the Titans all, could not escape the fate of arrogance. His monism wanted to storm Olympus but sank back down to earth; it remained a beacon for all future thought, however, illuminating the path and also the abyss.” On page 154 of the same book, Carneri speaks of the nature of the Greek way and says of it: “In this respect We do not remember the mythical heroic age, nor yet the times of Homer. ... We take ourselves back to the highlight of ages that Hegel depicted so aptly as the youthful age of mankind.” On page 189 Carneri characterizes the attempts that have been made to fathom the laws of thinking, and observes: “The most magnificent example of this kind is Hegel's attempt to let thoughts unfold, so to speak, without being determined by the thinker. The fact that he went too far in this does not prevent an unprejudiced person from acknowledging this attempt (to see one single law as underlying all physical and spiritual evolution) to be the most splendid one on the whole history of philosophy. The services he rendered to the development of German thinking are imperishable, and many an enthusiastic student who later became an embittered opponent of his has unintentionally raised a lasting monument to him in the perfection of expression he acquired through Hegel.” On page 421 one reads: “Hegel has told us, in an unsurpassable manner, how far one can go in philosophizing” with mere, so-called, healthy common sense.

Now one could assert that Carneri too has “raised a lasting monument to Hegel in the perfection of expression he acquired through Hegel,” even though he applied this way of expression to a world picture with which Hegel would certainly not have been in agreement. But Darwinism worked upon Carneri with such suggestive power that he included Hegel, along with Spinoza and Kant, among those thinkers of whom he said: “They would have acknowledged the sincerity of his (Carneri's) striving, which would never have dared to look beyond them if Darwin had not rent the curtain that hung like night over the whole creation as long as the theory of purpose remained irrefutable. We have this consciousness, but also the conviction that these men would have left many things unsaid or would have said them differently if it had been granted them to live in our age of liberated natural science...”

[ 18 ] Carneri has developed a variety of materialism in which mental sharpness often degenerates into naiveté, and insights about “liberated natural science” often degenerate into blindness toward the impossibility of one's own concepts. “We grasp substance as matter insofar as phenomena—resulting from the divisibility and movement of substance—work corporeally, i.e., as mass, upon our senses. If the divisions or differentiations go so far that the phenomena resulting from them are no longer sense-perceptible but are now only perceptible to thinking, then the effect of substance is a spiritual one” (Carneri's Fundamentals of Ethics, p. 30). That is as if someone were to explain reading by saying: As long as a person has not learned to read, he cannot say what stands upon the written page of a book. For, only the shapes of the letters reveal themselves to his gaze. As long as he can view only these letter shapes, into which the words are divisible, his observation of the letters cannot lead to reading. Only when he manages also to perceive the letter shapes in a yet more divided or differentiated form will the sense of these letters work upon his soul.

Of course, an unshakable believer in materialism would find an objection like this absurd. But the difficulty of putting materialism in the right light lies precisely in this necessity of expressing such simple thoughts in order to do so. One must express thoughts that one can scarcely believe the adherents of materialism do not form for themselves. And so the biased charge can easily be leveled against someone trying to clarify materialism that he is using meaningless phraseology to counter a view that rests upon the empirical knowledge of modern science and upon its rigorous principles.¹ Nevertheless, the great power of materialism to convince its adherents arises only through the fact that they are unable to feel the weight of the simple arguments that destroy their view. Like so many others, they are convinced not by the light of logical reasons which they have examined, but by the force of habitual thoughts which they have not examined, which, in fact, they feel no immediate need to examine at all. But Carneri does differ from the materialists who scarcely have any inkling of this need, through the fact that his idealism continuously brings this need to his consciousness; he must therefore silence this need, often by quite artificial means. He has scarcely finished professing that the spiritual is an effect of finely split-up substance when he adds: “This conception of the spirit will be unsatisfying to many people who make other claims about the spirit; still, in the further course of our investigations, the value of our view will prove to be significant and entirely able to show the materialism which wants to grasp the phenomena of the spirit corporeally that it cannot go beyond certain bounds” (Fundamentals of Ethics, p. 30). Yes, Carneri has a real aversion to being counted among the materialists; he defends himself against this with statements like the following: “Rigid materialism is just as one-sided as the old metaphysics: the former arrives at no meaning for its configurations; the latter arrives at no configurations for its meaning; with materialism there is a corpse; with metaphysics there is a ghost; and what they are both struggling for in vain is the creative heat of sentient life” (Fundamentals of Ethics, p. 68).

But Carneri does feel, in fact, how justified one is in calling him a materialist; for, no one with healthy senses, after all, even if he is an adherent of materialism, will declare that a moral ideal can be “grasped corporeally,” to use Carneri's expression. He will say only that a moral ideal manifests in connection with what is material through a material process. And that is also what Carneri states in his above assertion about the divisibility of substance. Out of this feeling he then says (in his book Sensation and Consciousness): “One will reproach us with materialism insofar as we deny all spirit and grant existence only to matter. But this reproach is no longer valid the moment one takes one's start from this ideal nature of one's picture of the world, for which matter itself is nothing but a concept a thinking person has.” But now take hold of your head and feel whether it is still all there after participating in this kind of a conceptual dance! Substance becomes matter when it is so coarsely split up that it works only “upon the senses as mass”; it becomes spirit when it is split up so finely that it is then “perceptible only to thinking.” And matter, i.e., coarsely split up substance, is after all only “a concept a thinking person has.” When split up coarsely, therefore, substance achieves nothing more than playing the—to a materialist!—dubious role of a human concept; but split up more finely, substance becomes spirit. But then the bare human concept would have to split up even finer. Now such a world view would make that hero, who pulled himself out of the water by his own hair, into the perfect model for reality.

One can understand why another Austrian thinker, F. von Feldegg (in the November 1894 edition of “German Words”), would reply to Carneri with these words: “The moment one takes one's start from the ideal nature of one's picture of the world! What an arbitrary supposition, in all the forced wrong-headedness of that thought! Does it indeed depend so entirely on our pleasure whether we take our start from the ideal nature of our picture of the world or, for example, from its opposite—from the reality of our picture of the world in fact? And matter, for this ideal nature, is supposed to be altogether nothing except a concept a thinking person has? This is actually the most absolute idealism—like that of a Hegel, for example—which is meant to render assistance here against the reproach of materialism; but it won't do to turn to someone in the moment of need whom one has persistently denied until then. And how is Carneri to reconcile this idealistic belief with everything else in his book? In fact, there is only one explanation for this state of affairs and that is: Even Carneri is afraid of, yet covets, the transcendental. But that is a half-measure which exacts a heavy toll. Carneri's ‘Monistic Misgivings’ fall in this way into two heterogeneous parts, into a crudely materialistic part and into a hiddenly idealistic part. In the one part, the author's head is correct in the end, because he is undeniably sunk over his head in materialism; but in the other part, the author's deeper heart (Gemüt) resists the clumsy demands of rationalism's modes and conceits; it resists them with all the power of that metaphysical magic from which, even in our crudely sense-bound age, nobler natures are not able to escape entirely.”

[ 18 ] And yet, in spite of all this, Carneri is a significant personality of whom one can say (as I indicated in my book Riddles of Philosophy: “This Austrian thinker sought, out of Darwinism, to open wide vistas in viewing the world and in shaping life. Eleven years after the appearance of Darwin's Origin of Species, Carneri came out with his book Morality and Darwinism, in which, in a most comprehensive manner, he turned this new world of ideas into the foundation of an ethical world view. After that he worked ceaselessly to elaborate a Darwinistic ethics. Carneri seeks to find elements in our picture of nature through which the self-conscious ‘I’ can fit into this picture. He wants to think this picture of nature so broadly and largely that it can also comprise the human soul.”

By their very character, Carneri's writings seem to me in fact everywhere to challenge us to root everything out of their content that their author had forced himself into by surrendering to the yoke of the materialistic world view; his writings challenge us to look only at that which—like an elemental inspiration of his deeper heart—appears in them as a revelation of a large-scale human being. Just read, from this point of view, what he thinks the task to be for an education toward true humanness: “It is the task of education ... to develop the human being in such a way that he must do the good, that human dignity not suffer from this, but that the harmonious development of a being who by his very nature is happy to do what is noble and great is an ethical phenomenon more beautiful than anything we could imagine. ... The accomplishment of this magnificent task is possible through man's striving for bliss, into which his drive for self-preservation purifies itself as soon as his intelligence develops fully. Thinking is based on sensation and is only the other side of feeling; which is why all thinking that does not attain maturity through the warmth of feeling—and also all feeling that does not illuminate itself with the light of thinking—is one-sided. It is the task of education, through the harmonious development of thinking and feeling, to purify man's striving for bliss in such a way that the ‘I’ will see in the ‘you’ its natural extension and in the ‘we’ its necessary consummation, and egoism will recognize altruism as its higher truth. ... Only from the standpoint of our drive to attain bliss is it comprehensible that a person would give his life for a loved one or to a noble end: he sees precisely in this his higher happiness. In seeking his true happiness, man attains morality, But he must be educated toward this, educated in such a way that he can absolutely do no other. In the blissful feeling of the nobility of his deed he finds his most beautiful recompense and demands nothing more.” (See Carneri's introduction to his book Modern Man.) One can see: Carneri considers our striving for bliss, as he sees it, to be a power of nature lying within true human nature; he considers it to be a power that, under the right conditions, must unfold, the way a seed must unfold when it has the appropriate conditions. In the same way that a magnet, through its own particular being, has the power to attract, so the animal has the drive of self-preservation and man the drive to attain bliss. One does not need to graft anything onto man's being in order to lead them to morality; one needs only to develop rightly their drive to attain bliss; then, through this drive, they will unfold themselves to true morality. Carneri observes in detail the various manifestations of human soul life: how sensation stimulates or dulls this life; how emotions and passions work: and how in all this the drive to attain bliss unfolds. He presupposes this drive in all these soul manifestations as their actual basic power. And through the fact that he endows this concept of bliss with a broad meaning, all the sours wishing, wanting, and doing falls—for him, in any case—into the realm of this concept. How a person is depends upon which picture of his own happiness is hovering before him: One person sees his happiness in satisfying his lower drives; another person sees it in deeds of devoted love and self-denial. If it were said of someone that he was not striving for happiness, that he was only selflessly doing his duty, Carneri would object: This is precisely what gives him the feeling of happiness—to chase after happiness but not consciously. But in broadening the concept of bliss in this way, Carneri reveals the absolutely idealistic basic tenor of his world view. For if happiness is something quite different for different people, then morality cannot lie in the striving for happiness; the fact is, rather, that man feels his ability to be moral as something that makes him happy. Through this, human striving is not brought down out of the realm of moral ideals into the mere craving for happiness; rather, one recognizes that it lies in the essential being of man to see his happiness in the achieving of his ideals. “We are convinced,” says Carneri, “that ethics has to make do with the argument that the path of man is the path to bliss, and that man, in traveling the path to bliss, matures into a moral being.” (Fundamentals of Ethics, p. 423)

Whoever believes now that through such views Carneri wants to make ethics Darwinistic is allowing himself to be misled by the way this thinker expresses himself. He is compelled to express himself like this by the overwhelming power of the predominant natural-scientific way of picturing things in his age. The truth is: Carneri does not want to make ethics Darwinistic; he wants to make Darwinism ethical. He wants to show that one need only know man in his true being—like the natural scientist seeks to know a being in nature—in order to find him to be not a nature being but rather a spirit being. Carneri's significance consists in the fact that he wants to let Darwinism flow into a world view in accordance with the spirit. And through this he is one of the significant spirits of the second half of the nineteenth century. One does not understand the demands placed on humanity by the natural-scientific insights of this age if one thinks like those people who want to let all striving for knowledge merge into natural science, if one thinks like those who toward the end of the nineteenth century called themselves adherents of materialism, or even if one thinks like those today who actually are not less materialistic but who assure us ever and again that materialism has “long ago been overcome” by science. Today, many people say they are not materialists only because they lack the ability to understand that they are in fact materialists. One can flatly state that nowadays many people stop worrying about their materialism by pretending to themselves that in their view it is no longer necessary to call themselves materialists. One must nevertheless label them so. One has not yet overcome materialism by rejecting the view of a series of thinkers from the second half of the nineteenth century who held all spiritual experiences to, be the mere working of substance; one overcomes it only by allowing oneself to think about the spiritual in a way that accords with the spirit, just as one thinks about nature in a way that accords with nature. What is meant by this is already clear from the preceding arguments of this book, but will become particularly apparent in the final considerations conceived of as “new perspectives” in our last chapter,

But one will also not do justice to the demands placed on humanity by the natural-scientific insights of our age if one sets up a world view against natural science, and only rejects the “raw” mental pictures of “materialism,” Since the achievement of the natural-scientific insights of the nineteenth century, any world view that is in accordance with the spirit and that wishes to be in harmony with its age must take up these insights as part of its thought-world. And Carneri grasped this powerfully and expressed it urgently in his writings. Carneri, who was only taking his first steps on the path of a genuine understanding of modern natural scientific mental pictures, could not yet fully see that such an understanding does not lead to a consolidating of materialism but rather to its true overcoming, Therefore he believed—to refer once more to the words of Brentano (see page 45 of this book)—that no success can be expected from modern science in “gaining certainty about the hopes of a Plato and Aristotle for the continued existence of our better part after the dissolution of the body,” But whoever goes deeply enough into Carneri's thoughts, not only to grasp their content but also to observe the path of knowledge on which this thinker could take only the first steps, will find that through him, in another direction, something similar has occurred for the elaboration of the world view of German idealism as occurred through Troxler, Immanuel Hermann Fichte, and others going in the direction characterized in this book. These spirits sought, with the powers of Hegelian thinking, to penetrate not merely into spirit that has become sense-perceptible but also into that realm of spirit which does not reveal itself in the sense world. Carneri strives, with a view of life in accordance with the spirit, to devote himself to the natural-scientific way of picturing things. The further pursuit of the path sensed by these thinkers can show that the cognitive powers to which they turned will not destroy the “hopes of a Plato and Aristotle for the continued existence of our better part after the dissolution of the body,” but rather will give these hopes a sound basis in knowledge. On the one hand, F.v. Feldegg, whom we have already mentioned (“German Words,” November 1894), is certainly justified when he says—in connection with the conflict in which Carneri was placed toward idealism and materialism:—“But the time is no longer far off in which this conflict will be settled, not merely as one might suppose within the single individual, but within our whole cultural consciousness. But Carneri's ‘Misgivings’ are perhaps an isolated forerunner of completely different and more powerful ‘Misgivings,’ which then, raging toward us like a storm, will sweep away everything about our ‘scientific’ creed that has not yet fallen prey to self-disintegration,” On the other hand, one can recognize that Carneri, by the work he did on Darwinism for ethics, became at the same time one of the first to overcome the Darwinian way of thinking.

[ 19 ] Carneri was a personality whose thinking about the questions of existence gave all his activity and work in life their particular stamp. He was not one of those who become “philosophers” by allowing the healthy roots of life reality to dry up within them. Rather, he was one of those who proved that a realistic study of life can create practical people better than that attitude which keeps itself fearfully, and yet comfortably, at a distance from all ideas and which obstinately harps on the theme that the “true” conduct of life must not be spoiled by any dreaming in concepts. Carneri was an Austrian representative in the Styrian provincial diet from 1861 on, and in the federal council from 1870 to 1891. Even now, I often have to think back on the heart-lifting impression he made on me when, from the gallery of the Viennese federal council, as a young man of twenty-five just beginning life, I heard Carneri speak. A man stood down there who had taken up deeply into his thoughts the determining factors of Austrian life and the situation arising from the evolution of Austrian culture and from the life forces of its peoples; this was a man who spoke what he had to express from that high vantage point upon which his world view had placed him. And in all this there was never a pale thought. always tones of heart's warmth, always ideas that were strong with reality, not the words of a merely thinking head; rather, the revelations of a whole man who felt Austria pulsing in his own soul and who had clarified this feeling through the idea: “Mankind will deserve its name wholly, and wholly travel the path of morality only when it knows no other battle than work. no other shield than right, no other weapon than intelligence, no other banner than civilization.” (Carneri, Morality and Darwinism, p. 508)

[ 20 ] I have tried to show how a thoughtful idealism constitutes the roots, solidly planted in reality, of Carneri's soul life; but also how—overwhelmed by the materialistic view of the time—this idealism goes its way accompanied by a thinking whose contradictions are indeed sensed but not fully resolved. I believe that this, in the form in which it manifests in Carneri, is based on a particular characteristic that the folk spirit (Volkstum) in Austria can easily impress upon the soul, a characteristic, it seems to me, that can be understood only with difficulty outside of Austria, even by Germans. One can experience it, perhaps, only if one has oneself grown up in the Austrian folk spirit (Volksart). This characteristic has been determined by the evolution of Austrian life during the last centuries. Through education there, one is brought into !:I. different relationship to the manifestations of the immediate folk spirit than in German areas outside Austria. In Austria, what one takes up through one's schooling bears traits that are not so directly a transformation of what one experiences from the folk spirit as is the case with the Germans in Germany. Even when Fichte unfolds his thoughts to their fullest extent, there lives something in them recognizable as a direct continuation of the folk element working in his Central German fatherland, in the house of Christian Fichte, the farmer and weaver. In Austria, what one develops in oneself through education and self-education often bears fewer of such directly indigenous characteristics. The indigenous element lives more indirectly, yet often no less powerfully thereby. One bears conflicting feelings in one's soul; this conflict, in its unconscious working, gives life there its particularly Austrian coloring.

As an example of an Austrian with this soul characteristic, let us look at Mission, one of the most significant Austrian poets in dialect.

[ 21 ] To be sure, poetry in dialect has also arisen in other Germans out of subterranean depths of the soul similar to those of Mission. But what is characteristic of him is that he became a poet in dialect through the above-mentioned trait existing in the soul life of many Austrians. Joseph Mission was born in 1803, in Mühlbach, in the Lower Austrian district, below Mannhardtsberg; he completed school in Krems and entered the Order of Pious Schools. He worked as a secondary school teacher in Horn, Krems, and Vienna. In 1850 there appeared a pearl of Austrian poetry in dialect written by him: “Ignaz, a Lower Austrian Farmer Boy, Goes Abroad.” It was published in an uncompleted form. The provost Karl Landsteiner, in a beautiful little book, later wrote about Mission and reprinted the uncompleted poem.)

Karl Julius Schröer said of it (1875), and quite aptly, in I my opinion: “As small as the poem is and as solitary as it has remained through the fact that Mission published nothing further, it nevertheless deserves special attention. It is of the first order among Austria's poems in dialect. The epic peacefulness that permeates the whole, and the masterful depiction in the details that enthralls us constantly, I astonishing and refreshing us through its truth—these are qualities in Mission that no one else has equaled.” The setting out on his travels of a Lower Austrian farmer boy is what Mission portrays. A direct, truth-sustained revelation of the Lower Austrian folk spirit (Volkstum) lives in this poem. Mission lived in the world of thoughts he had attained through his education and self-education. This life represented the one side of his soul. This was not a direct continuation of the life rooted in his Lower Austrianness. But precisely because of this and as though unconnected to this more personal side of his soul experiences, there arose in his heart (Gemüt) the truest picture of his folk spirit, as though from subterranean depths of the soul, and placed itself there I as the other side of his inner experience. The magic of the direct folk spirit quality of Mission's poem is an effect of the “two souls within his breast.” I will now quote a part of this poem here and then reproduce the Lower Austrian dialect in High German prose as truly and modestly as possible. (In this reproduction, my intentions are only that the sense of the poem emerge fully in a feeling way. If, in such a translation, one simply replaces the word in dialect with the corresponding word in High German, the matter becomes basically falsified. For, the word in dialect often corresponds to a completely different nuance of feeling than the corresponding word in High German.)

Lehr vo main Vodern auf d'Roas

Naaz, iazn loos, töös, wos a ta so, töös sockt ta tai Voda.
God, what's so good! and try tai luck ö da Waiden.
Muis a da sogn töös, wo a da so, töös los der aa gsackt sai.
I and tai Muida are old and tahoam, know as ee, looks nothing out.
What you look and work and plod and do not care
Do it for the children, what don't you do, don't leave the place!
I'm just a pressed person and a black woman,
Graif an s'am aa, ma fint töös pai ortlinga rechtschoffan Kinern,
Gladly under Orm, on taas mer d'Ergiibnus laichter daschwingan.
If you don't have any luck, you won't live all your life.
Just stay in the same place, in the middle of the golden mass, don't get bored.
Your luck is round as a ball, balls so lightly toni as touaha.
But if something happens and misfortune befalls you, don't let it go.
Don't let anything happen to you, don't let it happen to me, don't let it happen to you.
Klock's unsan Heagoot, pitt'en, iih so ders, er mochts wida pessa!
Mocka'r and hocka'r and pfnotten and trenzen with the kimt nix außa.
Head hanging, just as if amt' Heana had eaten her protest:
You don't like it bad, you don't like it bad, you don't like it bad! Look at your soul, what you have, think about the future!
If you give something, don't talk about it, take it and so for it: good luck!
Look Naaz, mirk ta dos fai: what little politeness iis no longer gstroft!
Get ti nea ritterla, Fremd zügelt t'Leud, ist a Sprichwoat, a Worwoat.
Let's go, don't wash your hands, don't get any more clay. Go on, don't open your eyes, you won't be lucky in Trambuich.
Go two weeks and tar oani is naich, so gee du en olden.
If you go to a place that is also often the case, you are a big one -
Look at tain Gsund, ta Gsund iis pai olIn no allwail tos Pessa.
So what do you have in the world if you are not healthy? - - - - -
Come back and you'll find our old friends in the parlor,
We often go to places where you and your friends are happy to meet us,
Finding our guittäter and our vastoabani friendschoft! Olli, sö kenan uns glai - und töös, Naaz, töös is dos Schöner!"

Advice from my Father for my Travels
(Translation of Rudolf Steiner's High German prose version.)

Ignaz, now listen well to what I say to you; I am your father.
In God's name, since it must be so that you are to seek your fortune in the wide world,
Therefore I must tell you this; and what I tell you take well to heart.
I and your mother are old and have stayed at home; you know that nothing comes from that.
One slaves away, takes pains, works hard, and weakens oneself in the care of work
One does this out of love for one's children; what would one not do just so they will not fall into bad ways.
If later one becomes weak and sick, and hard times come,
Even they spring upon us lovingly if, when they come, proper honest children
Are standing by to help, so that one can more easily do what the state and life demands.
If good fortune should find you, don't live like a cavalier.
Stay as you were, in the golden mean of the middle road; do not budge from the right path of life.
Good fortune is round like a ball; it rolls just as easily away from as toward us.
If some effort does not succeed, or if a misfortune befalls you, do not speak of it to people.
Remain calm; let nothing show; do not be faint-hearted;
Pour out your troubles to God alone; beg him; I tell you, He makes everything better again!
To act troubled, to withdraw, to pull a sour face, to be whiny: nothing is achieved by that.
To let your head hang as though the chickens had eaten your bread away from you:
That improves nothing bad, let alone making the good even better!
Guard the possessions you take with you; take a little care for the future.
If someone gives you something, just receive it, without affectation, and say: “God bless you!”
Listen, Ignaz, and remember this well: no one has ever been punished for being polite!
Don't act stubborn; new places make a person modest; this is a saying and a true word.
Don't be led astray into gambling; don't let the dance floor mean too much to you.
Don't let anyone read your future in the cards; and do not seek your destiny in the book of dreams.
If two paths lie before you and one of them is new, then you take the old one.
If one is crooked, which is often the case, then you take the straight one.
Protect your health; health is the best of all possessions.
Admit it to me, after all: What does one really possess in the world if one lacks health?
- - - - -
If you ever come back home and no longer find us old folk in this little room,
Then we are there where your grandfather and your grandmother await us with joy,
Where our benefactors and our dead relatives will find us!
They will all recognize us at once—and this, Ignaz, is something very—beautiful.

[ 22 ] In 1879 Karl Julius Schröer writes the following about this Austrian from whose educated soul there arose so magnificently the life of the peasants and also, as the above section of his poem shows so well, the native philosophy of the peasants: “His talent found no encouragement. Although he wrote much more than the above work, he burned his entire literary output ... and now lives as librarian for the Piaristic faculty of St. Thekla of the Fields in Vienna, isolated from all social intercourse, as he puts it, ‘without joy or sorrow.’” As in the case of Joseph Mission one must seek many personalities of Austrian spiritual life living in obscurity.

Mission cannot come into consideration as a thinker among the personalities portrayed in this book. Nevertheless, to picture his soul life gives one an understanding for the particular coloration of the ideas of Austrian thinkers. The thoughts of Schelling, Hegel, Fichte, and Planck shape themselves plastically out of each other like parts of a thought-organism. One thought grows forth from the other.

And in the physiognomy of this whole thought-organism one recognizes characteristics of a certain people. In the case of Austrian thinkers one thought stands more beside the other; and each one grows on its own—not so much out of the other—but out of a common soul ground. Therefore the total configuration does not bear the direct characteristics of the people; but, on the other hand, these characteristics are poured out over each individual thought like a kind of basic mood. This basic mood is held back by these thinkers within their heart (Gemüt) in the way natural to them; it sounds forth but faintly. It manifests in a personality like Mission as homesickness for what is elemental in his people. In Schröer, Fercher von Steinwand, Cameri, and even in Hamerling, this basic mood works along everywhere in the fundamental tone of their striving. Through this, their thinking takes on a contemplative character.

[ 23 ] In Robert Hamerling one of the greatest poets of modern times has arisen from the lower Austrian district. At the same time he is one of the bearers of the idealism in German world views. In this book I do not intend to speak about the nature and significance of Hamerling's literary works. I wish only to indicate something of the position he took within the evolution of world views in modern times. He did in fact give expression in the form of thoughts to his world view in his work The Atomism of Will. (The Styrlan poet and folk author Adolf Harpf published this book in 1891, after Hamerling's death.) The book bears the subtitle “Contribution to a Critique of Modern Knowledge.”

[ 24 ] Hamerling knew that many who called themselves philosophers would receive his “contribution” with—perhaps tolerant—bewonderment. Many might think: What could this idealistically inclined poet undertake to accomplish in a field that demands the strictly scientific approach? And the presentations in his book did not convince those who asked this; for their judgment of him was only a wave rising from the depths of their souls where (in an unconscious or subconscious way) this judgment issued from habits of thought. Such people can be very clever; scientifically they can be very important: and yet the struggles of a truly poetic nature are not comprehensible to them. Within the soul of such a poetic nature there live all the conflicts from which the riddles of the world present themselves to human beings. A truly poetic nature, therefore, has inner experience of these world riddles. When such a nature expresses itself poetically, there holds sway in the foundations of his soul the questioning world order that,without transforming itself in his consciousness into thoughts, manifests itself in elemental artistic creation. To be sure, no inkling of the real being of such true poetic natures is present even in those poets who recoil from a world view as from a fire that might singe their “life-filled originality.” A true poet might never shape thoughts in his consciousness for what actually lives powerfully in the roots of his soul life in the way of unconscious world thoughts: nevertheless, he stands with his inner experience in those depths of reality of which a person has no inkling if, in his comfortable wisdom, he regards as mere dreams the place where sense-perceptible reality is granted its existence from out of the spirit. If now, for once, a truly poetic nature like Robert Hamerling, without dulling his creative poetic power, is able to lift into his consciousness, as a thought-world, what often has remained unconscious in other poets, then, with respect to such a phenomenon, one can also hold the view that, through this, special light is shed from spiritual depths upon the riddles of the world. In the foreword of his Atomism of Will, Hamerling himself tells how he arrived at his thought-world. “I did not suddenly throw myself upon philosophy at some point out of a whim, for example, or because I wanted to by my hand at something different. Moved by the natural and inescapable urge that drives us, after all, to search out the truth and solve the riddles of existence, I have occupied myself since earliest youth with the great questions about human cognition. I have never been able to regard philosophy as a special department of science that one can study or not study—like statistics or forestry—but always as the investigation into what is most immediate important, and interesting to every person. ... For my own part, I could by no means keep myself from following the most primal, natural, and universal of all spiritual drives and from forming a judgment over the course of the years about the fundamental questions of existence and life.”

One of the people who valued Hamerling's thought-world highly was Vincenz Knauer, the learned and sensitive Benedictine priest living in Vienna. As guest lecturer at the university in Vienna, he held lectures in which he wanted to show how Hamerling stood in that evolutionary stream of world views that began with Thales in Greece and that manifested in the Austrian poet and thinker in its most significant form for the end of the nineteenth century. To be sure, Vincenz Knauer belonged to those researchers to whom narrow-heartedness is foreign. As a young philosopher he wrote a book on the moral philosophy in Shakespeare's works. (Knauer's lectures in Vienna were published under the title The Main Problems of Philosophy from Thales to Hamerling.)

[ 25 ] The basic idealistic mood underlying Hamerling's view of reality also lives in his literary work. The figures in his epic and dramatic creations are not a copy of what spirit-shy observation sees in outer life; they show everywhere how the human soul receives direction and impulses from a spiritual world. Adherents of spirit-shy observation are critical of such creations. They call them bloodless mental products lacking the juice of real life. They are often to be heard belaboring the catch phrase: The characters of this poet are not like the people who walk around in the world; they are schemata, born of abstractions. If the “men of reality” who speak like this could only have an inkling, in fact, how much they themselves are walking abstractions and their belief the abstraction of an abstraction! If they only knew how soulless their blood-filled characters are to someone having a sense not just for pulsing blood but also for the way soul pulses in the blood. From this kind of “reality standpoints” one has said that Hamerling's dramatic work Danton and Robespierre has enriched the shadow folk of bygone revolutionary heros with a number of new schemata.

[ 26 ] Hamerling defended himself against such criticisms in his “Epilogue to the Critics” which he appended to the later editions of his Ahasver in Rome. In this epilogue he writes: “... People say that Ahasver in Rome is an ‘allegorical’ work—a word that immediately makes many people break out in goose-bumps.—The poem is allegorical, to be sure, insofar as a mythical figure is woven in whose right to existence is always based only upon the fact that it represents something. For, every myth is an idea brought into picture form by the imagination of the people. But, people will say, Nero is also supposed to ‘represent’ something—the ‘lust for life’! All right, he does represent the lust for life; but no differently than Moliere's Miser represents miserliness and Shakespeare's Romeo love. There are, to be sure, poetic figures that are nothing more at all than allegorical schemata and consist only of their inner abstract significance—comparable to Heine's sick, skinny Kanonikus who finally was composed of nothing but ‘spirit and bandages.’ But, for a poetic figure filled with real life, its inherent significance is not some vampire that sucks out its blood. Does anything actually exist that ‘signifies’ nothing? I would like to know, after all, how a beggar would manage not to signify poverty and a Croesus wealth. ... I believe therefore that Nero, who is thirsting for life, sacrifices Just as little of his reality by ‘signifying’ lust for life when placed next to Ahasver, who is longing for death, as a rich merchant sacrifices of his blooming stoutness by happening to stand beside a beggar and necessarily making visible, in an allegorical group, the contrast between poverty and wealth,” This is how a poet, ensouled by an idealistic world view, repulses the attacks of those who shudder if they catch a scent anywhere of an idea rooted in true reality, in spiritual reality.

[ 27 ] When one begins a reading of Hamerling's Atomism of Will, one can at first have the definite feeling that he let himself be convinced by Kantianism that a knowledge of true reality, of the “thing-in-itself,” was impossible. Still, in the further course of the presentations in his book, one sees that what happened for Hamerling with Kantianism was like Carneri with Darwinism. He let himself be overcome by the suggestive power of certain Kantian thoughts; but then the view wins out in him that man—even though he cannot push through to true reality by looking outward with his senses—does nevertheless encounter true reality when he delves down through the surface of soul experience into the foundations of the soul.

[ 28 ] Hamerling begins in an entirely Kantian way; “Certain stimuli produce odors in our sense of smell. The rose, therefore, has no fragrance if no one smells it.—Certain oscillations of the air produce sound in our ear. Sound, therefore, does not exist without an ear. A rifle shot, therefore, would not ring out if no one heard it. ... Whoever holds onto this will understand what a naive mistake it is to believe that, besides the perception (Anschauung) or mental picture we call ‘horse,’ there exists yet another horse—and in fact only then the actual real one—of which our perception ‘horse’ is only a copy. Outside of myself there is—let me state this again—only the sum total of those determining factors which cause a perception to be produced in my senses which I call a ‘horse’.” These thoughts work with such suggestive power that Hamerling can add to them the words: “If that is not obvious to you, dear reader, and if your understanding shies away from this fact like a skittish horse, then read no further; leave this and every other book on philosophical matters unread; for you lack the necessary ability to grasp a fact without bias and to retain it in thought.” I would like to respond to Hamerling: “May there in fact be many people whose intellect does indeed shy away from the opening words of his book like a skittish horse but who also possess enough strength of ideas to value rightly the deeply penetrating later chapters; and I am happy that Hamerling did after all write these later chapters even though his intellect did not shy away from the assertion: There in me is the mental picture ‘horse’; but outside there does not exist any actual real horse but only the sum total of those determining factors which cause a perception to be produced in my senses which I call a ‘horse’.” For here again one has to do with an assertion—like that made by Carneri with respect to matter, substance, and spirit—that gains overwhelming power over a person because he just does not see at all the impossible thoughts into which he has spun himself. The whole train of Hamerling's thoughts is worth no more than this: Certain effects emanating from me onto the surface of a coated pane of glass produce my image in the mirror. Nothing occurs through the effects emanating from me if no mirror is there. Outside the mirror there is only the sum total of those determining factors which bring it about that in the mirror an image is produced that I refer to with my name.

In imagination I can hear all the declamations against a philosophical dilettantism—carried to the point of frivolity that would dare to dispose of the serious scientific thoughts of philosophers with this kind of a childish objection. I know, in fact, what all has been brought forward by philosophers since Kant in the way of such thoughts. When one speaks as I have just done, one is not understood by the chorus that propounds these thoughts. One must turn to unprejudiced reason, which understands that the way one conducts one's thinking is the same in each case: whether, when confronted by the mental picture of the horse in my soul, I decree the outer horse to be nonexistent, or, when confronted by the image in the mirror, I doubt my existence. One does not even need to enter into certain, supposedly epistemological refutations of this comparison. For, what would be presented there—as the entirely different relationship, after all, of the “mental picture to what is mentally pictured” than of the mirror image to what is mirroring itself—already stands there for certain epistemologists as established with absolute certainty; for other readers, however, the corresponding refutation of these thoughts could in fact be only a web of unfruitful abstractions.

Out of his healthy idealism, Hamerling feels that an idea, in order to be justified within a world view, must not only be correct but also in accordance with reality. (Here I must express myself in those thoughts which I introduced in the presentation on Karl Christian Planck in this book.). If Hamerling had been less suggestively influenced by the way of thinking described above, he would have noticed that there is nothing in accordance with reality in such thoughts as those which he feels to be necessary in spite of the fact that “one’s intellect shys away from them like a skittish horse.” Such thoughts arise in the human soul when the soul has been made ill by a mind for abstractions estranged from reality and gives itself over to a continuous spinning out of thoughts that are indeed logically coherent but in which no spiritual reality holds sway in a living way. It is precisely his healthy idealism, however, that guides Hamerling in the further thoughts of his Atomism of Will out of the web of thoughts he presented in the opening chapters. This becomes particularly clear where he speaks of the human “I” in connection with the life of the soul. Look at the way Hamerling relates to Descartes' “I think, therefore I am.” Fichte's way of picturing things (of which we have spoken in our considerations of Fichte in this book) works along like a softly sounding, consonant, basic tone in the beautiful words on page 223 of the first volume of The Atomism of Will: “In spite of all the conceptual hairsplitting that carps at it, Descartes' Cogito ergo sum remains the igniting flash of lightning for all modern speculation. But, strictly speaking, this ‘I think, therefore I am’ is not made certain through the fact that I think, but rather through the fact that I say that I think. My conclusion would have the same certainty even if I changed the premise into its reverse and said ‘I do not think, therefore I am.’ In order to be able to say this, I must exist.” In discussing Fichte's world view, we have said in this book that the statement “I think, therefore I am” cannot maintain itself in the face of man's sleeping state. One must grasp the certainty of the “I” in such a way that this certainty cannot appear to be exhausted in the inner perception “I think.” Hamerling feels this; therefore he says that “I do not think, therefore I am” is also valid. He says this because he feels: Within the human “I” something is experienced that does not receive the certainty of its existence from thinking, but on the contrary gives to thinking its certainty. Thinking is unfolded by the true “I” in certain states; the experiencing of the “I,” however, is of such a kind that through this experience the soul can feel itself immersed into a spiritual reality in which it knows its existence to be anchored even during other states than those for which Descartes' “I think, therefore I am” applies. But all this is based on the fact that Hamerling knows: When the “I” thinks, life-will is living in its thinking. Thinking is by no means mere thinking; it is willed thinking. As a thought, “I think” is a mere fantasy that is never and nowhere present. It is always the case that only the “I think, willing” is present. Whoever believes in the fantasy of “I think” can isolate himself thereby from the whole spiritual world; and then become either an adherent of materialism or a doubter in the reality of the outer world. He becomes a materialist if he lets himself be snared by the thought—fully justified within its own limits—that for the thinking Descartes had in mind the instruments of the nerves are necessary. He becomes a doubter in the reality of the outer world if he becomes entangled in the thought—again justified within certain limits—that all thinking about things is in fact experienced within the soul and that with his thinking, therefore, he can in fact never arrive at an outer world existing in and of itself, even if such an outer world existed. To be sure, whoever sees the will in all thinking can, if he inclines to abstraction, now isolate the will conceptually from thinking and speak in Schopenhauer's style of a will that supposedly holds sway in all world existence and that drives thinking like whitecaps to the surface of life's phenomena. But someone who sees that only the “I think, willing” has reality would no more picture will and thinking as separated in the human soul than he would picture a man's head and body as separated if he wished his thought to portray something real. But such a person also knows that, with his experience of a thinking that is carried by will and experienced, he goes outside the boundaries of his soul and enters into the experience of a world process (Weltgeschehen) that is also pulsing through his soul. And Hamerling is headed in the direction of just such a world view, in the direction of a world view whose adherent knows that with a real thought he has within himself an experience of world-will, not merely an experience of his own “I.” Hamerling is striving toward a world view that does not go astray into the chaos of a mysticism of will, but on the contrary wishes to experience the world-will within the clarity of ideas.

With this perspective of the world-will beheld through ideas, Hamerling knows that he now stands in the native soil of the idealism of German world views. His thoughts prove even to himself to have their roots in the German folk spirit (Volkstum) that in Jakob Böhme already was struggling for knowledge in an elemental way. On page 259f. of Hamerling's Atomism of Will one reads: “To make will the highest philosophical principle is what one seems to have overlooked until now—an eminently German thought, a core thought of the German spirit. From the German Naturphilosophen of the Middle Ages up to the classical thinkers of the age of German speculation, and even up to Schopenhauer and Hartmann, this thought runs through the philosophy of the German people, emerging sometimes more, sometimes less, often only at one moment, as it were, then disappearing again into the seething masses of our thinkers' ideas. And so it was also the philosophus teutonicus who was in truth the most German and the most profound of all modern philosophers, and who was the first, in his deeply thoughtful, original, and pictorial language, to grasp the will expressly as the absolute, as the unity. ...” And now, in order to point to yet another German thinker in this direction, Hamerling quotes Jacobi, Goethe's contemporary: “Experience and history teach us that man's action depends far less upon his thinking than his thinking depends upon his action, that his concepts direct themselves according to his actions and only copy them, as it were; that the path of knowledge, therefore, is a mysterious path, not a syllogistic one, nor a mechanical one.”

Because Hamerling, out of the prevailing tone of his soul, has a feeling for the fact that the accordance of an idea with reality must be added to its merely logical correctness, he also cannot regard those pessimistic philosophers' views of life as valid which wish to determine—by an abstract conceptual weighing—whether pleasure or pain predominates in life and therefore whether life must be regarded as a good or an evil. No, reflection become theory does not decide this; this is decided in much deeper foundations of life, in depths that have to judge this human reflection, but do not allow themselves to be judged by this reflection. Hamerling says about this: “The main thing is not whether people are correct in wanting to live, with very few exceptions, at any price, no matter whether things are going well or badly for them. The main thing is that they want it and this can by no means be denied. And yet the doctrinaire pessimists do not reckon with this decisive fact. Intellectually and in learned discussions, they always only weigh against each other the pleasure and pain life brings in particular situations; but since pleasure and pain belong to feeling, it is feeling and not intellect that ultimately and decisively draws up the balance between pleasure and pain. And, with respect to all mankind—indeed one can say with respect to everything living—the balance falls on the side of the pleasure of existence. That everything living wants to live, under any circumstances and at any price, this is the great fact; and in the face of this fact all doctrinaire talk is powerless:” In the same way as the thinkers from Fichte to Planck described in this book, Hamerling seeks the path into spiritual reality, except that his striving is to do justice to the natural-scientific picture of the world to a greater degree than Schelling or Hegel, for example, were able to do. Atomism of Will nowhere offends against the scientific picture of the world. But this book is everywhere permeated with the insight that this picture of the world represents only a part of reality. This book is based upon an acknowledgement of the thought that a person is submitting to belief in an unreal world if he refuses to take up the forces of a spiritual world into his thought-world. (I use the word “unreal” here in the sense employed in our discussion of Planck.)

[ 29 ] Hamerling's satiric poem “Homunculus” speaks forcibly for the high degree to which his thinking was in accordance with reality. In this work, with great poetic force, he depicts a man who himself becomes soulless because soul and spirit do not speak to his knowledge. What would become of people who really stemmed from a world order such as the natural-scientific way of picturing things sets up as creed when it rejects a world view in accordance with the spirit? What would a man be if the unreality of this way of picturing things were real? In somewhat this way one could formulate the question that finds its artistic answer in “Homunculus.” Homunculism would have to take possession of a mankind that believed only in a world fashioned according to mechanistic natural laws. One can also see in Hamerling how a person striving toward existence's ideas has a healthier sense for practical life than a person who, fearful of the spirit, shies away from the world of ideas and feels himself thereby to be a true “man of reality.” Hamerling's “Homunculus” could help those regain their health who, precisely in the present day, are allowing themselves to be led astray by the opinion that natural science is the only science of what is real. Such people, in their fear of the spirit, say that the idealism of our classical period—which, in their opinion, has been overcome today—brought knowing man (homo sapiens) too much into the foreground. “True science” must recognize that attention should be paid above all to economic man (homo oeconomus) within the world order and in human arrangements. For such people “true science” means solely the science stemming from the natural-scientific way of picturing things. Homunculism arises out of opinions like this. The proponents of these opinions have no inkling of how they are hurrying toward homunculism. With the prophetic eye of the knower, Hamerling has delineated this homunculism. Those who fear that a rightful estimation of homo sapiens in Hamerling's sense might lead to an overestimation of the literary approach will also be able to see from “Homunculus” that this does not occur.

• 1. NoteText

Before Christmas, in the first cycle of these talks, I discussed the basic concepts of theosophy so far that I can probably venture to begin with the discussion of the most important question which there can be for the human being that of his own origin and goal. In the last two talks I tried to show that the theosophical world view is the basis of Goethe's works, and I try to deepen this Goethean world view from the theosophical point of view in the next talks. Today, I have inserted this talk because it probably joins both talks, which I held during the last fourteen days, about the theosophical idea of the origin, of the descent of the human being, spoken in the modern sense of the word.

Somebody who speaks today about the origin of the human being has to take that into consideration which the present natural sciences have compiled about this topic in the second half of the 19th century. You may assume that the results of the natural sciences are something absolutely certain that they are something against which one cannot struggle. Just this scientific idea about the origin of the human being has undergone such a fundamental change in the course of the last years that hardly one of the younger serious researchers stands even today on the same point of view on which the Darwinist research stood. Somebody who concerns himself with this science knows how strong these changes are. You know that the scientific materialistic point of view still took for granted more or less before short time that one has to derive the human being generally, the whole human being from lower animal ancestors that one has to imagine that our earth was once inhabited by imperfect beings and that the human being himself gradually developed through slow perfection of these beings without any influence of other forces up to his present summit. Today this purely materialistic point of view is shocked by the natural sciences.

One has believed that this scientific point of view has one single counter-pole. One has only regarded these two cases as possible until the foundation of the theosophical movement: either the natural evolution theory in the sense of the materialistic world interpretation or a supernatural creation history, as well as it is shown in the Bible. The Bible and the natural sciences are still established like two polar opposite matters. One has also imagined that the biblical idea of six creation days would have completely controlled the old times and that only the modern times which have progressed so marvellously far substituted it for a natural creation history. However, one left aside one matter. One did not know that the ideas, which the opponents of our so-called supernatural creation have formed to themselves in the last time and with which they struggled against the Genesis, the Six-day Work, are also for the so-called orthodox Christian doctrine and its adherents not older than at most 300, 400 or 500 years. All those who have generally concerned themselves with the investigation of these matters scholarly did not really take the Bible as it is available to us literally before this time. Taking the Bible literally, the view that its contents are to be taken literally was never shared by the serious, also Christian, researchers in the former centuries.

We can go back to the times in which Christianity originated. It arose from older world views. However, we cannot enter into discussion of that today. I would only like to point to the fact that we have in the outgoing age of the Greek philosophy a creation doctrine which goes back to the name Plato, and that this doctrine is most nicely developed with Aristotle. Plato says: God forms the bodily world according to his ideas, which are the models. Also the human body came into being from the archetype, the idea of God. What lives in this body as human consciousness is an after-image of the divine consciousness. The goal of human knowledge is recognising what God recognised. Striving for this goal the human being realises that his spirit must be eternal, because it is an eternal idea of God. Aristotle, the neo-Platonism, the Christian Gnosticism, they all live in such ideas of the origin and the goal of the human being. In the Christian Gnosticism we have a creation doctrine which I have to characterise to show you how little applicable the ideas were which the opponents of the supernatural creation history have recently still formed.

One imagined that in the course of times, since primal times, the human being was developing, that he did not have the same figure, not the same being as today, that he developed up to this being finally. In the end, one imagined that in different lower animal forms reminders of the former shaping of the human being exist. It is somewhat difficult to make these ideas clear to anybody because they are unfamiliar to the modern human beings. What faces us as a physical human being did not exist always in such a way as it is today. It was more similar to animals, and those animals who are most related to the human being also show such a condition approximately as the human being had at that time. If we go back to still older times, we come to more and more imperfect creatures. This was the view of the Gnostics. They did not suppose as the materialistic view does it that the human being came into being by himself from the lower animal kingdom; but they were clear to themselves about the fact that from a being that was still similar to a monkey the human being could never have developed unless a higher being had grasped and developed this being up to a higher figure. One could make that quite clear if one wanted to talk about it out of former ideas. But it suffices to show that the Gnostics had another creation doctrine than one normally states.

You find it clearly expressed with St. Augustine. He did not teach the faith in the literal interpretation of the Bible, but he imagines the development of the beings in such a way as I have just demonstrated. He imagines the influence of a spiritual world which achieves a perpetual rise of the being, while the external process is really that we were physically imperfect beings first, that then a spiritual influence took place and we became physically advanced beings, that then a spiritual influence came again and that we became then again higher beings until the highest spiritual influence took place and the human being developed as a human being. This approximately is the view of St. Augustine. He considers the Six-day Work in the Bible as a beautiful allegory. He is of the opinion that one can no longer pass such a view, as I have developed it as a gnostic one, in the purely gnostic form. He imagines that in the concepts of the Bible external allegories must be given because the large mass cannot understand it if one speaks in such abstract higher ideas. Hence, the creation history should be revealed figuratively, as well as it is commensurate with the popular ideas. You can find the same with Scotus Eriugena, with all great church teachers of the Middle Ages, also with Thomas Aquinas and up to the 14th century. You can explain the real course of the Western scholarship and science to yourselves if you get it clear in your mind.

Then, in the 14th, 15th centuries, this old evolution doctrine disappears. More and more it becomes apparent that the faith in the literalness of the Bible becomes authoritative in the church. We have to retain these facts. In the following centuries the human being is no longer familiar with them. All memories of such interpretations of the Bible had got lost, so that in the 19th century people believed to give something quite new with a natural creation history. Indeed, according to the materialistic way of thinking of the newer time, this creation history completely became materialised, while one faced it with spiritual concepts once. The creation history by Darwin and Haeckel has nothing to do with the real scientific facts, has nothing to do with that which one might investigate. There was also a natural creation history once; it was interpreted in the spiritual sense only, so that one deals not only with material processes, but also with a spiritual impact.

The facts have clearly spoken during the very last years, and numerous researchers have returned again to a more non-material view of development. However, there we have another researcher, Reinke, who has made his discussions about development in an anti-Darwinist way, significant in particular for us, because he returned to the old ideas without knowing the old evolution doctrine. He speaks of perpetual “impacts” of spiritual kind which evolution has experienced. He called these impacts dominants. This is a scanty outset of a return to former ideas. Development is said to progress no longer by itself, by purely material forces from imperfect to more perfect beings, but a more perfect being can only originate from an imperfect one because a new dominant strikes, a new force impact of spiritual kind which causes the progress, in contrast to the materialistic doctrines of Darwin, Lamarck, Haeckel et etcetera This term exactly reminds someone who looks deeper at the matter of something that Heine said: “poverty comes from pauvretè.” It is the paraphrase of the matter with another word. Only the theosophical world view again gives a creation history which faces up to the documents of the religious confessions in such a way, as the researchers till 13th, 14th centuries faced up to them, and let us now develop this creation history with some words.

If one wants to recognise the human being concerning his origin, one has to get clear about the nature of the human being. Someone who takes the view that the human being is only the connection of these physical organs: hands, feet, lung, heart et etcetera up to the brain has no other need to explain the origin of the human being than from material forces. That is why the question becomes different for him than for someone who considers the human being as an entirety. He considers the human being as a being that consists not only of body, but also of soul and mind. We have already seen to what extent the human being consists of three members: body, soul and mind. Body, soul and mind are the members of which the human being consists. What one calls psycho-spiritual has been subsumed by the modern psychology in one single concept, in the concept of the soul. The confusion of the modern psychology is that it does not differentiate between soul and mind or spirit. Theosophy has to point to this over and over again. What is soul-being from one side, what feels and imagines and thinks about the everyday things, all that is also soul for us theosophists.

The spirit begins only where we notice the so-called eternal in the human being, the imperishable. Plato said of it that it feeds itself with spiritual food. Only the thought that is free of the sensuous that rises to the character of eternity that is seen by the spirit if the spirit does no longer see through the gates of the senses outward but looks into his inside, this thought only constitutes the contents of the spirit. The Western researcher knows this thought only in one single field, in the field of mathematics, of geometry and algebra. There are thoughts which do not flow towards us from the outside world which the human being creates only from his inside, intuitively. Nobody could obtain a mathematical theorem only from observation. We could never recognise from observation that the three angles of a triangle amount to 180 degrees.

However, there are thoughts that do not refer only to space, but are pure thoughts that are free of sensuousness and refer to everything else in the world, to minerals, plants, animals and in the end also to the human being. Goethe tried in his morphology to give a botany of sorts which has such thoughts free of sensuousness. There he wanted to fathom how nature lives in its works. Someone who sinks and delves with feeling and sensation in that which Goethe gives in his theory of metamorphosis experiences something in it like a big raise to the etheric heights. If you are raised higher and higher to the recognition of such thoughts which are modelled on the mathematical in space, you get to the great mystics who inform us about soul and spirit. Hence, the mystic also calls mysticism “mathematics” – mathesis , not because mysticism is mathematics, but because it is built up corresponding to the sample of mathematics.

Goethe was such a mystic. He wanted to establish a world which raises us from the only psychic to the spiritual. What the human being does with his reason in the everyday life this sensible understanding of the immediate temporal and transient reality is raised to a higher level, into the pure thought-world. You can there experience something in yourselves if you rise to the pure thought if you can abstract from the sensuousness-imbued thoughts what belongs to the eternal. Theosophy calls this first element of the spirit also manas. I have tried to translate this term with “spirit-self” in my Theosophy. It is the higher self that separates itself from that which is limited only to the earthly world.

As well as now the thought can be raised to a higher sphere, the world of feelings can also be raised to a higher sphere. That world of joys and desires is apparently a lower world than the world of thoughts, but if it is raised to the higher regions, it is even higher than the world of thoughts. The eternal in the feeling is higher than the thought. If you raise the feeling to the higher spheres like the thought in mathematics, then you experience the second being of the spirit. The academic psychology only knows the lower feeling. It acts as if everything amounts to nothing more than the lower feeling. But in our world of feelings this eternal lives as a rudiment, and theosophy calls it buddhi. I have given it the name “life-spirit”, as the second spiritual being of the human being. Raise your thoughts up to the recognition of an eternal, and then you live in manas. Raise your feeling and sensation up to the eternal, and then you live in buddhi.

This life in buddhi exists only as a rudiment with the present human beings. The human beings can already think manasically sometimes if the thinking is regulated, is subjected to the logical world principles. However, there is also a thinking which wanders around aimlessly, that has got a thought and immediately another thought, always alternating. This is the everyday thinking. There is a higher thinking that is logical and coherent that feeds itself from the eternal according to Plato and is blessed with the eternal. If now a feeling has risen to this world, to such a world principle, it lives in buddhi. This means nothing else than a kind of eternal principles of feeling. Who lives in the everyday life can also err, can also stray with his feeling. However, someone who experiences the eternal norms of feeling in himself as the thinker experiences the eternal norms of the manasic thinking has the same certainty and clearness of feeling in himself as the thinker has clearness of thinking. Theosophy describes this as a spiritual human being who experiences the spirit in himself. This was also the deeper substance of Christ. The human being experiences Christ, lives with Christ, and participates in Him. Christ is the same as buddhi.

If the mere external will which is the mostly unconscious in the human being rises to the highest world principle it is hard to talk of this highest development of the human spirit, one can only indicate it then one speaks of the true spirit, of the spirit-man or, with a Sanskrit term, of atma. For the human will can be purified from the personal. These are the three members of the spiritual: manas, buddhi, and atma. As a substance is dissolved in water, these three members are dissolved in the soul. Where everything intermingles, the human being cannot normally make a distinction of that which wanders there aimlessly. Hence, the modern psychologist describes a real chaos as soul.

If that which lives out as the highest spiritual in the soul intermingles with the lower qualities of the soul, if it appears as a lower feeling, if it enjoys life in desire instead of love, we call it kama. Kama is the same as buddhi, only buddhi is the selflessness of kama, and kama is the selfishness, the egoism of buddhi. Then we have in ourselves our everyday reason which wants the satisfaction of our personal needs. We call this reason, in so far as it expresses manas, ahamkara, the ego-consciousness, the ego-feeling in the soul. So that speaking of the human soul we can also speak of buddhi which enjoys life in kama, and if we speak of manas or the real spiritual of thinking, we speak of the reason which enjoys life in the ego-consciousness, in the ahamkara.

I tried to show the gradual education of the human being, the purification of the human being from the psychic to the spiritual, in a book that I wrote some years ago, in my Philosophy of Freedom. You find there in the concepts of the Western philosophy what I have shown now. There you find the development of the soul from kama to manas. I have called ahamkara the ego, manas the “higher thinking”, the pure thinking, and buddhi not yet pointing to the origin the “moral imagination.” These are only other expressions of the one and the same matter. With it we have recognised the psycho-spiritual nature of the human being. This psycho-spiritual nature is embodied in that which the external natural sciences describe to us. This psycho-spiritual nature is, actually, the human being. It has something like a cover around him: the external physical corporeality.

The theosophical view is that the psycho-spiritual nature of the human being existed sooner than the present figure, than the physical corporeality of the human being. The human being did not originate in the physical but in the psycho-spiritual. This psycho-spiritual, atma, buddhi and manas, forms the basis of all physical creation. Plato also speaks of it if he says that the spirit of the human being must be eternal, because it is an idea of God. What develops as forms on earth approaches the eternal spiritual part of the human being.

We can imagine now that we are in a very distant point of the past. There we have the psycho-spiritual nature of the human being on one side. I believe that the materialistic thinking of the present is hardly able to imagine this psycho-spiritual nature. That is why since centuries the modern thinking is not accustomed to imagine the psycho-spiritual. On the other side, we have the sensuous life in the very distant past. How have we to imagine the sensuous life? The natural sciences teach us that we come to a human being of imperfect figure investigating the beings in the relics of the layers of earth. Going back farther we find times in which the human being was not in the present figure on earth. Only monkeys and related animals existed. Going back still farther we find that also the monkeys were absent and that only lower mammals existed. Still sooner there were reptiles and birds, and still sooner we find animal species of immense size and mightiness, the saurians, the ichthyosaurs. They lived in other way than today. Then, farther back, we find even more imperfect animals, until we come to an age where we cannot prove that there was any living animal. Physical life must have existed there in a still plant-animal form.

Theosophy points to conditions of the earth development of which is also spoken in science: the earth was not always the solid mineral ground, on which we walk today. It was in a liquid-soft condition once. If you look at certain earth formations, at mountains, you can still detect how they became hardened from a soaking-liquid condition. The whole earth was once still in an igneous-hot condition like an immense fire body. Theosophy points to the fact that still sooner a gaseous, an etheric condition of the earth existed. Everything that exists now in solid or liquid or airy condition on earth existed also at that time in a quite subtle etheric condition. You can imagine it approximately if you take a piece of ice; this is a solid matter. You melt it, and then it gets to a liquid, watery condition. You evaporate the water, while you heat it up. Then you have again in an airy-vaporous condition what was liquid before.

The whole earth was once in a much finer, thinner etheric condition. Akasha is the finest form in which before primeval times everything was in the etheric condition that meets us now as solid, liquid et etcetera on earth. The solid granite of our primeval mountains, all metals, all salts, all kinds of limestone, everything that is on our earth now also all plant and animal forms existed at that time in this subtle akasha. Akasha is the subtlest form of matter.

The human body is composed of all substances of the earth. All the kinds of matter are found in any chemical composition in the human body. At that time all these substances were in the akasha state and in this akashic matter now the psycho-spiritual being of the human being incarnated. This was another figure than that of today. In this akashic matter everything was still undifferentiated that differentiated later. Everything was in it that became mineral, plant, animal forms later. In this akashic matter in which the human being incarnated all animal forms were still contained, just as everything that became human form later.

If one wants to form an idea about the processes within the earth development which happened in these primeval times, one must strictly distinguish the duality. The human being is a duality; he is composed of two beings. On top is the divine-spiritual core of the human being: atma, buddhi, manas. In this divine-spiritual human being, the desire lives to become a human being. It drives him down. Descending he forms a cover from this desire, an astral body. On the earth animal-like beings formed, resulting from the still uncertain earth masses. These beings came from a still earlier earth state, the old lunar state, and a previous incarnation of the earth.

When this old moon had finished its cosmic existence, beings remained like a seed which had lived on the old moon; these were beings which were neither animals nor human beings, they were between animal and human being, a kind of animal-humans. They came out again, when the earth started to form. In these animal-humans the wildest impulses, instincts and desires lived. They could not yet take up the higher spirituality in themselves at first; they had to experience a purification of their astrality to be able to take up the higher principles in themselves. These are the physical ancestors of the human being of which Gnosticism, St. Augustine, and the scholastics speak. These were animal-like figures which lived in a more malleable body material than the physical matter is today, much softer than the lowest animals have it, for example, the jellyfishes and molluscs. These were beings which lived in a translucent corporeality, partly in very beautiful forms, partly in quite grotesque forms. They had no upright posture, they lived in swimming-floating posture; they had no marrow, this formed only later, still no warm blood, they did not yet have two sexes. They lived with all that later became plant, mineral, and animal like in a common astral state of the earth. At that time, the astral body of the earth had all earthly beings in itself. This astral earth consisted of the astral bodies of the human animals and was surrounded by a spiritual atmosphere where the monads, the spiritual human beings lived. These spiritual human beings waited above, until they could unite with the astral bodies below. But at first these astral bodies were not yet purified enough; everything impulsive of the animals, the instincts and passions had to be largely separated. They were eliminated as particular astral structures. These isolations took place repeatedly. These isolated structures hardened, and the other realms of our earth came from them.

We have to imagine that two astralities were there, an upper purer one and a lower denser one. The upper one, descending deeper and deeper, has an effect on the lower one. Thereby this separates the coarser parts from itself. The separated parts are condensed. The other realms of nature, which are now round us, come into being that way. The human being himself keeps the finest parts to himself. Thus the whole environment was connected with the human being; he separated them from his nature.

The astral matter below was condensed to reptile-like animal forms; they were still cold-blooded. They were not shaped like for example an ichthyosaurus from which we find leftovers even today. There are no leftovers of these formations at all, because these bodies were fine, soft bones only existed much later. The psycho-spiritual being unites first with these formations from above; both fertilise each other. More and more a densification of the matter takes place. It merges into an igneous-liquid state. This was about the middle of the age which we call the Lemurian one. This age preceded the Atlantean one. This igneous-liquid mass is criss-crossed by currents which condense gradually more and more to the later bones; the respiratory organ and heart organ with the bloodstream, the different organs of the human body form from these currents. Everything that is too coarse for the human being is separated repeatedly. For example, the wildness of the lion is separated. Outside an animal form of coarser substance comes into being: this later becomes the lion. In the human being his courageous, his aggressive qualities remain. The cleverness and cunning is separated; it forms the being fox outside, and the human being keeps to him what he can use of cleverness.

Then another developmental state of the earth follows. It became more compact, more solid. The human being was thereby forced to adapt himself to this more solid structure of the physical life on earth. He was able to do this only because he handed over a part of his being to the coarser materiality. From this part of the human being the first most imperfect animal world originated. Thus this is as it were a shell which the human being cast off once. It originated from the human nature. However, the true human nature thereby ascended to a higher level. The human being was freed from the impact which he had from the lower animal world. We see these last creatures which the human being repelled deposited in the first layers of earth. These are crustaceans, shellfish which the human being separated from himself. He became a somewhat purer being that way. It is like in a solution in which coarser parts have settled down. The further development takes place in such a way that the human being again hands over a part of his nature to materiality. Worms and fish originated from that. This is a cover again which the human being cast off.

In the second state, the human being had taken on a matter which is like our airy matter. The human being was incarnated there as an aerial being. It may seem peculiar to the materialistic thinker, but someone who familiarises himself with theosophy finds that the other creation history is a speculative fiction and that this theosophical creation history can already be evident to the everyday reason. Because the human being embodied himself with his soul in more delicate matter, in aerial matter, it was possible that he cast another cover off, that he separated animals from himself. At that time, the earth had already built up a somewhat more solid skeleton, and the human being formed in that which one calls fire mist. One speaks there of the sons of the fire mist. This came about because the human being cast his covers off which developed then to birds and reptiles on the other side. However, when the human being had advanced so far when he had advanced to this fire matter, he was able to take up a new impact from without. As well as we have seen in the outset of our earth how with the physical matter that united which the psycho-spiritual human being had cast off as the coarser nature, he united in the period of which we speak now and which already parallels states of strong densification of our earth, with higher spirit. At first this happened because buddhi descended and became kama. The human being thereby became warm-blooded differing from the lower cold-blooded beings. Also other creatures became warm-blooded on earth.

Up to a certain point of development there were only cold-blooded and passionless beings; the others originated in the middle of the Lemurian age. Also the two sexes developed from one. The human being repelled the lower beings which still live on as reptiles and when he was already warm-blooded, he repelled the birds from himself. Because of these separations he became mature to take up the spirit in his first figure. This is the race that appears as mind-endowed for the first time. In the Lemurian age, the human being came to a densified materiality, he became fleshly. This is the Lemurian human being. He lived on our earth at a time in which a lot of the old fire matter still existed. In this Lemurian age, the whole race completely perishes by volcanic catastrophes caused by the fire. Only some remain and live on.

The Atlantean period took place in the regions that are today covered with the floods of the Atlantic. Here once again something is separated from the human being: the higher mammals come into being. The human being still had the nature of the higher mammals in himself at first. He still had in himself what one calls apes. They all are separations of lower parts of his nature. The human being developed to a higher level only because he cast off the lower parts. What I called ahamkara came to the fore. In the first Atlantean time, ahamkara appears with the corresponding development of memory and language in the human race. Self-consciousness became consciousness of egoism. Hence, the first Atlantean time is also a time in which more and more the harsh egoism developed. We will still hear and read to which excesses the developed ahamkara led. The higher mammalian nature was cast off, so that we must not regard the apes as ancestors; rather we have to regard the human being as the first-born on our earth.

The human being exists incarnated in akasha, and everything that exists besides him was gradually eliminated by him. The human being and the animals adapted themselves to the relations and circumstances and became what we can get to know today. Paracelsus knew this and said that the human being himself has written down the letters of his whole being. So we must not regard the ape as an ancestor, but as a descendant of the original human being. It is strange that this theosophical approach reminds, quite elementarily, of a remark of the naturalist and botanist Reinke (Johannes R., proponent of neo-vitalism, 1849-1931). He says in his book The World as Action that the ape does not appear as an ancestor of the human being but as a degenerated human being dropped out of humanity.

This view agrees quite exceptionally with that which the natural sciences teach in these fields. They teach that the very first rudiment of the human brain, of the childish human brain in particular, is very similar up to a certain degree to an ape brain but that the developed human brain differs from the ape brain. So that the ape brain looks like something that takes a completely different course of development. However, the Darwinist view wants to base its theory of the relationship of the ape with the human being on the first impression. At that time, the human being cast off the ape nature, so that he could develop freer, upward to nobler qualities. The apes thereby degenerated and developed in another direction. The ape is not at all to be regarded as an ancestor of the human being. However, this furthers the human development.

After the human being had developed buddhi, kama and ahamkara, he was able to receive the first principle of the spirit again in himself: manas. Manas, the logical thinking, the inferring thinking developed since the last time of the Atlantean age and in our whole fifth age from this refined human nature. Thus the human being had to experience wisdom in egoism, in ahamkara, after he developed buddhi first up to kama; thus he had to lead a selfish life. But then wisdom developed again in purer form, so that the human being is able today to think logically. He ascends once to a higher kind of spirituality working out the buddhi nature from the kama nature and from the everyday feeling in order to ascend to even higher levels of spirituality. We speak of it later after we have got to know the levels of development still more exactly.

I could only outline the theosophical view generally speaking. This is the evolution theory, the theory of the origin of the human being in the theosophical sense. This is the descent theory which is destined to substitute that which has suffered essential losses by the real scientific facts in the last time.

Nevertheless, I would still want to read out some words of the botanist Reinke to show that my explanations do not completely contradict the scientific ideas and that today it is necessary to think a new kind of “creation history”. He expresses the following there: “It is clear from the start which deep contrast exists between this view that I have just explained and the view and research method of our science. We do not look for theories generally but rely on facts. Hence, the natural sciences would have to bring themselves to confine themselves to facts only. Up to now, the facts do not at all exist. I must protest against it if the case is shown as if zoology, anatomy etc. have delivered the facts. If a picture should be derived from it, it is fancy.”

At the same time, this naturalist does not yet understand that it is impossible to receive a view of the origin of the human being from the external facts one day. One is never able to do this, because the origin of the human being was not in the sensuous but in the psycho-spiritual. Not before one ascends from the sensuous to the psycho-spiritual if one ascends to a view that is no longer fantastic but spiritual, we can get again to a descent theory really satisfying the human being. Leading the human being to a satisfying descent theory is the task of theosophy. The “natural” creation history can no longer give satisfaction today. On one side, the need for spiritual knowledge makes itself noticeable, and, on the other side, the facts have disproved the evolution theory. The natural sciences are never able to say anything about the origin of the human being. If the origin of the human being is to be recognised, it can only happen in the sense of spiritual knowledge. Leading the present again to such spiritual knowledge is the task of the theosophical world view.

Answer to question

Question: Were the crustaceans the first living beings which were separated?

The crustaceans were not the first living beings, which were separated. Of course, these were mono-cellular living beings. However, these were not like the present-day mono-cellular living beings, they were in quite different conditions.

Question: How has one to imagine the fiery-liquid surface of the earth in the Lemurian age and the existence of beings on it?

Not the total surface of the earth was in the fiery-liquid condition, only the residential place of the beings was fiery-liquid. With the separation of the mineral beings something existed like a kind of leftovers, already almost like an impact of a skeleton which could accommodate beings that have taken on any solid shape. Palaeontology can only verify what had taken on solid shape.

Question: Is the future separation furthered by vegetarianism?

It is hard to speak about that because this question, even more than other questions, challenges the human feeling. However, I would like to speak impartially about the question. Indeed, the further refining of the human being is eminently supported by vegetarianism. With it should not be said that it is possible and good for any person to live as a vegetarian. The question is another if one asks whether one should become a vegetarian, than if one asks: what does vegetarianism achieve? Vegetarianism fosters the spiritual intuition and is also advantageous for the actions. At the same time, it is also a question of heredity. However, I would like to oppose a prejudice.

Indeed, in these fields the materialistic thinker can have an experience reaching up to a certain degree, but not a sufficient one. One says that people have become weak due to vegetarianism that they cannot stand the vegetarian way of life. This is right and is wrong. It is right that many people who occupy their thinking only with kama manas who have merely sensuous objects as content of their thinking and to that the usual scholarship, law, physiology or also medicine belong where the content of the ideas are merely taken from the sensory world , do not find everything in vegetarianism that they need. For all those who think, imagine and feel in the area of reason which is directed upon the sensory world, come to a point where they can collapse due to vegetarianism. There are many people of such kind. However, it must not be. I have got to know people in this field who themselves were learnt thinkers who were physiological, historical thinkers with whom it was not possible that the brain was properly nourished if they lived only vegetarian.

But the case changes immediately if the human being develops spirituality. As soon as he gets to the spiritual cognition, as soon as he lives in the spiritual, then it is possible that he can exist with vegetarianism. Then vegetarianism furthers the spiritual life, and the human being advances so far that he has an even higher future in prospect. I speak of this higher future in the next talks, on the 16th February, 23rd February and 2nd March where I speak about Goethe's Secret Revelation.

Question: What has one to understand by a psycho-spiritual being?

We will still see where the spirit has its origin. We have to imagine this spiritual impact within the human development as an influence coming from without. With it a view of nature is not injured or the opinion is justified that this is a dualism. Also hydrogen and oxygen give water. But someone who knows that does not need to be a dualist.

Question: What was there really as a human being, before the spiritual impact took place?

Up to a certain point the human being is the triad: mind, soul and body. If we advance somewhat upward, we have the bodily-psychic human being on the earth, connected with the physical of the earth. This bodily-psychic human being is incarnated there at first in a much finer and brighter matter than the later human being. A densification perpetually takes place there. That is why we also speak of the so-called “sons of the fire mist.” We deal there with a configuration of the human being. However, I would not like to portray this figure in a public lecture because if one puts it just like that it looks bad. The preconditions do not exist to understand this figure.

In the "fire mist" the incarnations happened in akasha at last. Physics of our time has no knowledge of this akasha. What we now have as an impact is the rudiment of eternity, the spirit, if we speak of spirit with the present-day human being, we speak of eternity. The consciousness which it concerned at that time was not at all the same as the consciousness in the hypnosis or in the trance states. It exists, approximately, in an especially lively dream. This was the condition of consciousness before the impact of the spirit.

Question: Why has any progress to happen by densification of matter, whereas we consider the delicate matter as progress?

The general form of consciousness was illuminated, but also limited by densification up to the material development of the senses.

Question: Is the akasha substance an etheric or astral substance?

The astral substance is the higher substance. The akasha substance stands between the physical and astral matters. It is the most delicate physical matter, in which the thought can develop immediately.

Question: How could one perceive the human being in these delicate conditions?

In the time when the human being was still aerial it was possible to perceive him by hearing, as a vibration, but not with the eye.

Question: Which influence did the impact of the spirit have on sexuality?

With the impact of the spirit the single beings became uni-sexual. Before both sexes existed in one being, it was hermaphrodite. At that time, the reproduction was similar to that of our mono-cellular beings.

Question: What is the origin of the theosophical world view?

One taught in pictures once. This is no longer possible today. Hence, one has to express the ideas in a language understandable to the reason, especially for our scientists. One should consider these matters as the physicist considers his, as a useful working hypothesis. This gives conviction bit by bit.

When Dr. Steiner was asked to tell some additional details about the process of the separation of the ape, he answered approximately in such a way:

Imagine an ancestor who has two descendants. One of these descendants can take up the divine spark in his form. He develops upwards and becomes a human being. The other descendant has a form created from coarser substances; he cannot take up the spark. He develops downwards and becomes an ape.

It might seem unusual to speak about practical questions in education from the standpoint of a particular philosophy—that is, anthroposophy. In this case, however, the reason for speaking about education arises from the practice of teaching itself.

As you know, I will speak tonight of the way of teaching being practiced at the Waldorf school in Stuttgart. The pedagogical ideas and goals proposed through anthroposophy have been, for the most part, established at the Waldorf school. A few years ago everyone was talking about problems in education, and industrialist Emil Molt decided to create a school for the children of the workers in his factory. He turned to me to provide the pedagogical content and direction for that school.

At first, we dealt only with a particular group of children who came from a particular class—proletarian children connected with the Waldorf Company and with some children whose parents were members of the Anthroposophical Society. However, we soon extended the task of the school. We began originally with about 150 children in eight classes, but we now have eleven classes and over 700 children. Before that, a group of friends within the circle of anthroposophy made a trip to Dornach, Switzerland to attend a conference on education at the Goetheanum at Christmas. As a result, I was invited to lecture at Oxford this past August. Following the Oxford lectures, the Educational Union formed in order to bring the educational principles I will discuss today to a greater application in England.

I need to mention these circumstances so you will not think our discussion this evening is to be theoretical. You should realize that I want to speak about a genuinely practical manner of educating. I need to emphasize this also because this evening we will, of course, be able to mention only a few things. Those things I can bring up will also be rather incomplete compared to the reality of those principles of education, since they are not about “programs” but about practice. When we speak of practice, we can only speak in terms of examples taken from that practice. It is much easier to talk about a program, since you can speak in generalities and about general principles. We cannot do that when speaking of the Waldorf school education due to its own distinctive characteristics. As I mentioned before, our concern is to begin pedagogy and education derived from a spiritual-scientific perspective, a perspective that can lead us to a true comprehension of the human being, and thus to a true comprehension of the nature of a child.

Painters or other artists must learn two things in order to practice their art. In the case of painters, they must first learn a particular skill for observing form and color. The artist must be able to create from the nature of form and color and cannot begin with some theoretical comprehension of them. The artist can begin only by living within the nature of form and color. Only then can the artist learn the second thing, namely, technique. Spiritual science does not comprehend education as an academic or theoretical field. Spiritual science sees it as a genuine art, as an art that uses the most noble material found in the world—human beings. Education is concerned with children who reveal so marvelously to us the deepest riddles of the cosmos. Children allow us to observe from year to year, even from week to week, how physiognomy, gestures, and everything else they express reveal spirit and soul as a divine gift of the spiritual worlds hidden deep within them. The perspective I am speaking of assumes that, just as the painter must learn to properly observe how form and color—the activity arising through the hands, soul, and spirit—result from that understanding, so the artist in teaching must be able to follow the essence of the human being revealed in the child. However, this is not possible if you do not elevate your capacity to observe above the level of common consciousness—that is, if you cannot gain a true observation of soul and spiritual activities in life. That is precisely the objective of anthroposophy. What contemporary people typically call “cognition” addresses only the corporeal—that is, what speaks to the senses. If people have not risen to a genuine comprehension of the spirit, how can they learn to understand the soul? They can gain understanding of the soul only by understanding the expressions and activities of their own soul. Through self-observation, they learn about their own thinking, about their own feeling and willing. Those are aspects of the soul. They comprehend the soul only through reasoning. The senses perceive the sense perceptible. However, such people can understand the soul only by forming a judgment about those characteristics within themselves and then concluding that they have something like a soul.

Anthroposophy does not begin with that ordinary way of thinking. Instead, it seeks to systematically develop those forces sleeping within the human soul so that (don’t be surprised by my expression) a kind of precise clairvoyance results. With precise clairvoyance, you can penetrate the characteristics of the soul to see what is truly the soul. You can perceive the soul through that spiritual vision just as you can recognize colors through the eyes or tones through the ears. Through normal consciousness we can comprehend the spirit active in the world only as a conclusion. If we insist on remaining within normal consciousness, then we can say that we see only the phenomena of nature or of the soul. From that, we conclude that a spiritual foundation exists. Our thinking concludes that spirit and soul are at the foundation of what exists physically. Anthroposophy develops forces sleeping in the soul, organs of spiritual perception through which we can experience the spirit through living thinking, not merely as a conclusion.

You can have a genuine understanding of the human being only when you have seen the soul, and when you can experience the spirit in living thought. A living understanding of the human being arises that can permeate you through spiritual science, so that you can see in every moment of the developing child’s life how the spirit and soul act in the child. You do not see the child only from outside through the senses; you see also the sense perceptible expression of the soul. You do not work with just a revelation of the soul, but with the actual substance of the soul that you can see, just as your eyes see colors. You can begin with how spirit works within the child because, through anthroposophy, you can understand how to comprehend spirit with living thought.

Thus, the art of teaching I am speaking of here begins with a living comprehension of the human being, along with a comprehension of the development taking place in the child at every moment of life. When you understand in that way how the material we work with in teaching is the most noble, when you recognize how your teaching can affect the human being, then you can see many things differently than possible through ordinary consciousness. You can then teach and give educational guidance based on that knowledge. You can, through direct practical interaction with the child, develop what you can see in the soul and experience in the spirit.

Observation that is truly alive shows that spirit exists within the child no less than in the adult. However, that spirit lies hidden deep within the child and must first conquer the body. If we can see that spirit before it speaks to us through language or reveals itself through intellectual thought, we can receive an impression of the marvelous way spirit’s divine gift affects the child’s organism. You will then get an impression of why we certainly cannot say that the physical nature of the human being is one thing, and spirit another. In children you can see how spirit, much more so than with adults, works directly on the physical—that is, how spirit completely permeates the physical. As adults, we have spirit to the extent that we need to think about the world. Children, on the other hand, have spirit to the extent that they need to form their organism through spiritual sculpting. Much more than people believe, the human physical organism throughout all of earthly life is the result of how that spirit hidden within the child develops the physical organism. To avoid speaking abstractly, I would like to present some concrete examples.

If you look at a child only as conventional science does, so that you only perceive what ordinary physiology presents through dissection—that is, if you do not have a spiritual view of the child—you will not see the effect of all the different events on the child’s physical organism. For instance, the child does something and is shouted at by an adult. That makes a very different impression on the child than it would on an adult, if one were to shout at the adult. We must remember that a child functions very differently than an adult. The adult’s sense organs exist on the surface of the body. Adults can control with their intellect what comes through the sense organs. Adults can form fully developed will from within when confronted with sense impressions. However, the child is completely surrendered to the external world. If I may express it pictorially (but I mean this to a certain degree in a literal sense), the child is entirely a sense organ. Allow me to be very clear about this. Look at an infant. If we look with an external understanding at an infant, it appears that the baby feels and sees the world just as an adult does, except that the infant’s intellect and will are not as well developed as in adults. That is, however, not the case at all. Adults feel taste only on their tongue and gums. What takes place only at the surface in adults permeates the child’s organism right into the innermost depths. In a way, children perceive taste throughout their bodies when they eat. They perceive light throughout themselves when light and colors enter their eyes. That is not simply pictorial; this is actually how it is. When light shines on children, the light vibrates not only in their nervous system, it also vibrates in their breathing and throughout their circulatory system. Light vibrates throughout the entirety of the child’s organism in just the same way light acts within the adult’s eye only. The child is, throughout the entire body, a sensing organ. Just as the eye is completely occupied with the world and lives entirely in light, children live entirely in their surroundings. Children carry spirit within themselves in order to absorb everything that lives in their physical surroundings into their entire organism. Because of this, when we yell at a child, our yelling places the entire body into a particular kind of activity. When we yell at a child, a certain inner vibration occurs that is much stronger than that in an adult, who can make certain inner counteractions. What happens then is a kind of stopping short of the spiritual and soul life, which affects the child’s physical body directly. Thus, when we often yell at and frighten a child, we affect not only the child’s soul, but the child’s entire physical body. Depending on how we act around children, we can affect the health of human beings all the way into the final years of old age.

The most important means of teaching a very young child is through the way we, as adults, act when in the child’s presence. If children experience a continuous hustle and bustle, a continuous hastiness in their environment, then they will take up an inner tendency toward haste within their physical body. If you truly understand human beings so that you can observe their spirit and soul, you can see in children of eleven or twelve whether they were brought up in a restless or hurried environment, in a more appropriate environment, or in one where everything moved too slowly. We can see it in the way they walk. If the child was brought up in a hurried environment, one where everything proceeded with extreme restlessness, one where impressions continually changed, then the child will walk with a light step. The kind of environment the child had makes an impression on the child, even in the way of walking, in the step. If a child had insufficient stimulus in the surroundings so that continuous boredom was experienced, we see the reverse in how the child walks in later life with a heavy step. I mention these examples because they are particularly visible, and because they show how we can observe people better. Through this example, you can see what we are able to give to children when we see them properly in early childhood. During early childhood, children imitate their surroundings. They are particularly imitative in learning what they should do in their souls—that is, what is moral. I would like to give an example of this as well.

Those who have had to deal with such things can also experience them. For example, a father once came to me and said that his son had always been a good boy and had always done what the parents had found morally pleasing. But, now he had stolen money. Well, in such a case, anyone who truly understands human nature would ask where the child had taken the money. The father replied, “from the cupboard.” I then asked further whether someone removed money from the cupboard every day. “The child’s mother,” was the reply; thus, the child had seen the mother remove money from the cupboard every day. Young children are imitative beings who dedicate the entire soul to their surroundings, and, therefore, they do what they see happening in the surroundings. The young child does not respond to reprimands, does not respond to “do” and “don’t.” Such things are not strongly connected with a child’s soul. Children do only what they see happening in their surroundings. However, children see things much more exactly than adults do, even though they are unconscious of what it is they see. What children see in their surroundings leaves an imprint on their organism. The entire organism of the child is an imprint of what occurs in the surroundings.

Contemporary understanding overvalues way too much what is called “heredity.” When people see the characteristics of some adult, they often say such traits are inherited by purely physical transfer from one generation to another. Those who truly understand human beings, however, see that children’s muscles develop according to the impressions from their surroundings. They can see that, depending on whether or not we treat a child with tenderness and care, with love or in some other manner, the child’s breathing and circulation develop according to the feelings experienced. If a child often experiences someone approaching with love, who instinctively falls into step with the child and moves at the tempo required by the child’s inner nature, then the child will, in subtle ways, develop healthy lungs. If you want to know where the traits for a healthy adult physical body arise from, you must look back to when the child was affected as one great sense organ. You must look at the words, the gestures, and the entire relationship of the child to the surroundings, and how these things affected the child’s muscles, circulation, and breathing. You will see that a child imitates not just in learning to speak—which depends entirely on imitation, even into the bodily organization that makes speech possible—but you will see that the child’s whole body, particularly in the more subtle aspects of the physical body, reflects what we do in the child’s presence.

To the extent that a person’s physical body is strong or weak, that the physical body can be depended upon, gratitude or blame for the way one walks through life, even in old age, is due to the impressions made on a person as a small child.

What I just said about growing children being imitative beings applies throughout the first period of childhood, that is, from birth until the change of teeth at approximately age seven. At that time, the child goes through many more changes than is generally thought. In order to build a secure foundation for a genuine art of education and teaching, we need to fully penetrate what occurs in the child’s development; that is what I want to discuss in the second part of the lecture after this first part has been translated.

(Rudolf Steiner paused at this point while George Adams delivered the first part of this lecture in English.)

At around age seven, the change of teeth is not just a physical symptom of transformation in human physical nature, but also indicates the complete transformation of the child’s soul. The child is primarily an imitative being until the change of teeth. It is in the child’s nature to depend on the forces that arise from imitation for the physical body’s development. After approximately age seven and the change of teeth, children no longer need to be physically devoted to their environment, but instead need to be able to be devoted with the soul. Everything that occurs in the child’s presence before the change of teeth penetrates the depths of that child’s being. What penetrates the child during the second period of life is due to an acceptance of the authority of the child’s teachers. The child’s desire to learn such adult arts as reading and writing does not arise out of the child’s own nature, but expresses the acceptance of that natural authority. It is a tragic pedagogical error if you believe children have any desire to learn those things, things that serve as communication for adults! What actually acts developmentally on a child are the things that arise from the child’s loving devotion toward an accepted authority. Children do not learn what they learn for any reason found in the instruction itself. Children learn because they see what an adult knows and is able to do, and because an adult who is the child’s accepted educational authority says this or that is something appropriate to be learned. That goes right to the child’s moral foundation.

I would remind you that the child learns morality through imitation until the change of teeth. From the age of seven until about fourteen—that is, from the change of teeth until puberty—the child learns everything through loving acceptance of authority. We cannot achieve anything with children through the intellect, that is, with commandments such as “this is good” or “that is evil.” Instead, a feeling must grow within the child to discover what is good based on what the accepted authority indicates as good. The child must also learn to feel displeasure with what that accepted authority presents as evil. Children may not have any reason for finding pleasure or displeasure in good or evil things other than those revealed by the authority standing beside them. It is not important that things appear good or evil to the child’s intellect, but that they are so for the teacher. This is necessary for true education.

It is important during that period for all morality, including religion, to be presented to the child by other human beings; the human relationship with the teachers is important. Whenever we think we teach children by approaching them through intellectual reasoning, we really teach in a way that merely brings inner death to much within them. Although children at that age are no longer entirely a sense organ, and their sense organs have now risen to the surface of the body, they still have their entire soul within. Children gain nothing through intellectualization, which brings a kind of systemization to the senses, but they can accept what the recognized authority of the teacher brings to them as an ensouled picture.

From the change of teeth until puberty, we must form all our teaching artistically; we must begin everywhere from an artistic perspective. If we teach children letters, from which they are to learn to read and write as is now commonly done, then they will have absolutely no relationship to those characters. We know, of course, that the letters of the alphabet arose in earlier civilizations from a pictorial imitation of external processes in things. Writing began with pictograms. When we teach the letters of the alphabet to the child, we must also begin with pictures. Thus, in our Waldorf school in Stuttgart, we do not begin with letters; we begin with instruction in painting and drawing. That is difficult for a child of six or seven years, just entering school, but we soon overcome the difficulties. We can overcome those difficulties by standing alongside the child with a proper attitude, carried within our authority in such a way that the child does indeed want to imitate what the teacher creates with form and color. The child wants to do the same as the teacher does. Children must learn everything along that indirect path. That is possible only, however, when both an external and an internal relationship exists between the teacher and pupil, which occurs when we fill all our teaching with artistic content. An unfathomable, impenetrable relationship exists between the teacher and child. Mere educational techniques and the sort of things teachers learn are not effective; the teacher’s attitude, along with its effect on the feelings of the child, is most effective; the attitude carried within the teacher’s soul is effective. You will have the proper attitude in your soul when you as a teacher can perceive the spiritual in the world.

I would like to give you another example to illustrate what I mean. This is an example I particularly like to use. Suppose we want to stimulate the child in a moral-religious way. This would be the proper way to do so for the nine- or ten-year-old. In the kind of education I am describing, you can read from the child’s development what you need to teach each year, even each month. Suppose I want to give a child of about nine an idea of the immortality of the human soul. I could tiptoe around it intellectually, but that would not leave a lasting impression on the child. It might even harm the child’s soul, because when I give an intellectual presentation about moralreligious issues nothing enters the child’s soul. What remains in the child’s soul results from intangible things between the teacher and child. However, I can give the child an experience of the immortality of the soul through artistically formed pictures. I could say, “Look at a butterfly’s cocoon and how the butterfly breaks through the cocoon. It flies away and moves about in the sunlight. The human soul in the human body is the same as the butterfly in the cocoon. When a human being passes through the gates of death, the soul leaves the body and then moves about in the spiritual world.”

Now, you can teach that to children in two ways. You can feel yourself to be above children and think that you are wise and children are dumb. You might feel that children cannot understand what you, in your wisdom, can understand about the immortality of the soul, so you will create a picture for them.

If I make up such a picture for the children while feeling myself to be superior to them, that will make an impression on the children that soon passes, but it leaves a withered place within them. However, I can also approach the child differently, with the attitude that I believe in this picture myself. I can see that I do not simply fabricate the picture, but that divine spiritual powers have placed the butterfly and cocoon into nature. The fluttering of the butterfly out of the cocoon is a real picture within nature and the world of what I should understand as the immortality of the soul. The emergence of the butterfly confronts me with the idea of immortality in a simple and primitive way. It was God Himself who wanted to show me something through that emerging butterfly. Only when I can develop such a belief in my pictures is the invisible and supersensible relationship between the child and myself effective. If I develop my own comprehension with that depth of soul and then give it to the child, that picture takes root in the child and develops further throughout life. If we transform everything into a pictorial form between the change of teeth and puberty, we do not teach the child static concepts that the child will retain unchanged. If we teach children static concepts, it would be the same as if we were to clamp their hands in machines so that they could no longer freely grow. It is important that we teach children inwardly flexible concepts. Such concepts can grow just as our limbs do, so that what we develop within the child can become something very different when the child matures.

Such things can be judged only by those who do not merely look at children and ask what their needs are or what their developmental capacities are. Only those who can survey all of human life can judge these things, which then become a rather intuitive way of teaching. I could give you an example of this. Suppose we have a school-age child that has inner devotion toward the teacher. I would like to illustrate the strength that could develop through an example. Those with insight into such things know how fortunate it is for later life when, during childhood, they heard about a respected relative they had not yet seen. Then, one day, they had the opportunity to visit that person. They went to visit that relative with a shyness and with everything that was contained in the picture developed within them. They stood there shyly as the door was opened. That first encounter with a highly respected person is certainly memorable. To have had the opportunity to respect someone in that way is something that takes deep root in the human soul, and it can still bear fruit in later life.

It is the same with all truly living concepts taught to children and not simply stuffed into them. If you can get a child to look up with true respect to you as a teacher, as an accepted authority, you then create something for the child’s later life. We could describe it as follows. We know that there are people who, when they have reached a certain age, spread goodness in their environment. They do not need to say much, but their words act as a kind of blessing; it is contained in their voice, not in the content of their words. It is certainly a blessing for people when, during their childhood, they met such people. If we look back on the life of such a person of fifty or sixty and see what occurred during childhood between the change of teeth and puberty, if we look at what that person learned, we realize that person learned respect, a respect for morality. We realize that such a person learned to look up to things properly, to look up to the higher forces in the world. We might say that such a person learned how to pray properly. When someone learns to pray in the right way, the respect they learn is transformed into powers of blessing in old age, powers that act like a good deed for others in their presence. To express it pictorially, someone who never learned to fold their hands in prayer as a child will never develop the strength later in life to spread their hands in blessing.

It is important that we do not simply stuff abstract ideas into children, but that we know how to proceed with children when we want to create within their souls something fruitful for all of life. Therefore, we do not abstractly teach children to read and write, but begin artistically with writing and allow all the abstraction within letters to arise from pictures. In that way, we teach children to write in a way appropriate to the child’s needs. We do not simply appeal to the child’s capacity to observe, to the head alone, but to the entire human being. First, we teach children to write. When the child has learned to write in this way—so that the child’s entire being, and not simply the head, participates in the picture—then what we give the child is appropriate. After children learn to write, they can learn to read. Anyone caught up in today’s school system might say that such children would learn to read and write more slowly than otherwise. However, it is important that the tempo of learning is proper. Basically, children should learn to read only after the age of eight, so that we can develop reading and writing pictorially and artistically.

Those who have genuine knowledge of human beings through true vision of soul and spirit can observe subtle details and then bring those observations into teaching. Suppose we have a child who walks too heavily. That comes about because the child’s soul was improperly affected before the change of teeth. We can improve the situation by enlivening what previously formed the child by teaching through artistically presented pictures. Thus, someone who truly understands the human being will teach a child who walks too heavily about painting and drawing. By contrast, a child whose step is too light, too dancing, should be guided more toward music. That has a tremendous moral effect on the child’s later character development. Thus, in each case, if we can truly see the human being, we will understand what we need to bring into our pictures.

Until the change of teeth the child’s closest and most appropriate place is within the circle of the family and the parents. Nursery school and play groups follow. We can appropriately develop games and activities when we understand how they affect the child’s physical organism. We need only imagine what happens when a child receives a store-bought doll, a “beautiful” doll with a beautifully painted face. We can see that such a child develops thick blood (these things are not visible in the normal anatomy) and that this disturbs the child’s physical body. We simply do not realize how much we sin in that way, how it affects the child. If we make for the child a doll from a few rags, and if this is done with the child—simply painting the eyes on the rags so that the child sees this and sees how we create the doll—then the child will take that activity into its body. It enters into the child’s blood and respiratory system.

Suppose we have a melancholic girl. Anyone who looks at such a child externally, without any view of the soul, would simply say, “Oh, a melancholic child; inwardly dark. We need to put very bright colors around her and make toys red and yellow for her wherever possible. We must dress the child brightly, so that she awakens in bright colors, so that she will be awakened.” No, she won’t! That would only be an inner shock for the child, and it would force all her life forces in the opposite direction. We should give a melancholic and withdrawn child blue or blue violet colors and toys. Otherwise, the bright colors would overstimulate such an inwardly active child. We can thus bring the child’s organism into harmony with her surroundings and cure what is perhaps too flighty and nervous because of being surrounded by bright colors. From a genuine understanding of the human being, we can gain an idea of what we should teach and do with children, right down to the finest details, and thus gain direct help for our work. You can see that this way of teaching might seem to support current ideas about what children should learn at a particular age—that we should stuff such things into them and about how we should occupy them. However, if you realize that children can take from their environment only what already exists within their bodies, then you might say the following. Suppose we have a child who does not tend to be robustly active, but always works in details—that is, tends to work rather artistically. If you insist that the child be very active outwardly, then just those tendencies within the child that are for detailed work will wither. The tendencies toward activity that you want to develop because you have deluded yourself into thinking that they are common to all humanity, that everyone should develop them, will also certainly wither. The child has no interest in that; the work assigned between the change of teeth and puberty is done, and nothing sticks, nothing grows within the child through forcing things. Throughout the kind of education we are discussing, it is always important that the teacher have a good sense of what lives within the child and can, from what is observed within the child’s body, soul, and spirit, practice every moment what is right through the teacher’s own instinct for teaching.

In this way, the teacher can see the pedagogy needed for the children. In the Waldorf school, we discover the curriculum in each child. We read from the children everything we are to do from year to year and month to month and week to week so that we can bring them what is appropriate and what their inner natures require. The teaching profession demands a tremendous amount of selflessness, and because of this it cannot in any way accept a preconceived program. We need to direct our teaching entirely toward working with the children so that the teacher, through the relationship to the children developed by standing alongside them, provides nothing but an opportunity for the children to develop themselves.

You can best accomplish this between the ages of seven and fourteen—that is, during elementary school—by refraining completely from appealing to the intellect, focusing instead on the artistic. Then, you can develop through pictures what the body, soul, and spirit need. Therefore, we should present morality as pictures when the child is about nine or ten years old. We should not provide moral commandments; we should not say that this or that is good or evil. Instead, we should present good people to the children so that they can acquire sympathy for what is good, or perhaps, present the children with evil people so that they can acquire antipathy toward what is evil. Through pictures we can awaken a feeling for the nature of morality. All of those things are, of course, only suggestions that I wanted to present concerning the second stage of childhood. In the third part of my lecture today, I want to show how we can bring it all together as a foundation for education—not merely education for a particular time in childhood, but for all of human life. We will continue with that after the second part has been translated.

(George Adams delivered the second part of the lecture.)

We can best see how this way of educating can achieve the proper effects for all of human life if we look specifically at eurythmy in education. The eurythmy we have performed publicly in London during the past days has a pedagogical side, also.

Eurythmy is an art in which people or groups of people express the movements in the depths of human nature. Everything expressed in those movements arises systematically from the activity within the human organism, just as human speech or song does. In eurythmy, no gesture or movement is haphazard. What we have is a kind of visible speech. We can express anything we can sing or speak just as well through the visible movements of eurythmy. The capacity of the entire human being for movement is repressed in speech, it undergoes a metamorphosis in the audible tones and is formed as visible speech in eurythmy.

We have brought eurythmy into the Waldorf school for the lowest grades all the way to the highest. The children, in fact, enter into this visible speech just as the soul makes a corresponding expression for the sounds of audible speech. Every movement of the fingers or hands, every movement of the entire body is thus a sound of speech made visible. We have seen that children between the change of teeth and puberty live just as naturally into this form of speech as a young child lives into normal audible speech. We have seen that the children’s entire organism—that is, body, soul, and spirit (since eurythmy is also a spirit and soul exercise) find their way just as naturally into eurythmy speech as they do into oral speech. Children feel they have been given something consistent with their whole organism. Thus, along with gymnastics derived from an observation of the physical body, we have eurythmy arising from an observation of the child’s spirit and soul. Children feel fulfilled in eurythmy movements, not only in their physical body or in an ensouled body, but in a spiritually permeated soul within a body formed by that soul. To say it differently, what people experience through eurythmy acts in a tremendously living manner on everything living within them as tendencies and, on the other side, has just as fruitful an effect on all of life.

Regardless of how well children do in gymnastics, if they perform these exercises only according to the laws of the physical body, these exercises will not protect the children from all kinds of metabolic illnesses later in life. For instance, you cannot protect them from illnesses such as rheumatism, which may cause metabolic illnesses later. What you gain through gymnastics results in a kind of thickening of the physical body. However, what you can effect by developing movements that arise from the spirit and soul makes the spirit and soul ruler of the bodies of the soul and physical for all of life. You cannot keep a sixty-year-old body from becoming fragile through gymnastics. If you educate a child properly, however, so that the child’s movements in gymnastics arise from the soul, you can keep the child’s body from becoming fragile in later life. You can inhibit such things if you teach pictorially during elementary school so that the picture that would otherwise occupy the soul can move into the body.

Thus, this pictorial language, eurythmy, is nothing but gymnastics permeated with soul and spirit. You can see that gymnastics permeated by soul and spirit is directed only toward a balanced development of the child’s body, soul, and spirit; and you can see that what can be ingrained during childhood can be fruitful throughout life. We can do that only when we feel like gardeners tending plants. The gardener will not, for example, artificially affect the plant’s sap flow, but will provide from outside only opportunities for the plant to develop itself. A gardener has a kind of natural reluctance to artificially alter plant growth. We must also have a respectfulness about what children need to develop within their own lives. We will, therefore, always be careful not to teach children in an unbalanced way. The principle of authority I discussed before must live deeply within the child’s soul. Children must have the possibility of learning things they cannot yet intellectually comprehend, but learn anyway because they love the teacher. Thus, we do not take away from children the possibility of experiencing things later in life.

If I have already comprehended everything as a child, then I could never have the following kind of experience. Suppose something happens to me around age thirty-five that reminds me of something I learned from a beloved teacher or a loved authority, something I had learned from that authority through my desire to believe. However, now I am more mature and slowly a new understanding arises within me. Returning in maturity to things we learned earlier, but did not fully comprehend, has an enlivening effect. It gives an inner satisfaction and strengthens the will. We cannot take that away from children if we respect their freedom and if we want to educate them as free human beings. The foundation of the educational principle I am referring to is the desire to educate people as free beings. That is why we should not develop the child’s will through intellectual moral reasoning. We need to be clear that when we develop moral views in the child’s feeling between the ages of seven and fourteen, the child can, after maturing and moving into life, then comprehend intellectual and moral feelings and the will. What permeates the will, and what arises out of the will from the esthetic feeling developed earlier, enlivens morality and, insofar as it arises from freedom, gives people strength and inner certitude.

You see, if you want to use the kind of education we are discussing properly, you will not simply look at childhood, but will also look at people later in life. You will want what you give to children to act just as the natural growth and development of the plant acts to produce a flower that blooms. If we want a blossoming, we do not dare to want the plant to develop too quickly. Instead, we await the slow development from the root to the stem to the leaf to the flower and, finally, to the fruit, unfolding and developing freely in the sunlight. That is the picture we need to keep before us as the goal of education. Our desire is to nurture the root of life in children. However, we want to develop this root so that life slowly and flexibly forms physically, soulfully, and spiritually from our care during childhood. We can be certain that, if we respect human freedom, our teaching will place people in the world as free beings. We can be certain that the root of education can develop freely if we do not enslave children to a dogmatic curriculum. Later in life, under the most varied circumstances, children can develop appropriately as free human beings.

Of course, this kind of education puts tremendous demands on the teacher. However, do we dare presume that the most complete being here on Earth—the human being—can be taught at all if we do not penetrate fully the characteristics of that being? Shouldn’t we believe—concerning human beings and what we do with them—that they hold a place of honor, and that much of what we do is a kind of religious service? We must believe that. We must be aware that education demands of us the greatest level of selflessness. We must be able to forget ourselves completely and plunge into the nature of the child in order to see what will blossom in the world as an adult human being. Selflessness and a true desire to deepen your understanding of human nature, and gaining a true understanding of humanity—these are the basic elements of genuine teaching.

Why shouldn’t we recognize the necessity of devotion to such teaching, since we must certainly admit that teaching is the most noble activity of human life? Teaching is the most noble thing in all human life on the Earth.

That is progress. The progress we achieve through teaching is this: the younger generations, given to us from the divine worlds, develop through what we, the older generations, have developed in ourselves; and these younger generations move a step beyond us in human progress. Isn’t it obvious to every right-thinking person that, in bringing such service to humanity—that is, in bringing the best and most beautiful things of previous generations as an offering to the younger generations—we teach in the most beautiful and humane way?

(George Adams concluded the English translation.)

A teacher reports about the independent religious instruction in the beginning and intermediate classes. They discussed verses from the mystery plays and “Cherubinischen Wandersmann” (Cherubic wanderer).

Dr. Steiner: It is important that you don’t ignore the children’s level of feeling. Can you give a concrete example?

A teacher: In the upper class, I had the children recite, “Let me peacefully act in you.…”

Dr. Steiner: Do you think the children can work with that? Yes, then you can continue with it.

A teacher: Perhaps we could divide the courses.

Dr. Steiner: That is certainly true. I think that if we divided the beginning class in two and left the upper class as it is, things would go well in all three groups.

That is, grades 1-3, 4-6 and 7-9.

A teacher reports that he had used three hours for the preparatory instruction for the Youth Festival.

Dr. Steiner: Isn’t that too much for the students? How many are there?

A teacher: Twenty-six.

Dr. Steiner: It will be difficult to say anything until we have seen a real success. It is certainly good to try that. If it is not successful, then we will need to see how we can do it differently.

A teacher reports about the course in social understanding. There were two hours per week in the sixth through eighth grades, and also some for fifth grade.

Dr. Steiner: Of course, the age from eleven to fifteen is difficult, but this is a separate class.

A teacher: We are also visiting factories.

Dr. Steiner: If you do this really livingly, make it lively, and connect it with all the questions about life that arise at that age, then things will work. I would try to see if the children have too much to do, and then try to connect things to life concretely wherever possible.

I believe the children may be overworked now, and that will, of course, certainly come out in some odd place. It would be a good idea not to have eight hours on one day.

I don’t understand why it is necessary to spend three hours preparing for the Youth Festival. Why wasn’t one hour sufficient? In such questions, the amount of time is not so important as the time available for them. It would, perhaps, be better if we could limit those things we can definitely limit. We could do that for those children attending the Youth Festival by dropping the independent religious instruction as such and connecting it with the preparation for the Youth Festival.

A question is asked about who may attend the Sunday services.

Dr. Steiner: That is certainly a problem. We had never thought that anyone other than the parents would attend. Of course, having begun in one way, it is difficult to set a limit. How should we do that? Why did you admit people who are not parents at the school? If we allow K. in, there is no reason we should send other members away. Where does that begin and where does it end? It’s mostly people who think this is just one more tea party. We have also had other disturbances by people from outside the school being at the school. The thing that disturbed me most was that people who have absolutely nothing to do with the school became involved in discipline. I certainly have nothing against strictly limiting the admission to the services to the parents, no siblings and no tea parties. We did not create that service for that. Now there are no limits. We should admit only the parents or those whom the faculty recognizes as moral guardians.

A teacher asks again about an older member in connection with the Sunday services.

Dr. Steiner: She should stay away. You need to make that clear to her in an appropriate way. That is the problem. The moment we allow someone in who has no child, it becomes difficult to draw the line. Where we need to make exceptions is in the Anthroposophical Society, or we simply leave it as it is.

A teacher: That has been impossible to do.

Dr. Steiner: The exceptions should perhaps only be for once or twice, but they grow.

A teacher: It should not be strictly a school affair. It is separate from the school.

Dr. Steiner: We hold the Sunday services within the context of the school. They are a part of the school in just the same way as, for instance, a class for a particular craft would be. That would also be something special that would be within the school, but not a part of the school. We can do things only in that way, otherwise we will have all these problems. I was recently asked if we could arrange to have a Sunday service in H. for their anthroposophical youth. At the present, when we are under attack from every direction, that is total nonsense. There are already such areas of attack, such as when Mr. L. stands up and conducts a service for the anthroposophical children. He has already received permission to observe our service. I would certainly deny any association with a Sunday service outside the school. It only makes sense if there are a number of children receiving religious instruction from an anthroposophical basis and there is a Sunday service in our school for these children. Thus, we would never admit someone from outside the school.

A teacher: Then we should leave it that way.

Dr. Steiner: We could leave things that way, but there are exceptions. It is difficult to understand how we could turn someone away when we say that Mrs. G. said they could come. Then we would have to turn away Mr. Leinhas, but he is a member of the Waldorf School Association. Eventually this will become a kind of right and will include everything connected to the school in any way.

A teacher: Can we include the wives of faculty members?

Dr. Steiner: Of course, we cannot admit them. If they have no children, they also have no right to it.

A teacher reports about the deportment lessons. An attempt was made to teach the children a soul diet. The children brought all kinds of gossip into school.

Dr. Steiner: It is unavoidable that the anthroposophical children hear things at home. That is not dangerous as long as the parents are reasonable. The healthy attitude of the parents will keep the children from becoming too wild, even though those things may go in deeply. The things we have often had to struggle against, such as those you mentioned about O.R. may arise because the parents talk about silly things.

You will have noticed that the instruction is bearing fruit. I would mention that particularly in critical cases, you have had good success with stories that have a particular moral. If you are certain a child has a specific kind of misbehavior, then you can think of a story in which that type of misbehavior becomes absurd. Even with very young children, you can rid them of their greed for sweets and such if the mother tells a story that makes that behavior absurd. If you think of something along the lines of the dog who goes over the bridge with meat in his mouth, that strongly affects the child and has a lasting effect. That is particularly true if you allow some time to go by between the misbehavior and telling the story. Generally, you can achieve more when the child has slept, and you return to the subject the next day. To take up the behavior immediately after it occurred is the worst thing. That sounds very theosophical, but it is also quite true.

It would also be a good idea if we, as the entire faculty, could take up individual children, or groups of children, who are a source of concern and speak about them. That seems to me to be something very desirable. It requires only that we give some interest to it.

This morning I asked about P.I. He has disappeared. You remember that his father had told me certain complaints he had. It would be a good idea if we could compare what is happening with the boy to what the father is complaining about. The father appears to be a rather useless complainer, always blaming things. I will talk with the boy. It seems to me that the father always complains and picks up small things that bother the boy. Then he expands them into fantasies so that the boy does things the father suggests. The boy certainly does not know what he wants to do.

That is a major problem in every school because it is so difficult to keep everything under control. Precisely in such questions, we must have complete clarity within the faculty about the individual students.

Some things are very interesting when you look at the statistics in detail. I have looked at all the classes. It is striking to me that there are very few children lacking in talent and also few who are gifted, but there are a large number of average children. One sign of that is that they are all making good progress. I always want to differentiate between progress as such and the content of the progress. It is possible that some things have not gone forward, but the tempo is good.

In the fourth grade, there are actually only two slow children and three who are not really moving along. However, the others, at least according to their writing, are sufficiently talented children. It is possible that there may be a number of pranksters, but those whom we have called such are actually gifted pranksters. That certainly hits the nail on the head.

All that relates to something else. When we raise the general level of morality, then things will even out. A characteristic of the Waldorf School students is that they are terribly jealous about their teachers. They only like their own teacher, and that is the one who does things right. That is certainly the case. But, on the other hand, although that has its good side, it also has a darker side. The main thing is not to pay too much attention to it. You shouldn’t feel flattered when you hear such things. That is readily apparent during class when Mr. A. is no longer a human being. The children see him almost as a saint.

Why shouldn’t the children laugh? That is more in keeping with the school. If you know anything, you will know the most important people were pranksters. If you connect that with life, you will see it has another aspect.

It would be good if they were not so loud. The fourth grade is terribly loud. But, we should not take these things so seriously. Morally, it is very significant if you have changed a child’s obtrusive characteristic. For instance, if you can achieve that the fourth grade is not so loud, or if you can break B.Ch.’s habit of throwing his school bag ahead of him. If you can change such an obvious characteristic, regardless of whether you view that as good or bad behavior. It has great moral significance if you can break the boys in the fourth grade from all that terrible yelling. I would say it is a question of general didactic efficiency, how far the speaking in chorus goes. If you develop it too little, the social attitude suffers. That is formed through speaking in chorus. If you go too far, the capacity to comprehend will suffer because that has a strongly suggestive force. When they speak as a group, the children will be able to do things they otherwise have no idea of. It is the same as with a mob in the street. The younger they are, the more they can fool you. It is a good idea to randomly request them to do the same thing again individually, so that each has to pay attention to what the other says. When you are telling a story, you can give some sentences and then let the children continue. You should do things I have done, for instance, when I said, “You there, in the middle row at the left end, continue on,” “You there in the corner, continue,” so that they have to pay attention and that you can make the children move along with you. Speaking in chorus too much leads to laziness. The tendency to shout in music confirms that.

Particularly in the fourth grade, you should pay attention to the intangibles. I am speaking of the very real intangibles that exist in the tension within the entire class. For example, there is the ratio between the number of girls and boys. I don’t mean you have to change that. You need to take life as it is, but you should at least try to pay some attention to such things. If I am not mistaken, in the fourth grade there is the highest ratio of boys to girls. It occurs to me that the physiognomy of the class is related to the ratio of boys to girls. In Miss Lang’s case, the situation is different. You should pay attention to such things. In Miss Lang’s class, there are significantly fewer boys than girls. Today, there were certainly twice as many boys in the fourth grade, twenty-five boys and eleven girls. In the sixth grade, there are twelve boys and nineteen girls. That is something you should certainly pay attention to, don’t you agree? The fifth grade is interesting for its balance. Today there were twenty-five to twenty-five. (Speaking to Dr. von Heydebrand) Today was certainly a good opportunity, because you had brought some very interesting material to the class. That is the proper way to bring anthroposophy. Such things are what we should pay attention to.

A teacher: I believe I have perceived a relationship between the phlegmatic children and a deep voice, the sanguine children and a middle tone, and a higher voice with the cholerics. Is that correct?

Dr. Steiner: That is certainly true with the first two. The question regarding the higher voices is rather interesting. In general, it is true that phlegmatics have lower voices and the melancholic and sanguine children, middle tones. The sanguine children are among the highest voices. The choleric children spread out over all three. There must be some particular reason. Do you thing that tenors are mostly choleric? Certainly on the stage. The choleric element spreads out everywhere.

A teacher: How can we have such differing opinions about the temperament of a child?

Dr. Steiner: We cannot solve that question mathematically. We can certainly not speak in that way. In judging cases that lie near a boundary, it is possible that one person has one view and another, another view. We do not need to mathematically resolve them. The situation is such that when we see and understand a child in one way or another, we already intend to treat it in a particular way. In the end, the manner of treating something arises from an interaction. Don’t think you should discuss it.

There is a further question about temperaments.

Dr. Steiner: The choleric temperament becomes immediately annoyed by and angry about anything that interrupts its activity. When it is in a rhythmic experience, it becomes vexed and angry, but it will also become angry if it is involved in another experience and is disturbed. That is because rhythm inwardly connects with all of human nature. It is certainly the case that rhythm is more connected with human nature than anything else and that a strong rhythm lies at the base of cholerics, a rhythm that is usually somewhat defective. We can see that Napoleon was a choleric. In his case, the inner rhythm was compressed. With Napoleon you will find, on the one side, something that tended to grow larger than he grew. He remained a half-pint. His etheric body was larger than his physical body, and thus his organs were so compressed that all rhythmical things were shoved together and continuously disturbed one another. Since such a choleric temperament is based upon a continuous shortening of the rhythm, it lives within itself.

A teacher: Can we say that one sense predominates in such a temperament?

Dr. Steiner: In cholerics, you will probably generally find an abnormally developed sense of balance (Libra) and an external display of that in the ear canal through an autopsy. The experience of rhythm, the sense of balance and sense of movement, the interaction of these, rhythmic experience. In sanguines (Virgo), in connection with the sense of balance and sense of movement, the sense of movement predominates. In the same way, in melancholics (Leo) the sense of life predominates and in phlegmatics (Cancer) the sense of touch predominates physiologically because the touch bodies are embedded in small fat pads. That is physiologically demonstrable.

Now, it is not so that the touch bodies transmit sense impressions. What occurs is a reflex action, just like when you compress a rubber ball and allow it to spring back. The little warts are there to transmit it to the I, to transmit the impression in the etheric body to the I. That is the case with each of the senses.

A report is given about the eurythmy instruction.

Dr. Steiner: The enthusiasm for eurythmy is somewhat theoretical. We always have the desire for the Eurythmeum before us, but we do not have enough rooms. If we did more tone eurythmy, we would want to have someone who played the piano. That might be necessary. We have until now done relatively little tone eurythmy. Miss X. started a children’s tone eurythmy group in Dornach and has been very successful with it. One thing we should take note of is that except for those older children who are more talented, the younger children more easily learn eurythmy, that is, they more easily develop their grace through it so that in fact eurythmy has been quite fruitful. With the older children, it is more difficult because they don’t want to get used to properly springing up, but the younger children learn it quite gracefully. It would never occur to people that having the younger children spread their legs is something ugly. It is certainly not ugly, but I am convinced that would never occur to them.

A teacher reports about gymnastics. Some children are cutting the class.

Dr. Steiner: We certainly have to ask if those children are avoiding gymnastics, or if they only want to sneak away to fool around.

A teacher: M.T. is very graceful in eurythmy, but outside he is clumsy.

Dr. Steiner: Just in his case, I can imagine he is avoiding things in order to do something else.

A teacher: He is lazy.

Dr. Steiner: Since he is fooling around so much, he is certainly very active. He is a very good boy.

A teacher makes a remark.

Dr. Steiner: In my opinion, it is very good that O.N. copies the writing. You can see that in marriages where the husband often writes like the wife or vice versa.

There is a report about working in the garden and shop class. There are difficulties with some children who are unsocial and lagging and don’t want to help each other.

Dr. Steiner: Are there many? We can hardly do anything else than put all of them together, give them a certain area so they are ashamed when they don’t get anything done. They need something that would be obviously complete so that they will be ashamed of themselves when they finish only a quarter. But not a hint of ambition. What I said does not count upon ambition, but upon shame. We could also form a group that looks at what they have done in the presence of the children and brings some dissatisfaction to expression. I think that if Mrs. Molt and Mr. Hahn were called upon to look at what he did, then M.T. would certainly decide to work in order not to cause any words of displeasure. Another method would be that you take those children and keep them close to you during class, but that is difficult to do. We must make them feel ashamed when they do not finish. I would not arouse the feeling of ambition, but of shame.

A teacher asks if it might be possible to form a bookbinding shop.

Dr. Steiner: I am not certain if that is consistent with the school. Bookbinding is something normally contained in the curriculum for the continuing education school. We could, however, try binding. Is there someone here who could take up such a course for the continuing education school? One or two perhaps, since we can certainly develop bookbinding as an artistic craft. We had no transition from those beautiful old volumes, which are slowly disappearing, to these monstrous modern volumes. The things made now are mostly just trash. It is always intriguing to accomplish something through artistic craft. What are made today are really not books. We should make books again. That is something that falls within the realm of the crafts in the continuing education school.

As such, it is a simple job, but we certainly could accomplish something. Of course, we will need to master the technique. That would give the children something to improve upon. I mean, for instance, when it comes to gold leafing, there is certainly much that can be improved. What they need to learn is relatively simple, though. It is simply practice.

A teacher: I am not certain I could take that over.

Dr. Steiner: This is a question we must discuss in connection with the continuing education school.

A teacher: Should I give a few lessons in my class?

Dr. Steiner: Then we would come into the question of subject teachers. That is something we must avoid as long as we can. As long as someone is there who can do it properly, then that will do. A teacher: Two periods a week for handwork are not enough. Could we increase the number of hours?

Dr. Steiner: I notice that there is considerable ability in the handwork class. As soon as the Waldorf School Association provides us with many millions, we will be able to have many rooms and employ many teachers. Now we can hardly add more work time. We must accomplish everything else by dividing classes. Two hours per week should be sufficient. We must divide the classes and then that is only one hour.

A teacher: Should we take the boys and girls separately?

Dr. Steiner: I would not do that. I would prefer to begin by dividing the whole class into two halves. You let the boys do things other than knit in handwork, don’t you? The girls, of course, also. Nevertheless, I would not do it. I would not begin separating the boys and the girls. We need to find another solution.

A teacher: Should the preschool be like a kindergarten?

Dr. Steiner: The children have not started school yet. We cannot begin teaching them any subjects. You should occupy them with play. Certainly, they should play games. You can also tell stories in such a way that you are not teaching. But, definitely do not make any scholastic demands. Don’t expect them to be able to retell everything. I don’t think there is any need for an actual teaching goal there. We need to try to determine how we can best occupy the children. A teaching goal is not necessary. What you would do is play games, tell stories, and solve little riddles.

I would also not pedantically limit things. I would keep the children there until the parents pick them up. If possible, we could have them the whole day. If that is possible, why not? You could also try some eurythmy with them, but don’t spoil them. They shouldn’t be spoiled by anything else, either. As I said, the main thing is that you mother the children. Don’t be frivolous with them. You would not want to do anything academic with them. You can essentially do what you want.

In playing, the children show the same form as they will when they find their way into life. Children who play slowly will also be slow at the age of twenty and think slowly about all their experiences. Children who are superficial in play will also be superficial later. Children who say that they want to break open their toys to see what they look like inside will later become philosophers. That is the kind of thinking that overcomes the problems of life. In play, you can certainly do very much. You can urge a child who tends to play slowly, to play more quickly. You simply give that child games where some quickness is necessary.

There is a question about speaking in chorus.

Dr. Steiner: You can certainly do that. You can also tell fairy tales. There are many fairy tales you should not tell to six-year-olds. I don’t mean the sort of things that the Ethical Culture Association wants to eliminate, but the stories that are simply too complicated. I would not have the little children repeat the tales. However, if they want to tell something themselves, then listen to it. That is something you will have to wait on and see what happens.

A teacher asks about student reports.

Dr. Steiner: We spoke about that already. You will need to emphasize some things, but not pedantically. You should try to have a little bit of personal history at the beginning, and then go into each child individually. For instance, you could write something like, “E. reads well and speaks interestingly,” and such things, so that you create the text yourself. You create a sentence freely written in which you emphasize what is otherwise simply a subject. You may need to speak about all subjects, but perhaps not. I would print the report form so that it has only the heading, “Independent Waldorf School, Yearly Report for …” and then leave room for you to write.

Each of you will describe a student in your own way. If more than one teacher has had the child, then each should write something. It would, however, be preferable if the various statements were not too contradictory. For example, one of you says, “He reads quite well,” and another says something that supports that. The best is that the class teacher begins the description of the child and the others go from there. It certainly will not do if the class teacher writes, “He is an excellent boy,” and then someone else writes, “He is really a terror.” You will have to put things together.

A teacher asks about the reports from the religion teachers.

Dr. Steiner: Well, they will have to write their two cents worth, also. We must also include the religion teachers. Here, they will have to control themselves, or they won’t be able to write anything.

A teacher: Do we need to have the parents sign the reports?

Dr. Steiner: I would simply have an introduction that says that those parents who want to have their children return the following year should sign the report. If the children are not returning, then we don’t need to do anything, but if they are, the parents should sign it. We made it through without any midyear reports. Do the parents want a midyear report?

Yes, the children will simply report and bring their report cards. They will receive them again at the end of the year when the report is already a booklet. It can certainly be a booklet, but perforated. Suppose at the beginning a child is not very good, then you could write a criticism. Perhaps later the child is better and would want to have the previous report removed. The booklet can be perforated.

Then you can write something that is not praise. You cannot give these two children reports that say their writing was very good, but you could phrase it in a way that describes how well the child writes without criticism. With little M., I would write, “He has not accomplished more than copying simple words. He often adds unnecessary strokes to the letters.” Describe the children.

Another question is asked.

Dr. Steiner: We hold the child back. I would only differentiate between those moving on to the next class, and those we have determined will go into the remedial class if they return. I don’t want to keep children back. In the case of these two children, they came only after Christmas. Now that we have the remedial class, it is possible to place those children who will be unable to meet the goals of the class into the remedial class; for example, those who are slow learners. It is not a good idea to begin failing the others. We should have held them back when they began school. It would certainly be preferable not to fail children. I don’t see how we could do that. In your class, there are at most three others who might be held back, aside from those two who we could place in the remedial class. For now, you will have to bring them along by not excessively praising them, but also not criticizing. Simply state that they have not quite reached the goals of the class. It was our responsibility to place the children in the proper classes when they entered the school. It would not be wise to fail them. It is important that we discuss H. and how we will treat her. We had to put her in the third grade; after we promised that, we had to put her there. In general, we should not keep the children the entire year, especially those who come from other schools, and then let them fail. But, now they are in this situation. The children we need to carry along are really not so bad, but we should never put a child into a class that is too advanced.

A teacher: How should we place children from other schools? Should we go according to their age, or is there some other way?

Dr. Steiner: In the future, when the children come at the age of six and go through all the grades, then this will no longer happen. For now, we must attempt to put the children in the grade that is appropriate for them, both according to their age and to their ability.

A teacher asks if a child can be placed in the remedial class.

Dr. Steiner: I don’t think that is possible. Particularly in the first grade you should not go too far in separating children into the remedial class. I have seen the child, and you are right. But, on the other hand, not so very much is lost if a child still writes poorly in the first grade. If we can do it, it would be very good for all of the children like that if we could do the exercises I discussed previously with you.

If you have her do something like this (Dr. Steiner indicates an exercise): Reach your right hand over your head and grasp your left ear. Or perhaps you could have her draw things like a spiral going inward, a spiral going to the right, and another to the left. Then she will gain much. You need exercises that cause the children to enter more into thinking.

Then we have writing. There are some who write very poorly, and quite a number who are really first class. The children will not improve much when you want to make them learn to write better by improving their writing. You need to improve their dexterity; then they will learn to write better.

I don’t think you will be able to accomplish much with your efforts at improving bad handwriting simply by improving the writing. You should attempt to make the children better in form drawing. If they would learn to play the piano, their writing would improve. It is certainly a truism that this really poor handwriting first started when children’s toys became so extraordinarily materialistic. It is terrible that such a large number of toys are construction sets. They really are not toys at all because they are atomistic. If a child has a simple forge, then the child should learn to use it. I wish that children had toys that moved. This is all contained in Education of the Child. The toys today are terrible, and for that reason the children learn no dexterity and write poorly.

It would be enough, though we can’t do this at school, if we had those children who write poorly with their hands, draw simple forms with their feet. That has an effect upon the hand. They could draw small circles or semicircles or triangles with their feet. They should put a pencil between their toes and draw circles. That is something that is not easy to do, but very interesting. It is difficult to learn, but interesting to do. I think it would be interesting also to have them hold a stick with their toes and make figures in the sand outside. That has a strong effect upon the hands. You could have children pick up a handkerchief with their feet, rather than with their hands. That also has a strong effect. Now, I wouldn’t suggest that they should eat with their feet. You really shouldn’t do this with everything. You should try to work indirectly upon improving handwriting, developing dexterity in drawing and making forms. Try to have them draw complicated symmetrical forms. (Speaking to Mr. Baumann) Giving them a beat is good for developing reasoned and logical forms.

A teacher asks about writing with the left hand.

Dr. Steiner: In general, you will find that those children who have spiritual tendencies can write without difficulty as they will, left or right-handed. Children who are materialistically oriented will become addled by writing with both hands. There is a reason for right-handedness. In this materialistic age, children who are left-handed will become idiotic if they alternately use both hands. That is a very questionable thing to do in those circumstances that involve reasoning, but there is no problem in drawing. You can allow them to draw with either hand.

A teacher asks if they can tell fairy tales where bloody things occur.

Dr. Steiner: If the intent of the fairy tale is that the blood portrays blood, then that is inartistic. The significant point in a fairy tale is whether it is tasteful or not. No harm is done if there is blood in it. I once mentioned to a mother that if she absolutely avoided mentioning blood when she told her children fairy tales, they would become too tender. Later, they would faint when seeing a drop of blood. That is a deficiency in life. You shouldn’t make children incapable of facing life by setting up such a rule.

A teacher asks about L.G. in the third grade. She is nervous and stutters.

Dr. Steiner: It would help if you made up some exercises. I am uncertain whether we have any sentence exercises with k and p. You should have her do those and walk at the same time, and then she would also be able to say those sentences. It would also be a good idea for her to do k and p in eurythmy. However, don’t take such things too seriously because they usually disappear later in life.

A teacher asks about E.M. in the fifth grade, who also stutters.

Dr. Steiner: Yes, didn’t you present her to me before? I must have seen her. You will need to know what the problem is, whether it is organic or lying in the soul. It could be either. If it is a problem in the soul, then you could have her do specially formulated sentences. If it is an organic problem, then you would need to do something else. I will need to take a look at her tomorrow.

A teacher asks about A.W. in the fifth grade. He adds titles to his name and underlines “I.”

Dr. Steiner: That is a criminal type. He might become a forger. He has a clear tendency toward criminality. He can write much better. Clearly a criminal type. You will need to undertake a corrective action with his soul. You will have to force him to do three (not recorded), one after the other. I will take a look at him tomorrow. His father is infantile.

A teacher asks about a closing ceremony.

Dr. Steiner: I would make the closing ceremony such that, assuming I will be there, I would speak, then Mr. Molt, and then all of the teachers. We should make a kind of symphony of what we have to say to the children. There should be no student presentations. They can do that in the last monthly festival. We could review the past school year and then look toward a summer vacation that will awaken hope, then give a preview of the next school year. That is what I think.

A teacher mentions a woman who intends to make a film about the Waldorf School and three-folding.

Dr. Steiner: I don’t have any idea what to do here. If, for example, someone wants to photograph the buildings, that will certainly hurt nothing. There is nothing wrong with that. If she wants to make a film publicizing the Waldorf School, we would have nothing against showing that publicly, since it is not our responsibility. Our responsibility is that the Waldorf School be properly run. We are not responsible for what she photographs any more than you are responsible for what occurs if you are walking along the street and someone offers you a ride. We can tell her we will do what we can do, but there is nothing we can do. She may want to photograph the eurythmy lessons. I did that in Dornach, but it was not very good. That is a technical question. I don’t think much will come of it. She wants to film the three-folding? I was thinking, why shouldn’t the film contrast something good with something bad? We certainly can have no influence if she creates a scene in the film where two people speak about the Waldorf School, but we do not need to let her into the classrooms. She can certainly not demand that we allow her to photograph anything more than a public eurythmy performance by the children. Since she wants to publicize eurythmy, that would be her contribution to the members’ work. It is rather senseless if she wants to film the classes. She could film any school, there is nothing particular to see. She could, for example, record that terrible yelling in the fourth grade.

It would certainly not be proper to suppress offhandedly, due to false modesty, somebody who wants to publicize three-folding and the school. It would be better if we could hinder everything that is tasteless, but, due to false modesty, I would be hesitant to hinder anything. We have much interest in making the school as perfect as possible, but there is certainly nothing to be gained by preventing someone from photographing it. If she had set up and filmed my lecture, what could I have done against that?

A question is asked regarding the trip to Dornach for the First Class of the Anthroposophical University of Spiritual Science (Sept. 26–Oct. 16, 1920).

Dr. Steiner: Well, you see, those things are not so easy. We want to have a course this fall where various people present lectures. We have invited Stein and Stockmeyer, and it would, of course, have been nice if many could come. But, finding lodging in Dornach is just as difficult as in Stuttgart. It is not so easy to invite people, the exchange problems, and so forth. It is, however, possible, if the exchange problems are resolved by then, that we could find room for a number of people. My desire is that everyone coming from the Entente will pay for two others coming from Central Europe. However, that does not need to be too cozy. We could do it as we did for the physicians’ course, that would be possible. However, you need to remember that we don’t have rich people in Dornach and Basel.

A teacher remarks that there are also difficulties in obtaining a visa.

Dr. Steiner: Generally, when people travel to Switzerland for vacation, they can obtain a visa. You only need to be careful that you are not going for another reason. You cannot travel in Switzerland in order to earn money. We are treated terribly there. Now they allow people to move there so that they will pay taxes. Otherwise, you cannot. We are being hit very hard. That is one of the major problems we have with the Goetheanum. If there is not another attitude toward the Goetheanum, people outside Switzerland will soon be unable to visit it.

There was some discussion about reproductions of the paintings in the cupola of the Goetheanum.

Dr. Steiner: What was painted in color in the cupola needs to be understood from the colors. If you reproduced it photographically, you could achieve something only if you enlarged it to the same size as in the cupola. It is just not something we can reproduce simply. The less the pictures correspond to those in the cupola, the better it is. Black and white only hints at something. It cries for color. I would never agree with those inartistic reproductions. They are only surrogates. I do not want to have any color photographs of the cupola paintings. The reproductions should not stand by themselves. I want to handle that so that what is not important is what is given.

It is the same with the glass windows. If you attempted to achieve something through reproductions, I would be against it. You should not attempt to reproduce such things exactly. It is not desirable that you reproduce a piece of music through some deceptively imitative phonograph record. I do not want that. I do not want to have a modern, technical human being. The way these paintings appear in the reproductions never reproduces them. The reproductions contain only what is novel, not what is important. You then have a feeling that this or that color must be there. That reminds me of something you can find in The Education of the Child—namely that you should not give children beautifully made dolls, but only those made from a handkerchief.

Dr. Steiner: I would like to say a few words before we go into the individual points of discussion. Now that we are at the beginning of a new school year we need to clarify some things. There has been some discussion of things, including my own position, in relationship to the faculty. Today, I do not want to discuss the external relationship, only the inner. That seems appropriate this evening because you brought up my inner relationship, at least between the lines. In those things connected with our spiritual movement, I feel I am an esoteric among friends and cannot feel I am anything else. Running the Waldorf School is one of these spiritual things, at least to the extent it is a spiritual matter and to the extent the faculty takes up pedagogical questions and belongs to our anthroposophical movement. I need to say some things today about the position of an esoteric and how an esoteric perceives him- or herself, which you will need to apply to the particular case of the Waldorf School.

Someone who brings things from the spiritual world to his or her fellow human beings assumes, of course, that people do not necessarily accept them because of authority, but at least because they feel the things result from scientific research revealing a content that can perhaps be made known only by the person undertaking it. People can understand these things, of course, once they are said, but someone must first say them as a result of his or her own investigation. As you hear such truths, you are not exactly in a relationship to authority, but you somehow recognize that the things said can only arise from such a source.

Much of what I have recently had to say to you may appear simple, but I did not discover it in a simple way. Much of what we can learn about such a special area as pedagogy can become available only by going through a great deal, by experiencing a great deal, which is possible only after many years’ experience with this type of investigating. Understanding it is easy and can occur in a short period, but the investigation itself is not at all so simple and requires a path of initiation. However, when someone tells fellow human beings of such investigation, he or she never does so out of a desire to speak as an authority in the normal sense, that is, as the exoteric world understands authority.

I would ask that you take what I have to say about this very seriously and precisely. You should not accept what I have to say simply upon authority in the normal sense of the word. You see, if you did that, it would have no effect. You would not receive it through the necessary intangible forces. The relationship must be entirely different. The relationship must be one in which you accept everything said through a completely free will. Your acceptance may not in the least depend upon the will of the speaker. Everything must depend upon the will of the listeners. That is as exact a description of the relationship that must exist as is possible in human speech. I tell you things not to place them in the proper light, but because, in our times, we can base the effectiveness of esoteric work upon them.

If in our times we wanted to achieve something through authority, whether it be the authority of suggestion or any of the other numerous ways of affecting the soul, then that would eventually reveal itself as a great mistake. We now exist in the stage of human development when people mature enough to do so put more and more impulses of freedom into the world. Specifically, when we work as teachers we may not under any circumstances accept those things that arise out of the spirit and will move the world forward through an authority forced upon the soul. We must accept everything through goodwill, through the insight of the listener when the listener feels that the person speaking has something to say. No other relationship may exist. If the intent is that the listeners undertake some work based upon those statements, work that people can undertake communally, any other relationship would have a negative effect. If the spiritual researcher is to participate, then the capacity to speak free of authority and to listen through free will must be the basis of the entire relationship.

Nothing else may be the basis of the external relationships. Therefore, my relationship to the faculty must be one, right to the dotting of the i’s and crossing of the t’s, that neither I nor anyone else wants something against the will of any member of the faculty. The entire faculty as a whole must accept and desire it in their hearts. Whether something would pass in an election or not is unimportant. It requires that kind of inner relationship. The moment that is no longer so, the proper relationship would no longer exist. We need to somewhat keep an eye on that relationship.

Groups form in this area, not the way associations form, but more like a gathering around one person who has something to say in the sense that I mentioned. That is, those who want to hear something freely gather around someone. Regardless of what the external world may or may not expect of such a group, what I have said is all that is inwardly acceptable.

You will certainly feel that I want to describe my inner relationship to the faculty in that way, and I would ask that you understand it in that way. All healing forces of the future will be based in this. Specific things also lie in that direction. You need to feel that I have harmonized and do always intend to harmonize my decisions with each of you, that is, what you bring to me for a decision, because those who ask a question do so out of their own insight. If you think this through, you can clearly discern the nature of our esoteric relationship and the positive results of that esoteric relationship.

I wanted to make this our starting point today. You may have already found from your many experiences that things arising out of the spirit proceed properly only when such an understanding of spiritual relationships is their basis. Thus, in an exoteric organization you should separate the things that are simply necessary for the external world from what must lie between us. We can then move forward not only in the most rational manner, but also in the most spiritual work. We will move forward.

I wanted to say this to you now as a kind of inauguration of our work for this year, an inauguration of our work through which I would particularly like spiritual forces to flow. You can be certain that I will continue to pray for a blessing upon your work as a whole and the work of individuals in this coming year from the spiritual powers that carry our entire movement. If you are aware that is the case, if you not only act together, but think together and feel together, and thus receive the good spiritual forces in this thinking together, feeling together into the harmony of the entire soul life, then our work in this year will succeed.

Now we can go on to specific points. Does anyone want to say something about our agenda for today?

A question is asked about the official recognition of the Waldorf School as an elementary school.

Dr. Steiner: This is something that can go in one direction or another and depends upon the goodwill of the educational bureaucracy. We will achieve a certain degree of security about the future existence of the school only if we can negotiate through personal contacts. I wish to state expressly that we should not do this by telephone. If we can work through personal discussions and personal contact with all the possibilities of emphasis that arise in a personal conversation, if we can create an attitude through that, then we will achieve a certain degree of security. We will be unable to avoid being confronted with the same problem in the future if we handle this question in a strictly bureaucratic manner.

For that reason I think it would be best if Mr. Molt could do something personally, if you were personally involved. The situation is such that we will feel secure about the Waldorf School only if you personally speak with those people who have some influence. I am convinced that if an exchange of this sort occurs, and it forces the officials to say something in recognition of the school, that will offer us the best protection. Sending memos back and forth will achieve nothing. Particularly here in Württemberg, we can achieve more than in Prussia. In Prussia, after the final decision, we would have to dismantle this school within a short period of time.

We need to work on the problem in that way. We should not forget that some school principal or a teacher from a normal school will often come along and want to have the Waldorf School pedagogy. They will ask what they can do to help their schools. That is pure nonsense. The first thing they need to do is to free themselves from the state, and that gives rise to such a difficult problem that only a few people can think about it consequentially.

What is important is that what we could call our school movement, namely, a movement for independent schools, gets into more people’s heads so that a genuinely large movement toward educational freedom arises as a part of the Threefold Movement. We can use the opportunity that the excuse about a unified school provides. I must admit that I have always found a concrete definition of a unified school unpleasant, even though we had to use that term. It was unpleasant for me because it emphasized we wanted what the state defines as a unified school, but a unified school was less important than an independent school. That will come about by itself. What the present German government wants as a unified school is actually the opposite. We would be signing on to something terrible if we give in on this question. Somehow we need to feel our way through this. We need to be aware that such things happen in life, but we should realize that they do not arise inwardly—that would be deceptive—but from without, and that we should do them with a certain mental reservation. We should be aware that we need to do things, but not inwardly, to achieve at least the minimum of what we want, and that we will need to speak with people while inwardly tweaking their noses.

Emil Molt: I will do what I can to bring things into order.

A teacher asks about the lessons for the ninth grade.

Dr. Steiner: I will write it down for tomorrow, but we will get farthest if we see it as a continuation of what we have already done. I would, therefore, ask you to provide me with all the information about what you have done and achieved in German and literature.

A teacher: I went through Goethe, Schiller, and Herder, but that was all. I was able to bring into history some discussion of things like Dante’s Divine Comedy, but mostly it was Goethe, Schiller, and Herder. In grammar, we wrote essays and I attempted to work on spelling from the perspective of speech. We did nothing with grammar as such.

Dr. Steiner: Well, what you will need to do in literature is to take care of Jean Paul. In particular, you will need to look at some sections of Aesthetics, or the Schooling of Beauty with the ninth grade—particularly the ones concerning humor. You should not pay too much attention to history. That would be about a semester’s work. Afterward, you would then go on with the students to something very different. They are, after all, fourteen and fifteen years old, and you could read and discuss some of the chapters in Herman Grimm’s lectures on Goethe. That is what you need to do in literature.

In German, I would recommend that you not go too deeply into grammar in the first semester. Discuss the phonetic law, particularly Grimm’s law. In the essays, I would recommend that you handle historical themes. The students should work primarily with the material you gave them last year in history. You will certainly have adequate opportunities to discuss grammar and syntax in connection with corrections. Before you have the children write an essay, though, you should have the children from last year orally discuss the theme for the new children in the class.

Now, what did you do in history?

A teacher: We went up to the Reformation and took Luther’s biography in detail. I then worked with Buckle’s History of Civilization in England, and attempted to use it to shed some light on the present.

Dr. Steiner: I would recommend that you for the time do not go further, but go through it again with a spiritual scientific perspective. Follow that with Lecky’s History of Modern Civilization.

A teacher: I now have a combined eighth–ninth grade class in German.

Dr. Steiner: It would perhaps be best if you precede Herman Grimm with Goethe, so that you could then catch part of the class up with what you already said about Goethe, Schiller, and Herder. That would be good for both classes, and then you could leave Jean Paul for later. You could teach both classes the same history, so that we have only geography left.

A teacher: We mainly did the Ice Age, the movement of land and water and so forth. In general, we focused on the geology of that period.

Dr. Steiner: In connection with all that, I would recommend that you thoroughly examine the Alps, the northern limestone Alps, the southern limestone Alps along with the river valleys that form the boundaries, the mountain ranges—in other words, the different sections. Then something about the landscape and about the geological qualities beginning with the Lake Alps all the way through Switzerland to the Austrian Alps. In this discussion of the Alps, you could also point out that the structure of the Earth forms a kind of cross, and that these mountainous formations represent that. Then continue the Alps toward the Pyrenees and all the way through to the Carpathians, and then go on with the forested mountains right through to the Altaic range, so that you then have an east-west range that continues under the Earth and encloses the Earth like a ring. The Rocky Mountain-Andes Cordillera crosses that at a right angle, forming another ring. You can explain these two rings crossing one another so nicely as the structure of the Earth. Through that the students can get an idea that the Earth has an inner organization. You can do all this, but allow yourself enough time. You do not need to handle everything in geography at once.

Then we have mathematics. You have already taken up equations, haven’t you? How far have you come in exponents? Squaring, cubing, and more general exponents? Have you already cubed binomials and trinomials?

A teacher: There were no difficulties, but there was no reason to do the binomial law, that is, \((a + b)^2\), \((a + b)^3\), \((a + b)^4\).

Dr. Steiner: How do the students do that?

A teacher: I had them multiply them out.

Dr. Steiner: What I mean is, do your students know that \((a + b)^3 = a3\) and so forth? Can they do that? If you have not required that they learn it as a formula, then you have not begun with raising numbers to a power, and you have not had them figure the formula \(3553\) or \(3552\). I would continue in this way by having the children do the cubes for numbers using a formula. Then have them do the square roots and cube roots.

A teacher: I did not think it was important.

Dr. Steiner: In such things, it is not so important that children do things the way they will need them later, but that they practice a particular form of thinking. The form of thinking that they practice in finding the cube or square, or by taking the root of a number, has the peculiarity that it abstracts from the concrete numbers and then puts the numbers together in another way. Such work in the depths of the numerical construct is so formative for thought, that they have to do it.

Then they need more practical computations. I would certainly find it proper if you had children figure things that have a practical content, which is certainly in accord with your intentions. I would say, for instance, that if a watering can is cylindrical or conical, it contains a certain amount of water. How much water is that if the diameter of the base of one can is half that of another one?

I would then go on to approximations so that the children get an idea of that. Begin with a transit and how to find the average value in such practical things as weighing things with a balance scale. You could then continue on with examples in the exchange of money. Then, of course, we need to consider geometry. You should, of course, begin with computing volumes of bodies, and then I would advise you to begin with descriptive geometry.

A teacher describes what he did in physics.

Dr. Steiner: In physics you should try to do two things. In the first case, present acoustics and electricity, to which magnetism also belongs, so that the children can understand the telephone. In the second case, cover heat and mechanics and everything else the children need to understand a locomotive. That is enough for the ninth grade.

A teacher: Last year, we divided geography and I presented something about astronomy.

Dr. Steiner: Of course, in that connection, we should look at the Doppler Effect, that is, the movement of the stars in the line of vision. You did not discuss the movement of stars in the line of vision? You need to include everything the children need in order to understand the movement of the stars in the line of vision. You should work toward that goal.

A teacher: Then you don’t want any optics in physics? Only heat, mechanics, and electricity?

Dr. Steiner: You can add as much of optics as you need to explain the Doppler Effect. Be sure to also include acoustics.

A teacher: Are the conclusions about the movement of stars from shifts in spectral lines justified?

Dr. Steiner: Why not? It is certainly correct to conclude that if you have two spectra and find one line in one position and the same line in a different position in the other one, that has something to do with different distances. That is a proper conclusion.

A teacher: We could conclude that about the Sun.

Dr. Steiner: I would use the Doppler Effect only with double stars; I would not generalize it. You should use it only to show that the stars rotate around each other, since the general assumption is that the stars move cyclically in the direction of vision. Only go that far. Then, we have chemistry. What we already did in the eighth grade, the fundamentals of organic chemistry, what an alcohol is, what an ether is, we should continue in the ninth grade.

Anthropology: Continue with that so that the children gain a proper understanding of anthropology. That should move in concentric circles from grade to grade in such a way that you connect the remaining natural sciences with it.

Mr. Baumann, what do you think about music and singing in the ninth grade?

A teacher: I was unable to accomplish what I wanted because the students had so little previous training in music.

Dr. Steiner: Could you give the music lessons in the eurythmy hall if they do not conflict with eurythmy?

A teacher: There is hardly space for eurythmy.

Dr. Steiner: Then, we will never be able to bring the music instruction into order until we have the large hall. The musical instruction will never be what it should be until we have the large hall.

Two things are important. We should teach music as completely as possible. If we want to prepare the children, we cannot do too much with instruments since hearing poor instruments will ruin their sense of tone. That is an important point. We could certainly do well with the old style of church singing.

A teacher: I want to say something about the majors and minors and about the color of sound in pure tones.

Dr. Steiner: That is the exact material for the ninth grade, and it is certainly something we should strive for under all circumstances. We should look at some things a little theoretically and also give something for the feeling. Major and minor should become a feeling.

A teacher: In deportment class, I went into the differences between men and women. The children seemed interested in that.

Dr. Steiner: I think it would be nice if you connected that with singing and made the connection with male and female voices. Not much has been tried in this direction. It is quite certain that teaching this age child about observed differences between male and female singing voices would counteract the false sexual feelings that are so strong today. That would certainly have a good effect.

It is painful for me that you cannot move forward with the instruments. Playing instruments is something we cannot replace. Regarding private lessons, well, private lessons are private lessons. Here we must remember that, as we understand it, children should take up musical instruments in the general context of education. Private lessons do not help in that regard. It is certainly too bad we cannot do that. I fear it will be a long time before we get to it. A teacher: We have some instruments, but we need rooms, and we really need a teacher.

Dr. Steiner: We already discussed that. Is it only a question of rooms?

A teacher: We have about fifteen instruments. If we had even the chorus room, we could do things like Hayden’s “Children’s Symphony.”

Dr. Steiner: That would be good.

A question is asked about language class.

Dr. Steiner: At that age, I would emphasize recitation. You can learn much about the mastery of language through recitation. The children can gain a sense for idioms through recitation and then learn to apply that to other things. We can continue that in eurythmy and grammar.

In the shop class, I had thought we could cultivate things about art and a feeling for art indirectly. In shop, it is important to have the children do different things and always complete them. I wouldn’t have them make only useful things, but toys also, reasonable toys. I think it would be very nice if the children made little blacksmiths that make each other move alternately. The children will become dexterous. They can also make presents. I would work in that direction.

If we could also do something festive for the children, that is, have them gather moss and make Christmas crèches, so that they make the little sheep and so forth and paint it, they will learn a great deal. Of course, we shouldn’t neglect useful objects. They are particularly happy when they can make something like a ratchet noisemaker, things that are like a little practical joke.

We rattle, we rattle the twelve together.
The bells are coming from Rome.

A teacher: There is still the question of the handwork teacher. I have spoken with Miss S. She is a drawing teacher, but can also teach handwork.

Dr. Steiner: That would be just the thing if someone who was artistic took over the handwork class. We would have to be certain, though, that she is capable of it. She would fit in well.

Under certain circumstances, there is something else we should consider. She does not have one characteristic that another lady has. Miss Hauck is from here and is the daughter of the former professor Guido Hauck, who wrote an article, “Arnold Böcklin’s Realms of the Soul and Goethe’s Faust.” He also wrote “A Technical Explanation of Faust.” Hauck was one of the last. If she could decide to become a handwork teacher, we would have the advantage that she is from Schwabia, something that would be quite good. She has been teaching at a workers’ school, and for that reason I would consider not calling her here, because it would be good if she taught the people there. The workers’ schools say that people don’t need to learn frivolous things like geometry. Only things such as class struggle and preparation for the revolution should be taught. That is one thing, and the other is a recent event, namely, that the technical school has fired her. Perhaps Mr. Strakosch could give an opinion about whether it is necessary for factory mechanics to learn something about geometry. I would ask you to give your own opinion, but I think architecture and mechanical engineering would cease if technical schools no longer teach geometry. Everything would sink into barbarism. In mechanical engineering, you can’t put a peg into a hole. People can’t construct anything like that. This is all pure nonsense.

I think she would be suitable, but I fear that under our present circumstances, she might be too much. She was an assistant at the technical university for many years. We should consider these two women. For personal reasons, Miss S. would prefer not to be asked. Perhaps we could telegraph Miss Hauck tomorrow and ask if she can come.

For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death, and all the consequences of a life before birth. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only to look at Goethe or Jean Paul to see it. You can show everywhere that their capacities come from a life before birth.

We could then go on with a good picture that really reaches into the religious if we explained the body of the Laocoön. With the Laocoön the etheric body actually separated; thus, the physical body made such contortions. You can illustrate much through the breaking of the Laocoön’s physical body. You would need a group, but you can lift the discomfort about the dissolution of the human body into the religious.

We have decided about the Sunday services. We need to name somebody to replace Mrs. Koegel in teaching the children. I would ask for suggestions. The person needs to feel called upon to do this. Does someone want to do that? Would you like to do it with Miss Röhrle?

A teacher: A deaf and dumb girl has enrolled.

Dr. Steiner: She cannot come to the Waldorf School.

A class teacher asks about another child who has enrolled.

Dr. Steiner: What is with him? I feel bad about the boy.

A teacher: He is impossible in class.

Dr. Steiner: That may be only a passing thing. When I spoke with him, he certainly seemed as if he could improve. I am also convinced that if you do what I suggested with him, he will improve in half a year. We can certainly not hope he will improve if we completely isolate him. We can’t do that.

A teacher: Then my other children will be shortchanged.

Dr. Steiner: I think it is only temporary. It is probably connected with the fact that he just came into the school. That could certainly have an effect.

A teacher: He was terribly nervous.

Dr. Steiner: The child’s constitution is quite irregular. This is a boy who has something like—well, you can break your arm or leg on your physical body, but you cannot break your head—but this boy has a broken etheric head, and for that reason he is, of course, always nervous. That is more evident with him than with other children, but I think it is only temporary. In any event, we will have to tell the parents that they will need to be patient until we have the remedial class. Have you known him long? Was he always that way? His whole life becomes chaotic with every event. Is he taking any medication? Has he had childhood illnesses? I thought so. You said he had a mental dysfunction. You can counteract that with hypophsis cerebri. Does he have any siblings? There is a disturbance in his growth caused by something the mother had before he was born.

A teacher: She once told me she was half crazy the whole time.

Dr. Steiner: The boy came into this situation through the pregnancy. Then we will work with him and take him into the school as soon as Dr. Schubert’s remedial class begins.

Surely, you have more questions.

The question of Dr. Steiner’s position in the school organization is brought up again.

Dr. Steiner: Defining my position has only opportunistic value. It would have been good if I had been included at the time the faculty was reported to the government. It is important now only because government officials require us to be exact.

A teacher: Perhaps we could send them a complete list and put you at the top.

Dr. Steiner: That always looks strange, because they will compare it with the old lists.

A teacher: We still need to fix it, though.

Dr. Steiner: There isn’t much we can do other than to write and say we forgot it and want to revise the list. “We unfortunately forgot this last time and want to make a revision.” I don’t know of any other way around this. It certainly would look funny if we did nothing, or if we made a new list.

A question is asked regarding the opponents of anthroposophy.

Dr. Steiner: These rumors are always coming up. You see it everywhere in Switzerland. We are now trying to trace all the different variations of these despicable things with the goal of wiping away all traces of their machinations, and of their being able to say that I had done something with Anthroposophy and turned things around. These people spread teachings they say are mine and then they wipe away their tracks.

Is there anything else?

A teacher asks about the World School Association, which is to be situated in Dornach, but work in Germany. If a German section were to be founded now, then everything could be brought into order during the courses in Dornach.

Dr. Steiner: Don’t we need a World School Association before we can form a German section? Now the path toward a World School Association must begin from an international center.

We could center the World School Association in Dornach, but we do not need to begin it there. Before, we had a particular presentation that sharply emphasized that we still have only a small school, but we cannot grow since we must turn away many children. We can no longer say that, so we must now begin the World School Association differently. Of course, if we have a large number of visitors in Dornach, we could begin by creating a good attitude. I don’t think it should begin here, because we can no longer say there are a hundred children waiting at the gates of the school.

We now need to begin it differently. We could work in Dornach, but I had also thought we could begin in a more international place, The Hague, for instance. We still have reason to believe we can do something for our movement, but we would ruin everything if we founded the World School Association here. We can do all kinds of things for the Waldorf School. There is such a positive attitude here, but we may not found the Association here. At the time I had thought we could begin an energetic campaign, but I would now favor a foundation arising in London. That, however, is not yet achievable. Apart from that, I still hope that other things will move more quickly.

[Editor’s note: The remaining notes of this meeting are very erratic and uncertain, as to both the content and the speaker. Possible missing parts are indicated by an ellipsis.]

Dr. Steiner: I had thought before that I would have to do that with the World School Association. We have a number of anthroposophists in The Hague.

A teacher: I think they are all mixed up.

A teacher: You cannot depend upon H. He will never say he is an anthroposophist.

Dr. Steiner: If I were to go to The Hague, H. would certainly help. A teacher: As long as you are there!

Dr. Steiner: It doesn’t need to be more … it is enough if he can do one thing, and if he prepares the way.

A teacher: He blocks the way. He has hidden the fact that there is a Goetheanum. The students were surprised when they heard that it exists, although they were brought to Switzerland under H.’s guidance.

Dr. Steiner: That’s how people are, but you cannot move forward if you do not take people as they are.…

In addition to The Hague, Zurich and Geneva also came under discussion.

A teacher: Don’t we have to do some preparation here? We should think about the names of the individual schools. We do not see your goals.

Dr. Steiner: I do not believe it is particularly urgent to find names for the individual schools. What kind of conditions do you want to create from here?

A teacher: I am not really certain we have thought of everything.

Dr. Steiner: In the end, what is important is that you master the situation at the proper moment, and that is today. I already mentioned that. If we could provide our movement with such basic principles, we would get somewhere. We need to comprehend the world situation.

We must use things as they come. You see, for example, we started the publishing company here, but it has done little until now. However, two books appeared, Dr. Stein and the one by Polzer. These were only beginning works, but in large editions. We sold both books in only a few weeks. Someone said today that the book against Traub also sold out. People are just sleepy there. The movement would move forward if people would just move with the stream. As such, the stream is already there, but no one is swimming in it. We can certainly say that the current is there, but no one is swimming in it. You can see that from the fact that my public lectures are always well attended. It is certainly true that movement is there, but no one thinks about the fact that there is such movement.

In reality—the things I have to say are confidential, but I need to make a remark—the leadership of The Coming Day does not realize there is a threefold movement. That is not something that we need to advertise. We need only to know that a sleepiness exists. Many things begin and then stop. If I am to give everyone an individual task, then I can say only that everything can happen. Then our meetings should definitely not last until three in the morning. You will find the least amount of support in Berlin. There is no interest there. But even in Berlin, we could accomplish something if I could be there for a week. I cannot do it in three days. In Berlin, people don’t see beyond the walls of their own city.

A teacher: When could we do something in The Hague?

Dr. Steiner: When I see there is some interest, we can begin to think about doing something in that connection in Dornach. A teacher: Then we will have to decide how we can generate some interest.

Dr. Steiner: Yes, you see we have to learn how to generate interest in a more noble sense. If you look at the Haaß-Berkow Group with all their noise, you can see they certainly have a knack for creating interest. It must be possible, for example, when people come from outside, to have other titles for our presentations. It is important that we create interest, but we do not need to do it in a negative way. It is important to generate interest rather than simply discuss how. When so many people gather in one place, there is much we can do from person to person.

For the purposes of founding the World School Association, it is important to generate the proper interest. Suppose you can get fifty people to believe we should found such a World School Association. If the people from Dornach then travel and work in the proper way, that would mean that three weeks later, five hundred, and six weeks later, five thousand, would believe we should found a World School Association. You need to have the guts to create such an opinion in a number of people.

A teacher: Could the Waldorf teachers work in that way following the lectures?

Dr. Steiner: Of course, you can do that, but creating the opinion would have to move in parallel. Why is it that an esprit de corps, in the best sense of the word, never arises in something like the Anthroposophical Society?

Several teachers attempt to answer that question.

Dr. Steiner: As long as we were simply the Anthroposophical Society, all that was not important. We did not need money. Now, we have the misfortune that we do need it. It is not that we are greedy, but somehow we must support the movement. We can accomplish that only by generating interest. Now, this is very painful for me, many people who should be doing something have a certain kind of inner opposition. They do not do what I think is right, but something else. They have considerable resistance. That is common in our time, as though we could work out of the spirit and need no money. If you need money, you have to do something. It does not have to be unidealistic, but you must do something. I believe there is much more opposition than you might suppose, an inner opposition. Thus, there is a resistance. There is a sleepiness, a formation of cliques. It would be good if we could develop an esprit de corps.

We cannot form a section of something that does not yet exist.

A teacher: Well, the impetus must arise somewhere.

Dr. Steiner: It must come from a more extended group.

A teacher: Perhaps we could approach the representatives of the local school movements and warm them to the idea of the World School Association. For example, Principal B. in Br.

Dr. Steiner: It is not our concern to publicize the name of the World School Association, but to put such an organization into the world. B. is interested enough. The moment we have the World School Association, he will join and be active. For B. in Br., that means nothing more than another opportunity for more freeloading. It is unimportant whether you go around and gather money as the Waldorf faculty or as the World School Association. That is only a new name for the same thing. We need to create a real organization, an organization in itself.

A teacher: We need to make use of the time of the Dornach course.

Dr. Steiner: We will have to get those people to carry the thoughts of political agitation. We cannot get much from them directly, they are just poor wretches who would rather receive something. We certainly have such people. What is important is that these people carry the thoughts and spread them. We will have to keep those agitators warm. If we inaugurate something in The Hague—it does not need to be an association, we only need to begin political agitation—if we can begin to do that in The Hague, we should not forget that there is also a strong interest in doing something to help Central Europe. People already want that. If we can find the right tone, something will happen. We will need to try to articulate the feelings that exist so they go in the right direction. The perspective already exists, and that is something we could achieve. We could soon achieve something if the souls would awaken. You are already awake enough. It would be good if you could send forth something clever from Dornach with the same strength.

It would be better if the beggars and hoboes did not form the association as something to combat poverty, but that people who have something in their pockets do it.

There is some discussion concerning the course to be held in Stuttgart in the coming winter, and there are reports about what the teachers intend to present.

Dr. Steiner: There has been much talk, but we must do something. My only desire is that you do not offer college level lectures that then fall flat. That would be terrible. I would say something about Anthroposophy and philosophy.

A teacher: We had considered giving lectures each semester.

Dr. Steiner: We could group the subjects differently. I wouldn’t do it in the old way. I would group them more objectively. Mr. von Baravalle, you can certainly take care of Einstein’s theories and quantum theory.

A teacher: I think we can present it more easily to the students. The people here will certainly understand it.

Dr. Steiner: I think the ideas of projective geometry are very promising. I agree with what you have presented as a program. The people will certainly have a very different kind of picture when, aside from being able to determine an ellipse from an equation, they can comprehend the creation of an ellipse from a bundle of rays. That is quite a lot.

Perhaps it would be interesting to first give, for example, the basic concepts of analytical geometry and then those of projective geometry. You could then handle conical sections analytically and projectively. Now, there is usually a course for analytical geometry and then one for projective. It would be very interesting to teach the whole theory of conical sections analytically and projectively.

I think we need to close for today. I would certainly advise you to consider the courses in Dornach. Bring your plans with you. In Dornach, our direction is more toward people, but students want to have it more toward subjects. We could certainly specialize things. Dr. Schubert, there is certainly not much research about the soul of language.

I hope that our working together will develop more in the way I mentioned at the beginning today.

Continuing our studies on the great works of Art, we will show some further slides today, supplementing those that were shown last week. Today I propose in the main to supplement what I endeavoured to explain last week, of the connections and contrasts between the Mid-European, or Northern, and the Southern Art. I tried to show how the specifically artistic quality is always influenced by the character of the South or of the North, while, on the other hand, there were continual interpenetrations of the Southern and Mid-European impulses, layer upon layer, as it were, so that it is by no means easy now to see how these things really worked together. Spiritual scientific investigations will in course of time have to bring more and more light into these matters.

Today I wish to draw attention to the contrasts from certain other points of view. You will remember what I emphasised last time. From underlying impulses of the Mid-European spiritual life, there arose what we may call the art of expression—expression of Will and Intelligence—the power to express the ever-mobile life of the soul. The soul in movement—that is the goal of the Mid-European impulse; while the Southern (which was, however, influenced at a very early stage by the Mid-European) looks more to all that enters our perceptions from the Divine-spiritual in the Cosmos, which finds expression in the power of composition, and in features which transcend the human.

It is a characteristic abuse of our time to consider Art—even the plastic Arts—far too much from the mere point of view of the narrative and subject matter, while appreciating far too little the specifically artistic qualities. At the same time there is another equally pernicious error. Art is very frequently severed nowadays from the general life of culture and civilisation, and treated as though it were something that lives a life apart. This, too, is wrong. For we need only have a feeling for the specifically artistic qualities, for all that works in form and colouring, in composition and the like—we need only wean ourselves of the tendency to explain everything symbolically, or in other artificial ways; we need but feel—before such pictures as Dürer's ‘St. Jerome,’ or ‘Melancholia,’ for example,—how infinitely deeper is the mysterious ebb and flow of the masses of light themselves, than any artificial symbolism we may choose to read into these pictures. Then we shall recognise that the specifically artistic qualities that come to expression in the great works of Art, are also living in the whole general life of civilisation. Out of the common feeling of his time the artist works into the spheres of form and color and expression. The time itself works through the soul of the artist. The whole culture of the age finds expression in the characteristic works of Art.

We saw last time how the Mid-European, or Northern element, works its way upwards more or less independently, while at the same time it grows together with all that is brought to it through the Church—through Christianity from the side of Rome. Until the 12th and 13th centuries we witness the development of a unique artistic life in Middle Europe, uniting the more Roman or Latin elements with a strongly individual characterisation of all that is life and movement in the human soul. We cannot understand what took place until the 12th and 13th centuries if we merely consider what we know of the spread of Christianity in the succeeding time. For the whole spread of Christianity was a very different thing in those earlier centuries from what it afterwards became. It was only in later times that the rigidly dogmatic qualities which so repel us, came into prominence, though, needless to say, there were all manner of excesses even before the twelfth century. And while in Middle Europe the systemmatising, formal tendency of Rome was always felt like a foreign body, still the Christian impulses found their way most wonderfully into the soul-life of the people—especially into the more subconscious, feeling elements of the soul.

This entry of Christianity into the soul found expression especially in the sphere of Art, where there was a wrestling for plastic power of expression.

Here we may point to a truth which can be characterised in two very simple statements which are, none the less, very far-reaching. We may ask this question: To what does Art appeal among the Southern peoples? To what did it appeal already in antiquity? And elsewhere in the South, in the period of its decline and in its resurrection from the early to the late Renaissance? To what does Art appeal in the more southern regions? It appeals to the fancy and imagination. This statement is of infinite importance. The appeal is to the life of the fancy and the imagination, which is present in the souls of the southern people with a slight, suggestion of a sanguine temperament in these respects. Thus in the southern regions we see the Christian ideas entering, above all, into the imaginative life, and borne by fancy into the realm of Art.

Needless to say, such a statement must not be pressed too far. I would say, the statement itself should be artistically understood.

Only so, my dear friends, could it come about that in the time of the Renaissance artistic fancy rose to such great heights of creation, while the moral life, as we showed in a recent lecture, fell to the state revealed in the attacks of Francis of Assisi, and later of Savonarola. The situation stands before us when we contrast the fiery attacks of Savonarola which were all in vain, with the infinitely rich life of Christian vision and imagination in the plastic works of Donatello, Michelangelo, Raphael, Leonardo and many others.

Art in the North speaks differently and appeals to a different element of soul, namely, to mind and feeling. Once more, these things must not be pressed; nevertheless, in such a statement guiding lines are given for the understanding of whole epochs of History. However we may believe that Christianity contains a peculiar, morally religious impulse of the soul, this impulse did not find its way into the element of fancy and imagination in the Southern culture which reached such giddy heights in the Renaissance. But in the North, the centuries until the 12th—nay, the beginning of the 13th—reveal in Art the progressive appeal of Christianity, and especially the tragic elements of Christianity, to human heart and feeling. The Art of the Italian Renaissance strives to make the countenance of Christianity itself as fair as possible—that, after all, is the essential element in the Renaissance Art: But the centuries to which I now refer, in Middle Europe, are all devoted to the striving to realise the Story of the Passion—with all its tragedy and drama, until the tragic story becomes their very own in heart and soul.

Down to the Carolingian period in Middle Europe, Mid-European paganism continually breaks through into the life of feeling. But in the centuries from that time onward until the 12th and 13th there arises out of the very soul of Middle Europe an inherently Christian Feeling for all human life. And the strange thing is that from the 13th century onward a certain decline can be observed. Yet, as I explained last time, even now when another element once more overwhelms it, there is still the constant striving for the Mid-European soul to assimilate into its deepest inner life all things that come to it, so that, after all, there is a continuity of work and progress in the best souls, from the 11th century on into the 15th and 16th.

The gradual entry of Christianity into the life of the people is also recognisable, or, rather, would be recognisable, if the dramatic representations which did, indeed, grow more and more significant toward the 13th century, had been preserved. All that we now bring to light again—the Christmas and Easter Plays, and Plays of the Three Wise Men—are of a later date, and are but a faint reflection of those earlier ones which tended to a more universal presentation of the Christian world-conception. The Play concerning Anti-Christ, of the 12th century, which has been found at Tegernsee in Bavaria, and a later Play on the Ten Virgins, these, too, are but echoes of Plays that were presented everywhere, dramatising the Biblical stories and the sacred legends. Out of this life with the Christian world-conception as a whole, there arose the works of Art which we shall see again today and which we say last time. There followed what I might call a slow and silent working towards the deepening of the soul's life and its artistic power of expression. It finds expression wonderfully in Dürer's representations of the Passion, and notably in the head of Christ Himself as conceived by Dürer and others. It will be a satisfaction to me if we can show these pictures, too, on some future occasion; we do not possess them at present.

If we study the progress of artistic penetration in pictures of the countenance of Christ till Dürer's time, and in other things as well, we find there was really attained in Mid-Europe at that time an astonishing degree of maturity. It lies inherent in the subtle difference between the Mid-European and Northern, and the Southern life, which developed, as it were, the last phases of the Fourth Post-Atlantean epoch—(albeit the Fifth epoch already shone into the Renaissance);—the South in its deepest tendencies of feeling was still expressing the last phases of the Fourth; while in Mid-Europe and the North the Fifth Post-Atlantean epoch was preparing. What afterwards became the expression of the individual, and of all that is mobile in the human soul—the soul in movement and emotion—all this was working its way up from unconscious depths.

Here we see the whole life of the two regions in their essential difference. We need only bear in mind how much in the Southern Art is due to the fact that there still existed a living atavistic perception of what plays from spiritual regions into the realms of sense. For this was, indeed, preserved in what are known to us of the Byzantine forms of Art—in all the suggestive forms and figures that have come down to us. Take, for instance, what works upon us with such suggestive power in the Art of the Mosaics, and in all that is connected with the name of Cimabue. Here it is more the Christ Figure that works upon us. In Middle Europe it is, rather, the life of Jesus that is presented to us, for the artistic forms are created directly out of the inner life of the soul.

Superhuman as is the Byzantine type of Christ, inwardly human is the Christ type which was afterwards worked out by Dürer.

The Fourth Post-Atlantean epoch, including the latest flower (in the Italian Renaissance) has essentially the quality of looking upward to the superhuman and typical; the superhuman and generic nature of the soul, setting aside the individually human. The Southern peoples brought to their Art, in a far higher degree, the ancient, the generic nature of the soul in its superhuman and divine quality.

In the Northern Art, on the other hand, we see the strong decided striving of the individual, as it works its way upwards out of every single human soul. The more these things are understood, the more this will be confirmed.

The southern life still contains mankind as a whole. Think how intensely an Athenian was an Athenian, or a Spartan a Spartan, so that Aristotle rightly called man a “Zoon politicos”—a political animal. The “political animal” was developed to its greatest height in Rome, where, we might say, man lived more in the streets than in his own house; and with his soul-life, also, he lived more in the life that surrounded him than in the house of his own soul. Such, truly, was the Southern imagination as it worked in the world of space. From the very outset men live together, live together as a whole, and the life of Art itself arises out of this principle. This is a feature common to all the Southern Art. They decorate the churches and the public squares; everywhere we see how they reckon with the fact that the people run gladly together, crowd gladly into the churches, or in the public squares, drawn thither by their very temperament and expecting what will there be set before them. To possess themselves fully, they need this life in the outer world, this living with the group-soul nature—with all that is most eminently political—in the right sense of the word.

All this is different in Middle Europe. In Middle Europe man lives within himself; seeks his experiences in his own house and home, even the house of his soul. And if he is to dedicate himself to the group-nature, his heart must first be conquered for it, he must in some way be summoned to it. Many of the underlying impulses of Gothic architecture will be found to lie in this direction. The buildings erected by Gothic architecture stand there not because the people are already running together of their own accord, but, on the contrary, because they must first call the people, bring them together, as it were, through mysterious and suggestive influences. This is expressed in the very forms of the Gothic. The individuals must first be called to the group-life. And the same thing lies inherent in the whole treatment of light and darkness which I described to you the other day. In the elemental surging and interweaving of the light into the darkness, man finds an element into which he can enter to free himself from his own separate existence; albeit he can carry his individual existence, his individuality with him into this very element, because it is so akin to the nature of the soul.

In all these things we find the distinguishing feature of the Northern as against the Southern Art. Hence the striving—the successful striving—of the Northern Art to express inwardness of life and soul. We need only call to mind the portraits, the Madonnas, for instance, of Van Eyck. These Madonnas—their facial expression altogether determined by a turning inward of the life of the human soul—this speaking from an inwardness of soul in the countenance and gesture—all this, Raphael would never have painted. Raphael raises what he paints beyond the human; Van Eyck lifts it into the still more deeply human, so as to seize the human emotions with his paintings, the human hearts of those who see them. Once more it is a question of grasping the human soul.

The priesthood until the 12th and 13th centuries were well aware of these possibilities of the human soul in Europe. They reckoned with these things. They worked with the heart and mind of the people. And without a doubt, much that arose out of this wrestling for artistic powers of expression, came about through the co-operation of the religious orders with that inner life and character of the people which we have here described. We must by all means understand how these more Northerly qualities of artistic creation are connected with the protesting folk-soul of the North, rising up in opposition against the Roman element.

Luther went to Rome. But he saw nothing of the sublime heights of artistic creation; he saw only the moral degradation there. And this implies very much. No doubt he met one or another of the great painters of Rome on the Square of St. Peter's, but what concern had they for him, these men who created out of al altogether different mood of soul, something to which he had no inner relationship. And yet, Luther's very radical one-sidedness was in another way the product of the same Mid-European characteristics which, if I may say so, wrestled most sublimely in the realm of plastic, pictorial expression, and attained an artistic height that stands, in a certain way, so magnificently and independently side by side with the Art of the Italian Renaissance. (We need make no comparisons, for they are always trivial.)

We will therefore now show a few more pictures, supplementing those we showed last week. First we will show some wood-sculptures from the very beginning of the 13th century. They are at Halberstadt.

Look at this Crucifixion Group. I will only say one thing to characterise what is most important. In this group you can see how deeply the story of the Passion had found its way into their lives by that time. There is Mary, there is St. John, and in the center the Christ, looking down towards her. If you could see the face you would see an infinite deepening of soul in the expression, an overwhelming depth. In Mary, if you have a feeling for these things, you will recognise at once the flowing together of the more Roman, priestly conception with the Mid-European depth and tenderness of feeling. Here it is recognisable in a most wonderful way. We shall presently show the face of Mary in detail.

This group reveals how they contrived, out of the specifically Mid-European creative impulse of the soul, to mould the Christianity which had conquered the Mid-European country. We will now show the detail.

Wonderfully characteristic is the expression of the face. The expression in the Southern Art is such that the eyes look far out into the world; in the Northern Art the soul, as it were, presses forward into the look of the eyes from within. Here the two are altogether interwoven—united with one another. A tenderness of soul in the expressions hovers gently, wonderfully, over a more Latin, Roman rounding and perfection of the features.

These things must not be pressed. But I beg of you to observe in all the following pictures how very differently the clothing and drapery is treated in the Mid-European Art and in the Southern. Undoubtedly, such things must not be pressed too far; yet it is true to say that in all the Southern Art the drapery rather surrounds and veils the human form, follows the lines of the form closely, continuing, as it were, the bodily forms. In the Mid-European Art the treatment of the drapery is different. It proceeds from the emotion and movement of the soul. According to the gesture of the hand and the whole attitude of the figure, the quick, mobile life of soul is continued into the raiment. The latter adheres less closely to the body. It does not seek, as in the Southern Art, to veil or to express the forms of the body. It is, rather, like a continuation of the living experience of the soul. You will see this more and more distinctly as we go on into the following centuries.

We have now come to the famous:

This, too, is in the wood, and dates from the first third of the 13th century. None the less, you will see in it a wonderful progression from the former group whose subject is so similar. Observe the communion of soul between the Mary and the Christ-Figure. See how the faith in the Christian world-conception, deeply united with the human soul, appears in the St. John and in the Mary-Figure, as the power that overcomes all things. The Christian world-conception had entered into the souls of these people so as to become an universal historic conception of all earthly evolution. See how Adam, down here, receives the Blood of the Redeemer dropping downward from the Cross. Study the face of Adam, how he is touched by the influence of Grace which he can now receive inasmuch as he may catch the Blood of the Redeemer flowing from the Cross. You will realise with what infinite depths Christianity had found its may into the lives of these people. It had risen to a universal and truly Cosmic conception.

Angels carry the Cross. God the Father descends with the Dove, setting His seal upon the fact that what He had given to the Earth in His Son gives, at this moment, the whole Earth its meaning. In this group with all its artistic perfection we see how deeply Christianity had found its way into Middle Europe,because they tried again and again to permeate it with the human heart and feeling,—to permeate it from within the human soul.

On the other hand, in the South, it was permeated by fancy and imagination, thus producing that peculiar permeation, so free from the moral element—(or shall we say, in order not to give offence, so free from moral cant)—which comes to expression in the Renaissance in the South.

If you were to make a study of the progress in the representation of the Christ-Figure, this Head of Christ would be an important station. Also the Head of Christ in the Cathedral of Amiens, and afterwards, the Head of Christ by Albrecht Dürer.

We now pass to some sculptures which are found at Freiburg in Saxony, also dating from the first third of the 13th century. They show an altogether different aspect, though here, too, it is the sacred history, and a deep striving for inwardness. It is not too much to say that one loves to dwell on every single face. The next picture:

shows us two figures. The one, the figure of a woman, is hard to interpret. Perhaps she is an “Ecclesia.” The other is said to be Aaron. These things are not essential. The figures are undoubtedly connected, allegorically or in some other way, with the Christian world-conception. Once more, observe the deepening of the soul's life. The contrast of expression between the face on the left, and that on the right is particularly fascinating from this point of view.

Supplementing what we showed last time of the Cathedrals at Naumburg and Strasburg, we will now show some sculptures from the Cathedral at Bamberg. Here, to begin with, we have two.

See how directly the dramatic element, the living movement of soul, is expressed in the attitudes, representing the interchange between one soul and another. C. single moment is presented to us, while at the same time the two contrasting characters are well expressed.

The composition is by no means great, but the expressiveness of soul is marvellous. He must remember that this dates from about 1240. Spiritual scientific research will in course of time be confirmed, in that it does not suggest—as many people still do today—that the Mid-European element, in its presentation of the Christian world-conception, was in any high degree influenced by the Southern. That, indeed, is not the case. On the contrary, the very opposite is true.

The different streams are not as yet clearly seen by external history. It is not seen, for instance, what I pointed out the other day—how the Northern impulses worked down even into the creations of Raphael and Michelangelo. Artistically, this conception is altogether a product of the Northern spirit.

This example shows how the worldly and the religious elements played into one another. This was, indeed, the case, especially at the time with which we are now dealing. The worldly and the religious were brought together in the effort which I characterised just now. The souls of men had to be won over; the individual souls must first be called—must by some means be gathered together, if they are to look up in community, in congregation, to the spiritual world. Likewise, they must first be called if they are to express reverence in one way or another, for something in the outer worldly sphere.

Hence the worldly is brought together with the ecclesiastical element. Here, then, we see the Emperor Heinrich, the Empress Kunigunde, and, on the left, St. Stephen.

Needless to say, these things presuppose, as a rule, the naivete of the common people, their blind devotion and dependence. Today, in the fond belief of our contemporaries, these things are overcome. Inwardly, they are present all the more. On the part of the great lords themselves there is very frequently the underlying idea (not unconnected with very human qualities, which shall be nameless), that they themselves stand just a little nearer to the various Saints and supersensible powers than ordinary mortals do.
We will now show a detail, the middle figure of this picture.

The Old and the New Testament were always conceived in unison, as the promise and the fulfilment. Follow the detail of these figures.

And now another figure from the same Cathedral.

A figure of Mary, showing—from whatever point of view you may consider it—how richly the qualities which I described before, come to expression in this stream of Art. You must remember that this was done about the year 1245. What would you look for in the South at that time? The next Picture, from the Cathedral at Bamberg again, represents the figure of:

A favorite representation at that time. Last time we saw the corresponding figure from the Cathedral at Strasburg. The figure of the Church is conceived with a certain inner freedom. Her soul is free, she gazes freely far into the world, with wisdom.

This figure is in contrast, as we saw last time, with the Synagogue, who is represented once more with bound and downcast eyes. The whole posture is intended to represent this contrast in every detail, even to the sweep of the drapery.

Look at the lower portion of the dress, how well it is adapted to the movement of the soul. We will insert the 'Church' once more, in order that you may compare the draperies:

And now a worldly, or secular figure from the same Cathedral.

Study the expression well. The head, which we will now show in detail, is most wonderful:

We now pass on to the 14th century, and see what had occurred by that time. We have a few figures from the Cathedral at Cologne, first half of the 14th century.

It is easy to see that a certain decline had taken place. The next picture is also from Cologne:

Going further in the 14th century we now come to a figure of St. Paul by a master known as the “Master of the Clay Figures.” These figures were executed in burnt earthenware.

Having now shown the rise, and to some extent the decline of a stream of evolution complete in itself, we will give a series of pictures from the Chartreuse de Champmol at Dijon, which are really great of their kind. Most, if not all of them are the independent work of the Dutch sculptor, Sluter, or else done under his direction. He brought to the Chartreuse at Dijon, from the Netherlands, an almost unique power of individual characterisation. From many points of view we see this individualising tendency in his work.

Here especially you see the Art of individual characterisation. Compare this Madonna and Child of Sluter's with the next picture (Moses) and realise the power of one and the same man to characterise these two.

Remember that this Chartreuse at Dijon was built in 1306 to 1334; it was therefore the beginning of the 14th century. Compare this with Michelangelo's Moses—for why should these things not be placed together—they are, indeed, comparable.

And now by the same artist as before—Sluter.

To live with the prophetic figures so as to achieve this degree of individualisation, was, indeed, most wonderful. We will now show one of the figures in detail:

These are by the same artist. The age was especially great in the creation of tomb monuments. We will show the detail of the upper part:

The figures round the base of the tomb which were formerly so small, are wonderfully executed when you come to see them in detail.

Such is the individual characterisation of all the single figures round the base of the tomb. Here is another group.

We now go on to an artist of the 15th century. (We must go according to the pictures we possess at the moment.) The last pictures, you remember, were by an artist of the early 14th century. With the Cologne Master, and the Master of the Clay Figures who made the group we saw before, we came to the 14th century. We now pass on into the 15th. Here, then, we have two figures by Hans Multscher:

This is about the middle of the 15th century. The next is a Madonna, by the same artist (Multscher).

And now we go further and further in what I described just now as the elaboration of the Christian subjects with deep inwardness of soul. The following are figures carved in wood, at Blutenburg (end of the 15th century). The art of characterisation has, indeed, attained its ideal to a marvellous extent.

The figure of Mary, carved in wood—end of the 13th century:

This, then, is the time when Michelangelo and Raphael were born. The next picture, too, is from Blutenburg.

The time when these highly individual figures were created was also especially great in wood-carving, with which they decorated the Choristers' seats in their churches. We will give two examples from the Frauenkirche in Munich, end of the 15th century.

We now come to the sculptor who worked at the end of the 15th century.

And this was the time when the High Renaissance in Italy had not as yet begun. These works were created about 1490–1495.

This St. Elizabeth—created in the early 16th century—is now in the (Germanisches Museum, at Nuremberg.)

This, too, dates from the beginning of the 16th century.

There are wonderful types among these twelve Apostles; one would like to study every single head alone:

Finally, we give two examples of the sculptor—Veit Stoss—early 16th century, who worked in Cracow and also in Southern Germany, creating his plastic works in many different materials.

The next picture is in Nuremberg,. “The Angel's Greeting,” it is called.

I will also show three paintings by Hans Baldung, also known as Hans Grun, who worked in Dürer's workshop at the beginning of the 16th century—about 1507–1509.

His pictures reveal once more, in the sphere of painting, how everything is turned towards the life of the soul.

Hans Baldung was also a portrait painter of no mean order. Here you have an example.

Here you see how the same master cultivated the art of portraiture. He was a pupil of Dürer's, who subsequently lived at Strasburg, and at Freiburg in Breisgau. He did some wonderful paintings of the Life of Christ, and of the Mother of Christ. You will find a picture by him at Basel—“Christ on the Cross.”

This picture, then, is of the early 16th century—the time of Raphael and Michelangelo in Rome.

My dear Friends, the more we multiply these pictures, the more should we see, from this juxtaposition of the Northern and Southern Art, what an immense revolution took place at the turn of the fourth and fifth Post-Atlantean Epochs. And the more should we realise how infinitely rich in content is the simple statement that at that historic moment Civilisation passed from the development of the Intellectual, or Feeling Soul into that of the Spiritual Soul. Infinitely much is contained in such a simple statement. But we only learn to understand these things of Spiritual Science rightly when we follow them into the several and detailed domains of human life.

In conclusion, my dear Friends, I still wish to speak a word of solemn remembrance to you on this day. The day after tomorrow is the anniversary of the death of our dear friend, Fraulein Stinde, and in our hearts we will not forget to think on that day of all that came into our Movement through the work of this dear and valued member.

And we will also turn our thoughts to her soul as she works on in the Spiritual Worlds—deeply and lovingly connected as she is with our Movement. On this day especially we will deepen the thoughts and feelings of our hearts which are directed to her.

I only wished to add this word of remembrance to remind you of the day after tomorrow.

In memory of all that unites us with our dear friend—with the soul of our dear Sophie Stinde—let us now rise from our seats.