The Rudolf Steiner Archive

by Marie Steiner

The wealth of ideas and spiritual treasure bestowed upon us by Rudolf Steiner in his lectures often makes it difficult to arrange certain series of lectures under one category and heading. They are like concentrated foci of energy from which sparks shoot out in every direction, lighting up the near and the far, piercing their way to the primal beginnings and again into infinitudes of space and time—then giving sharp definition to details which may seem unessential but are of great symptomatic importance. Out of the cumulative mass of details the necessities of storm-charged destiny arise but also a sustaining power of the Spirit. We discern the play of forces which preceded the sufferings of our present time, discharged itself with unparalleled fury in the world war and its aftermath and will burst out in tempests yet to come. We understand why this had to be, what failings will be forgiven, what demands made of us. A great and impressive tableau of history unrolls from the precision given to details otherwise ignored and from the vast cosmic-human background against which the life of man stands out in bold relief.

These vistas of primordial cosmic happenings, of ages of grey antiquity in human history which, nevertheless, shed clearest light upon our present time, are opened up with particular vividness in the lectures given to members of the Anthroposophical Society—with certain interruptions, but in constantly recurring rhythm—in places where Rudolf Steiner made his home between continual travelling: Berlin and Dornach. The lectures were given in order that the conscience of a small group of human beings at least might be made alive to the tasks of the time, to the vital significance of the hour in which we were living before the world war, and are still living today.

Rudolf Steiner spoke gravely and impressively, like the voice of destiny itself, like the awakened human conscience, linking his arguments with factual details in every sphere. And then, when in the world outside, all supports hitherto thought secure tottered for every eye to see, as the forces burst upon one another with elemental might, it was he who tried ever and again to formulate the thoughts of deliverance and recovery without which chaos cannot be overcome. Although an unfledged humanity could not understand this voice, a light must somehow be brought into the chaos—even though it might reach only a small group of immature, but eager-hearted people. An attempt had also to be made to penetrate here and there into the field of concrete, practical life. To be sure, the representatives of this “practical side of life” as they are pleased to call it, scornfully and with vicious measures of sabotage, rejected everything that seemed to them so remote from reality in that it spoke of spiritual worlds. Yet the living thought has the power to outlast the moment and to rise up again in a new form. Its duty is to work even where there is no prospect of success; in all its purity it has to find its way to souls who, through constant testing, gradually become open to receive it. Out of the concrete realities of existence from which his spiritual vision was never willing to withdraw, Rudolf Steiner created a science of knowledge embracing every domain of life and able to pour vitalising, creative impulses into the manifold branches of science and art, philosophy and religious activity.

To live through this was, and remains, an intense upliftment, like climbing up steep mountain crests in snow-cleansed, sun-pierced air. Deep, refreshing breaths can be drawn in this region of the higher cosmic realities which imbue human life with meaning and even now shape the picture of destiny in those future times, when, out of a quickened consciousness, thought will encompass higher and higher spheres of existence.

Treasures of the Spirit of well-nigh frightening brilliance have been bequeathed to us, demonstrating through their very existence that the might of the Dark Age, of Kaliyuga, has been broken and conquered. True, the darkness is within us still, but the Light is there and may not be withheld—not even from a humanity living in shadow.

The Light—of which Rudolf Steiner says that it is the Christ Impulse—had first to prepare and shape the vessel of human consciousness into which it can flow; it will bring to men that re-awakening by which alone they can wrest themselves from downfall.

Neither the powers of the Sentient Soul, nor the fervent passion of religious experience known to the Middle Ages, to the saints and the mystics along the path of the Christian Initiation, are competent to overcome the obstructions brought by the age of rationalism. But wise Providence, guide and leader of human existence, inaugurated, even before the dawn of the modern age, a second path of Christian Initiation along which souls were gradually to be made ready for the demands of a later future.

The call of this, the Christian-Rosicrucian path, went out above all to the powers of the Consciousness Soul, the Spiritual Soul. Hence its mission was also to establish the human being firmly within the personality, to allow him to experience to the full the significance of the single life. Through study, through imagination and contemplation, it led the human being out into the macrocosm—which was discovered again, in image, within his own being. But the full development of the forces of the personality, whereby the “ I ” could be led to conscious realisation of the Spirit, made it necessary that the knowledge of repeated earth-lives should, to begin with, be hidden for a time from the portion of humanity destined to unfold these forces of personality.

What the new age needs is not a return to the past through a revival of the methods of Yoga, nor of the Gnostic or Rosicrucian paths in the form in which they served the spiritual weal of men in days gone by. In accordance with the demands of the modern age, a new impulse must be given to the rigorous path of Rosicrucian knowledge which in its true form has nothing whatever to do with the charlatanry that has usurped its name—a new impulse, in the form of the revelation of the great truths of Reincarnation and Karma.

Until the task of proclaiming these truths devolved upon Rudolf Steiner, Rosicrucianism concealed them, kept silence about them. But it came about that with the passage of the centuries, these truths were able to flash into the consciousness of minds in Europe, as the result of rigorous and strenuous ways of thought, and as a fruit of knowledge born of alert reason; as a concern, too, of mankind, through which the evolution of human history receives meaning and significance, not as a concern of the single individual whose goal, as in Buddhism, is liberation from the wheel of rebirth. We need only mention the names of Goethe and Lessing.

The salvation of the individuality passing onwards and unfolding through the recurrent earthly lives, the rebirth of the Divine “ I ” in man—this is the deed wrought by Christ, and with the stupendous power of knowledge at his command Rudolf Steiner brought this deed ever and again before our eyes.

When after long reluctance he had made up his mind to comply with the request of German Theosophists to lead their work, he was able to accept the proposal because of the avowed task of the Theosophical Society: to establish knowledge of Reincarnation and Karma in the world. The lectures leading to the request that he should become the leader of this Movement in Germany were those on Mysticism at the Dawn of Modern Spiritual Life, and Christianity as Mystical Fact. Therewith, the impulse which he was to bring to the Movement had been clearly indicated, and he was assured of absolute freedom to teach as he would. He himself acted in line with the spirit of true occultists of all ages who make a link with the store of spiritual knowledge already existing in order to preserve its life and lead it forward. He still saw hope of being able, through the new impulse, to rescue the Theosophical Society, too, from lapsing into the rigidity of dogma, to imbue it with fresh forces and enrich its very defective understanding of the Mysteries of Christianity.

Without overthrowing anything at all, gradually laying stone upon stone, he created the basis for this understanding. For the new insight must be acquired by the listeners only through knowledge consciously put to the test of reason. And so, to begin with, he adopted the terminology current among the Theosophists, gradually widening the ideas and giving them life so that they might conform to the more alert consciousness of the modern mind. The basis once created, wider and wider perspectives could be opened out, until, from the side of the super-sensible, there broke the light which reveals the mission of the earth and the tasks of mankind.

Not only from the point of view of their content, but also from that of chronology, the opportunity of studying every such series of lectures given by Rudolf Steiner seems to us to be of great importance for newcomers to Spiritual Science, for only so is it possible to realise the living, organic growth of the work. Remarks interpolated here and there in the lectures about contemporary happenings seeming to have little bearing at a later time, have such moral and educational value that they are of lasting significance.

There can be no concealment of the firm stand Rudolf Steiner was compelled to take against the attempts that were clouding objective truth and corrupting the Theosophical Society by the introduction of pet projects and personal ambitions. The warnings given in this connection may not always be understood by the reader today. In the main they were connected with the occult despotism—for so indeed it may be called—which took the form of the announcement of the coming of a World-Saviour in the flesh—to whom they dared to give the name of Christ. The Indian boy Krishnamurti was chosen for this role and the “Order of the Star in the East” founded with a flourish of trumpets. The Theosophical Society was expected to place itself in the service of this new aim. By these crude means it was hoped to win souls who were open to listen to the explanations of Christian Esotericism given by Rudolf Steiner. But a campaign, fought with all the arms of calumny, was launched against him. The International Theosophical Congress which was to have been held in Genoa in the year 1911 and in which Rudolf Steiner was to have given two lectures on “Buddhism in the twentieth century” and “Christ in the twentieth century,” was cancelled at the last minute for inadequate reasons—but in reality because of fear that the influence of Dr. Steiner's words might be too strong. In the lectures that year, many references had to be made to this affair which to very many people was absolutely incomprehensible.

It had become necessary to make it clear that methods so grievously degrading the level of the Theosophical Society, could not be countenanced. Dr. Steiner stated this firmly, but with pain, and pouring his very heart's blood into the words, he spoke repeatedly of his one great wish—that the Society led by him might not succumb to the failings into which occult societies so easily lapse when they fall short of the demands of strict truthfulness and drift into vanity and ambition.

The words should live like cleansing flames in the souls of those who represent his work and over and over again arise before them as an exhortation and warning.

The lectures given in Berlin in the year 1912, contain many references to the struggles Rudolf Steiner was obliged to face in order that in spite of hidden attacks, the spirit of such a Movement might be rescued in its purity, for Spiritual Science. The lapse in the Theosophical Society made it necessary to lay sharp emphasis upon the autonomy of the anthroposophical work in Middle Europe vis-à-vis the Anglo-Indian Theosophical Society, and during the last days of December, 1912, the “Anthroposophical League (Bund)” was officially founded. The rhythms of the years recall such days vividly to the memory.

Thirty years ago, on the 20th October, 1902, in Berlin, Rudolf Steiner gave his first lecture on Anthroposophy, and on the 21st translated into German the theosophical lecture delivered by Annie Besant who at that time had not come under the sway of the unhealthy influences to which she afterwards fell victim. Twenty years ago, Rudolf Steiner was obliged to protect the anthroposophical Movement inaugurated by him from the despotic attacks going out from Adyar, and to speak the words which are like a heritage left by the lectures and are now being made available to us once again as a memorial of those days. They rang out in power during the last days of December of that same year, in Cologne, when in Rudolf Steiner's lectures on The Bhagavad Gita and the Epistles of St. Paul, the purest oriental wisdom was presented to the listeners with unprecedented grandeur, in the light of Christian knowledge.

Again his concluding words were an impressive appeal for self-knowledge and humility in those belonging to the Movement inaugurated by him. But the opposing powers were not slumbering. Ten years ago, on New Year's night, 1922-23, the Goetheanum was in flames. Only the Group, sculptured in wood, portraying the Representative of Humanity between the vanquished Adversaries, was saved. We are hoping that by Christmas of this year, this Group will stand in a space worthy of it, in the new Goetheanum. There is a moving description of the Representative of Humanity, of the Christ Figure, at the end of one of the lectures of 1912, when there was no thought—even of the possibility—of its execution in sculpture. It came before us then in words, and now it stands before our eyes as a work of Art.

Marie Steiner
December, 1932.

Today I would have liked to be able to lecture on a theme going beyond the events of the moment, and I hope that will be fully the case with tomorrow's lecture, which will begin at seven o'clock. For today, however, I still feel the need to say a few things that relate not only to the letter I had to read yesterday, but also to the very gracious letter from the members that Mr. Bauer has just delivered to me and to still another letter I have received. This is especially necessary now that the things discussed in these letters have come to pass. What I have to say will relate to the matter at hand only to the extent that this particular case can show us all kinds of things we need to know about the relationship of the details of what is going on among and around us to our spiritual movement with its teachings, for in discussing specific occurrences, it is often possible to discover something of universal importance.

I will start from the fact—speaking more or less aphoristically—that I read you a letter yesterday that was signed by two members of the Society and mentioned a third member of long standing.

I believe I will not be committing an indiscretion in telling you about a letter that Mr. Bauer showed me just fifteen minutes ago, a letter written by a Society member who is a physician.¹ The writer is quite rightly of the opinion, as I myself was yesterday, not only after but during the reading of Mr. Goesch's letter, that we are not dealing with anything logical but with something that has to be considered from the point of view of pathology.

Obviously, this is one of the many assumptions we can make in this instance, but in my opinion—and this is simply my personal opinion and should not be considered binding on anyone else—this assumption would be incomplete if we do not also ask whether we are allowed to tolerate the fact that our Society and our entire movement are constantly being endangered by all kinds of pathological cases. Are we to tolerate psychopaths who are destroying our spiritual-scientific activity? Yes, to the extent that we can have compassion for them. However, if we tolerate them without fully taking their pathological nature into account, we allow them to constantly endanger everything that is most precious and most important to us. Of course, we need to be clear that we are dealing with psychopaths, but we must also be clear about what we have to do so that our cause is not jeopardized. Even things we recognize as being caused by illness have to be dealt with appropriately in real life. Of course, how this applies to the personalities in question is a totally separate issue.

As you have seen from many things we have had to discuss over the course of time, there is a certain recurrent experience that is unavoidable in a spiritual movement such as ours: Personal interests and personal vanity inevitably get mixed up with our purely objective aspirations. This need not even be taken as a reproach, strictly speaking; after all, we are all human. But it does need to be mentioned, and I am simply stating my personal opinion on the subject; of course, you are not bound by my opinion. When people are willing to admit that they are subject to vanity in certain areas and that for the time being (perhaps for reasons having to do with their upbringing and so on) they have no particular interest in getting rid of that vanity, that is a much lesser evil than wanting to be absolutely perfect at any given moment. The greatest evil, so it seems, is when people want to believe in their own perfection in every instance, when they want to believe that they are doing whatever they are doing for totally selfless reasons, and so forth.

The greatest temptation faced by any spiritual movement such as ours is the very pronounced vanity that comes into play simply because such movements must necessarily have great and noble aims that can be realized only gradually, and not all of us can immediately broaden our interests to include the objective requirements of our cause. It is understandable enough that when some people first hear about reincarnation, they take an immediate personal interest in finding out about their own previous incarnations for reasons of personal vanity. Looking into history for this reason is the worst possible way to investigate previous incarnations, but that is what most people do out of personal vanity. Thus, instead of being an inner path of meditation, historical events or the Old and New Testaments become a treasure trove for the gratification of personal vanity. Simply put, it is nothing more than that. And it is good to be aware that looking for one's own incarnations in history or in the Bible is basically nothing more than personal vanity.

It is understandable that this kind of vanity should come into play. The trouble starts, however, when vanity is not recognized as such, and when instead of examining their deep-seated ambitious motives calmly, people shroud them in a mantle of occultism or let them merge into some nebulous mysticism.

Concerning certain things that prevail with some justification outside the confines of a spiritual movement, the movement must make a point of approaching them from the perspective of a much more elevated morality than is the norm. However, we must never disregard the possibility that a lot of what we consider higher morality may be nothing of the sort, but simply an outlet for our own drives and instincts. From the kinds of discussions we have been through before, you can see how people can have perfectly legitimate human instincts and drives, but let them get mixed up with all sorts of occult embellishments. They may even console themselves for the existence of these drives and instincts with all sorts of deceptively rational explanations. It would be much better if they would simply admit these drives exist and apply their esoteric schooling to understanding them.

I read Mr. Goesch's letter to you; you all heard it and followed what was going on. What I am going to say about it today is simply my personal, non-binding opinion. Among other things, it was stated in this letter: "I am now coming to the end of what I want to say at present. I have not been able to clothe these insights—which I achieved under the guidance of the Keeper of the Seal of the Society for Theosophical Art and Style… in the ideal form I had envisioned.”

We all know that Miss Sprengel is the keeper of the seal and that Mr. Goesch is the one who wrote the letter. I think if any French-speaking people were to read this letter and apply the old French proverb “cherchez la femme,” they would be quite right, in spite of the fact that “keeper of the seal” is a masculine noun in German. In fact, if you apply the principle of “cherchez la femme,” much of what is talked about in this letter becomes more understandable.

I still need to express my own personal opinion about some of the details in this letter. For instance, in this letter it is suggested that it is impossible to imagine that so-called lessons of the esoteric school could be held within our Society after all that has happened. I read that passage yesterday. It suggests that because of all the “crimes” the letter describes, lessons of the esoteric school could no longer be held.

We must look at these things, too, in the right light and not hesitate to look at them closely. As you know, we temporarily discontinued these esoteric lessons when the war broke out, and anyone who bothers to look at these things carefully will realize that this is due to nothing other than the present circumstances of the war.² These lessons are not being given anymore so as not to do our Society a disservice.

There are only two possibilities these days. One is to act in the best interests of the Society, which means that regardless of whether we live in a nation at war or a neutral country, we must refrain from holding meetings that are not open to the public. Just imagine what could happen, and what a windfall it would be for people who go around making insinuations, if we were to hold secret meetings behind locked doors. Obviously, we must not do that, and Society members will have to resign themselves to doing without these lessons. It is as clear as day that we cannot have meetings between members from different countries going on behind locked doors, which is not to say that anything unacceptable would be happening there. As far as we are concerned, such meetings could happen on a daily basis as a matter of course. But you know how strong the opposition to our movement is. This must also be taken into account, and we must not endanger the whole movement by doing anything stupid or foolish. That's why we must give up holding closed meetings—they would simply open the door to that modern illness known as “spy-itis.”

The other possibility, which is totally out of the question, would be to separate the members according to nationality in order to speak to them. That is obviously not in line with the purpose of our Society.

I hope you have realized by now that this measure was taken because the war made it necessary; it will be rescinded as soon as the war is over, as you could all have worked out for yourselves.
I must still mention a few more thoughts in connection with this measure. We cannot simply assume that all the people out there are so decent and respectable that they will assume that we, too, are only capable of decent and respectable actions. We cannot expect them to be concerned about us and about finding out what we are doing. They have no way of knowing whether or not we are doing something they would consider unacceptable. That is what stands behind taking measures like this. It is impossible to count on the outside world making positive assumptions about us, but we really ought to be able to count on this within the Society itself.

In recent months, not only in this letter but in all the events leading up to it, we have repeatedly heard the opinion—coming from people whose aspirations are expressed in this letter—that the lessons of the esoteric school have been stopped not because of the war but because the Society has assumed a form that makes it necessary for such lessons to stop altogether. After all, given the “crimes” that have been committed, it can no longer be assumed that people will have the requisite trust in such lessons. This means nothing less than that we have to expect that certain measures we take within the Society will be judged in a way that can no longer be considered a decent or respectable interpretation. This interpretation is absolutely inadmissible; it is real slander and cannot be excused as a simple mistake.

Legally speaking, it is no different from libel, and it is even more worrisome when the rumors being spread are veiled in all kinds of mystical disguises. The way such things are passed around is often much more disastrous than people imagine, although I wouldn't go so far as to endorse the point of view of this letter-writer and claim that rumors whispered from one person to another must necessarily make use of black magic. That is not what I mean. Spreading rumors can be accomplished by quite natural means and does not necessarily imply any talent for black magic.

Let me emphasize once again before I continue that what I am saying is my own opinion, not to be taken as binding on anyone else.

In the letter in question, there was much talk of how people are supposed to have been unduly influenced through me. I will not comment on the contradiction inherent in this—on the one hand, my friendly conversations and handshakes are interpreted as techniques of black magic, and on the other hand I am blamed for not seeking closer relationships with members. On the one hand it is stated that I cut myself off from the members and don't do enough for them, but on the other hand I am supposed to have used each and every conversation and handshake to influence people against their will.

We need to understand how such a contradiction can come about. For instance, someone may desire something—let's take the case of a person who wants to have been the Virgin Mary in a previous incarnation. This is a real example, not a made-up one. Suppose the person in question comes and makes me aware of this. If I were to say, “Yes, yes, my occult research confirms that,” then that person would most likely not take this remark as an instance of undue influence. If what people are told corresponds to their desires, they are extremely unlikely to interpret it as an attempt to influence them unjustifiably. Now, self-deception and vanity are not usually taken to such an extreme that people imagine themselves having gone through this particular previous incarnation—they are more likely to choose something else, but the principle involved is what we need to consider at this point.

At this stage of human evolution, the autonomy of individual souls must be respected in the most painstaking way. Basically, people who think like the person who composed this letter do not have a viable idea of this painstaking kind of respect. After all, the writer of this letter would have found it pleasant to have been influenced in line with his own desires, and he wished for much more personal discussion. Suppose he and I had actually discussed all kinds of stuff, and also exchanged handshakes. On the one hand, that would have been exactly what he wanted, and on the other hand, the terrible crime he mentions would have been committed against him. As I said, most people have no idea of the painstaking regard for individual freedom that has to be the rule in a movement like ours. We must make an intense effort to preserve the autonomy of individual souls.

Let's imagine people coming to us with relatively mild cases of incarnational vanity. If we agreed with them, they would surely not go on complaining about being unduly influenced. But suppose we said to them, “Don't be silly; never in all your previous lives were you any such person!” If we are being very precise about it, that would have to be considered an unjustified intervention in these people's inner being, although perhaps not a very serious one.

Let's look at this instance with all possible clarity. If people come to us and tell us who they think they were in an earlier incarnation, regardless of whether they have come to this conclusion out of vanity or out of something else, they have arrived at it themselves, out of their own individual souls. This is where their own soul's paths have led them. And it belongs to the fundamental nature of our movement to lead people further, if possible, starting from whatever point they have arrived at inwardly when they come to us, but not to break their heart and will at some particular moment. If in such a moment we simply make an end of the matter by saying, “Don't be ridiculous; that's nonsense,” that is not an appropriate response. It actually would be an unjustified intervention if we permitted ourselves to speak like this, and these people would have no option but to extend us their confidence in a very personal way not appropriate to the situation, which, as we shall soon see, requires a totally different kind of confidence.

Instead, we should really say something along the lines of, “Well, as things stand now, this thought is something you have arrived at in your own soul. Try to make this thought carry over into real life; try to live as if it were true. See if you can actually do what you would be able to do, and if what happens is what would have to happen if it were true.” An answer like this helps them arrive quite logically at how things really are. It truly preserves their personal freedom without cutting anything off short, no matter how erroneous a path they may have been on until now. It is important to realize that refraining from influencing other souls is actually a very deep issue.

If they stick to the facts, people who share the opinions expressed in this letter will also not be able to maintain that any individuals in this Society have been particularly spoiled by me when it comes to having their previous incarnations made known. Please take what I have just said extremely seriously: It is not adequate to have some clumsy idea of what it means to influence or not influence others; in this day and age, if we always try to respect the freedom and dignity of others, the standards we must apply will be extremely difficult to live up to.

I have always consciously cultivated this sort of respect for the souls of others within our Society, to the extent that, in my attempt to preserve individual freedom, I have made a habit of speaking much less affirmatively or negatively than most people probably would. I have always tried to say only what would enable the person in question to come to independent conclusions on the matter, without acting on my authority. I have tried to eliminate personal authority as a factor by simply advising people to take certain things into account. This is something I have always made a conscious effort to foster.

I hope you will also realize that the misconceptions set down in this letter are not even among the strangest ones that can come about. It has happened more than once that people showed up at a lecture cycle somewhere or other, saying that it was Dr. Steiner's expressed wish that they attend. That has happened many times. If you look into it a bit, you will find that the people in question had told me of their plans to attend the series and, since I am always heartily pleased to meet members again in different places, I had told them I was very glad. In many cases, however, what I said was so changed in the minds of the people in question that by the next day they were saying that it was my particular wish that they attend this course. This is another instance of these strange misconceptions.

Many of our friends want nothing more than to be told what to do, but I have always tried to conduct myself so the members would notice that it would not occur to me to want to give people personal advice about how to manage their everyday life. I am far from wanting to influence them in things like whether or not they should attend a certain lecture cycle. From my perspective, the thing people most often want me to do and that I have to resist most strongly is to influence them personally in details like this. I never want to do that and always have to refuse. Within a society such as ours should be, it is necessary to refrain from that kind of thing.

All of this relates to something else that needs to be stated once just as a matter of principle. Anyone who observes how I try to work will realize that I always attempt to let the matter at hand speak for itself. And that brings me to the issue of confidence, as I would like to call it. I would really like to ask you members to duly consider whether I have ever done anything with regard to either an individual or the Society as a whole to encourage confidence of a personal nature in myself. Try to think about this and come to a conclusion on the basis of how I hold my lectures.

Let us consider an obvious case. You were all so kind as to show up for the lecture I held two days ago on various mathematical and geometrical ideas.³ In the course of this lecture, I told you that from a certain spiritual scientific perspective, matter is nothing; matter as we know it is a hole in space. There is nothing there where matter is. However, I do not want you to simply take this statement on faith; I am far from wanting anyone to take these teachings on faith simply because they come from me. Instead, I try to show how modern science, including its most advanced and respected representatives, can arrive at the same insight as spiritual science. I tried to demonstrate an objective basis in fact, a basis that is also revealed by the results of scientific research, regardless of my own personal way of arriving at this discovery and quite apart from the fact that I am the one telling you about it.

I make a point of doing this so you will not need personal faith in me, but will be able to do without it and see how I try to let the subject, no matter how difficult, speak for itself.

I am sorry to have to present the issue of confidence to you like this; I would have preferred for you to see for yourself that all my efforts are directed toward making confidence in a particular personality unnecessary. The only kind of confidence that comes into question here at all would be the kind enabling you to say, “He is really making an effort to not simply lecture us on some kind of inspired insights; he is really trying to get everything together in one place so that things can be assessed on their own merit, independent of his personality.” Of course, this is not to say that I always succeed in “getting everything together in one place”—first of all, there isn't enough time for that, and secondly it is the nature of things to remain incomplete. My method, however, does tend in the direction of eliminating rather than encouraging faith in me personally. That is how we have to look at this issue of confidence in a spiritual movement. That is what is important to me, but in this, too, I am only expressing my personal opinion.

Admittedly, we must also recognize a certain perspective that tends to make everything relative, since in general it is true that everything should be subject to legitimate criticism. And it is certainly true that everyone should have the right to criticize where criticism is justified. On the other hand, this business of criticizing must also be taken relatively. Just think, the amount of work we can do is limited by time and cannot be extended in just any direction according to the whims of others. In view of that, you will realize that some of Mr. Goesch's ideas have not been thought through in terms of real life.

As I have often pointed out and can state quite openly, I would not venture to speak about certain things if I had not lived and worked with them for decades and become familiar with them over the course of a long life. For example, I would never have spoken about Faust if I had not lived my way into it over decades of intense involvement with the subject.⁴ Having done so, however, it is a real waste of time for me, as you can imagine, if someone who has not put anywhere near that kind of effort into it comes and wants to argue certain points with me. You really cannot ask that of me or of anyone else. Someone once wrote a letter to the poet Hamerling on the occasion of his fiftieth birthday, addressing him as “Dear old man”; Hamerling was somewhat taken aback, needless to say.⁵ Now, I am over fifty already, but I think you will admit that my task demands a certain amount of time and will understand that I do not need to spend time debating with people about things I was already concerned with when those people were still in diapers. In the abstract, getting involved in such discussions may be the right thing to do, but it is not usually very fruitful, especially when it has to do with things like the contents of this letter. I really have to say that. It is quite a different thing when someone speaks out of age and experience than when some young upstart talks about it. That is simply a fact of life.

And then, just think about the blatant contradictions in this letter. You don't have to think as I do, but I do want to tell you what I think about it. One sentence reads: “Alongside the work dedicated to the good within your activity in our spiritual movement, I have noticed certain behaviors…,” and so on. In conjunction with this sentence, the writer lists a large number of undertakings that I would not presume to mention myself if they weren't listed here, since I would have to admit that everything on this list has been done imperfectly at best. I have always emphasized, for instance, that the Johannesbau represents only the beginning of what ought to be done. Even so, people do not seem to be able to understand that I might have to limit what I take on, that I cannot, in addition to all these activities, take the time to cultivate all the relationships dreamed up by the writer of this letter. It is really taking things too lightly to imagine that I can possibly do both.

I am reluctant to put it like this, and I ask you to recognize my reluctance, but in order to do all that I would really have to ask the person who composed this letter to make each year twice as long. Barring that, I have to be permitted to organize my own activity as I see fit, which, however, in no way limits what other people want and can do. That, in fact, has been the goal of all my efforts—that each person should do what he or she wants without anyone asking them to do anything other than what they want to do. In that case, however, I must also be granted the right to limit what I recognize as my own task. In most cases, it is just those people who do not want to get involved in any concrete tasks and do not want to develop their will to serve concrete purposes who are most involved in criticizing what has already been accomplished.⁶

However, this is not a constructive attitude in real life. People who are not in agreement with an association as it already exists are welcome to stay out of it, and to do whatever they are in agreement with. It is much easier, though, to become part of some society and criticize it from within than to do something on your own initiative. Finding fault is easy, but it in no way determines or restricts what you yourself can accomplish. Knowing what ought to happen and that someone else is doing something badly is never the crucial factor, but what is crucial is the effort someone makes to actually carry out what one talks about and is able to do. It is also not crucial that other people carry out what I want to have happen—they can take it up or leave it; their freedom is limited, not by me, but only by what they believe themselves able to accomplish. They must simply develop the will to carry out what lies within their own capabilities.

When this Society of ours was in the beginning stages, I believed it could be a prime example of this last-stated principle. It is the greatest failing of this day and age that people always want a tremendous amount but do not actually manage to do anything. Well, that is understandable enough. You see, anyone who has acquired knowledge and capability in any particular field and works with what has been learned knows that what one can actually accomplish is really terribly little. People who have had to develop their abilities are the most aware of how little can actually be done, while those who can do very little or have not yet tested their abilities think they can accomplish the most. That is why programs are more visible nowadays than accomplished facts; programs are floating around all over the place. It is extremely easy to set down in abstract terms what we hope to achieve through socialism, theosophy, the women's movement, community with others, and so on. It's easy to develop ingenious and appropriate programs. But people who have done something positive, even within extremely limited circles, have actually accomplished much more than the ones who put out the greatest programs for all the world to see. My friends, we must realize that what counts is what actually gets done. It would be best if we would more or less keep our programs locked up in a secret chamber in our hearts and only use them as guidelines for our individual lives.

Of course, it is very easy to misunderstand a movement like ours. Yesterday, I pointed out that we have to accept misunderstanding as a matter of course and spoke about how we should relate to misunderstanding on the part of people outside the movement who are not only unsparing in their criticism—their criticism would actually be a good thing—but unsparing with slander and false accusations as well. A significant amount has been accomplished in this regard over the course of the years. Especially in the area of slander and disparagement much has been achieved; yet the steps necessary to fend them off have not been taken. It is really necessary that the most intimate attributes of a spiritual movement like ours spread within our Society.

Something I always advocate and repeatedly mention because it is obviously part of my task is the fact that what I can mean to another person must be determined only by the spiritual aspect of our movement. And it is crucial that this spiritual factor, this purely spiritual factor uniting us, not be misinterpreted. I really cannot discuss the issue of the case at hand without touching upon these things. I am very sorry about all this because I always try to protect people as long as possible. However, our cause has to be more important than individuals. There is no other way.

Anyone who can judge these things objectively will be readily able to see the connection between what I said earlier about respecting the freedom of each independent soul and how I relate to individual members. I am constantly trying to make a reality out of something that is a natural consequence of our spiritual movement and that seems necessary to me in order to handle all personal relationships in such a way that they are appropriately integrated into our spiritual movement. This means I must leave each and every member of our Society free to act in ways that may differ completely from mine.

Some of you may share Mr. Goesch's opinion, and welcome any efforts to cultivate our social and personal interaction and cohesiveness. I myself think it would be a good thing if someone would make this effort, so that our Society would be a society in more than name only. However, my own role in this Society is necessarily limited. Nevertheless, I realize that I am still the one who knows by far the greatest number of members personally. Many people here know fewer than I do. I am certainly not opposed to people doing a lot to cultivate the personal aspects that play such a great role in this letter, but as I said, I must limit what I myself take on for reasons I have already presented adequately.

In view of that, it seems a very strange misunderstanding of what is actually going on when we hear opinions like those expressed again in this letter, claiming that the best of what I have to offer is becoming a mere shadowy image because of all this. According to this point of view, it seems that this Society built on the basis of spiritual science, this Society as I have to understand it, is seen as something that is too abstract and ought to assume a much more personal character. I am putting it like this—“ought to assume a much more personal character”—in order to avoid using a different expression. I have often explained that this personal character is not possible; it simply cannot be. I have even said so to some members individually. I would prefer to see this personal element rooted out to such an extent that I could, for instance, lecture from behind a screen so as to avoid mixing up personal connections to members with the main point, which is to disseminate anthroposophical teachings and make them effective in actual practice. I am sorry to have to say things like this, but how are we supposed to understand each other if these things are not said?

I would like to relate a particular incident and then comment on it. There is a certain person to whom I have always related as I described above, trying to practice what is right in relation to our spiritual movement, fulfilling my obligations with regard to this movement and disregarding any personal factors.⁷ Some time ago, this person found it necessary to write me a letter that begins as follows. I will not read the whole letter, but only the part of it that seems to be at the root of this whole incident. This letter arrived on December 25, 1914—Christmas Day of last year. I will now read this very characteristic passage, which begins with a quotation from one of the mystery dramas: “ ’Seven years now have passed,’ Dr. Steiner, since you appeared to my inner vision and said to me, ‘I am the one you have spent your life waiting for; I am the one for whom the powers of destiny intended you.’ ” Further on in the letter, we read, “Neither the teaching nor the teacher was enough to revive my soul; that could only be done by a human being capable of greater love than any other and thus capable of compensating for a greater lack of love.”

This is asking for something that cannot and must not be given in a personal sense. The teacher and the teachings are of lesser importance; what is wanted is the human being, the person. We should not play hide-and-seek in cases like this. At the conclusion of Mr. Goesch's letter, he says that he arrived at his insights under the guidance of the keeper of the seal of the Society for Theosophical Art and Style. Now, this keeper of the seal is the same person who wrote the sentence I just read, a sentence that shows that the things she is writing about have been slowly coming to a head for a long time. I will refrain from using any adjectives to describe the particularly pronounced insinuations in the letter Mrs. Steiner received from her yesterday. (See p. 115.) Such insinuations should not be repeated because of course people should be protected as long as they actually allow themselves to be protected. However, I really must point out that it is possible for things like this to happen in our Society.

Please do not imagine that I have been blind to this development, which has split into two parts, so to speak. I will speak first about the part that has to do with our Society as it is seen from outside, since it may be best to talk about that aspect first. Among the many things, some of them highly slanderous, that have been written in defamatory articles about our movement in general and myself in particular, there have been ever-recurring insinuations about the number of man-chasing hysterical women in our Society. I am not saying that this is true, but simply that it is mentioned in the many diatribes that have appeared, slandering us and myself in particular.

The current case is not an isolated incident, and things that appear in this form should not be interpreted personally but taken as symptomatic. Still, I must say that someone trying to get close to our movement should not try to do so by writing “Seven years now have passed, Dr. Steiner…” and so on. I do not want to go into these things at great length, but you will understand what was meant. These things cannot be judged on the basis of a single case, however. Instead, each individual case has to be interpreted as a sign that the teachings have not been received as impersonally as they should have been, and as an indication that there were some among us ready to set less store by the teachings and the teacher than by the human personality.

This was one of the secondary reasons why I and my loyal colleague, who had stood by me for so many years, were married last Christmas. I admit that we were not at all inclined to conceal the matter behind any occult cloak. First of all, as far as we were concerned, these personal things were nobody else's business. Secondly, with regard to the relationship between us, it had become necessary not to let misunderstandings arise because of things being taken on a more personal human level than they were intended.⁸ An expression used frequently between the two of us in those days was that by marrying me, Mrs. Steiner had become the “cleaning lady” with regard to things that had been accumulating in some people's heads. I think you understand what I mean. Our intent was to have things taken less personally than they had been until then.

I hope you will not misunderstand me when I say that in general in a society such as this one, liberating ourselves as much as possible from the customs of the rest of the world is not the point. Instead, we should be helping the world progress with regard to customs and ways of looking at things. It can only be of help to us to arrange such matters so they are quite clear in the eyes of the outer world and so no one can get mistaken ideas about them.

This also led Mrs. Steiner, in responding to a letter from the person who actually instigated this whole business, to write that a civil wedding ceremony was actually not such a terribly important event, considering our years of working together on things that were of utmost importance to our lives. The response to that was, “However, your civil marriage unleashed a disaster for me, one that I had feared and seen coming for years—not in what actually happened, you understand, but in its nature and severity.” It should suffice for me to point out that a certain relationship exists between what we are experiencing now and the appointment of the “cleaning lady.” As far as I am concerned, no further proof of the need for the cleaning lady is needed!

There is no harm in taking things at face value and not reading more into them than is actually there, my friends, but it is always harmful to link a particular occult mission with some petty detail, or even something of major importance, from one's personal life. That's why we prefer the image of the “cleaning lady,” which corresponds to the facts much better than any pompous pronouncements we might have come up with, although we never imagined we would have to talk about it.

It is my personal opinion that if someone in our spiritual movement looks for something so personal in things that are perfectly self-explanatory, it is a disturbing reminder of the prevalence of certain instincts in our Society. The only acceptable way to deal with these instincts is to admit that they exist and face up to them truthfully without any occult disguises. That is also the best way to move beyond them. It only works if you confront them for what they really are. In our circles, however, an incredible amount has been done to surround these things with an occult aura.

Why should we let the purely objective interest we actually ought to have in our spiritual movement be clouded by dragging personal vanity into everything? Why should we let that happen? People who spend a lot of time thinking about their incarnations down through history are not really interested in this cause; they lack the particular kind of interest they ought to have. The only difference between them and ordinary egotists is that ordinary egotists are not so presumptuous as to identify themselves with all kinds of historical incarnations, but satisfy their personal vanity with other things.

It is really true that it is much better for people to flaunt their clothes or their money than their incarnations—that is much the lesser of the two evils. These are things we have to take seriously and inscribe into the depths of our soul. They have done too much harm over the years and are so intimately bound up with what I am forced to call “personal vanity,” to use a general term.

When personal vanity plays a large part, the most unbelievable misunderstandings can arise. As she recounts in her letter, this “keeper of the seal” once came to me and stated that she was obliged to apply standards already long since present within her to whatever came toward her from the outer world. My response was, “Why should that mean you can't be part of our spiritual movement? Of course you can apply your own standards,” by which I only meant that our teachings have nothing to fear from anyone's personal standards. That is what people are supposed to apply. In my opinion, there was nothing wrong with her wanting to apply her own standards. But the way she interpreted this showed that what she actually meant was that she was already in possession of everything spiritual that could be given her; she had already seen it in visions and thus was already in possession of it.

Then this woman went on to ask whether in that case she could or should become a student of mine. I do not know why she asked that; the question is a contradiction in itself. Well, all I can say is that it was an undeniable fact that she wanted to join us in spite of everything, and there was no way to prevent her from doing it. However, her claiming to be already in possession of it all and condescending to work with this movement while insisting on applying her own standards reveal a kind of vanity that is looking for something other than our teachings. After all, she did not need the teachings if she had them already. People are so unbelievably unaware of this kind of vanity, and it plays such a very great role in a movement like ours.

This person assumed that what was being taught actually stemmed from her, no less. That is somewhat difficult to understand. She must have found some reason to believe that in something in Mrs. Steiner's letter of response to her,9 something that led her to point more specifically to this mysterious source of our esoteric movement. That is how this strange state of affairs came about. My friends, it is no longer possible to play hide-and-seek for the sake of protecting individuals; it is time for us to go into these things. In the seal-keeper's answer to Mrs. Steiner, she says, "Three years ago, like a sick person seeking out a physician, I asked Dr. Steiner for a consultation. There was something very sad that I had to say during that interview, and I have had to say it frequently since then: Although I could follow his teachings, I could not understand anything of what affected me directly or of what happened to me. I must omit what brought me to the point of saying this, since I do not know how much you know about my background and biography." She says this because I once had to hear a conversation in which this was discussed. “I was not able to express my need, and Dr. Steiner made it clear that he did not want to hear about it.” It's true that I did not want to hear about it, but I did respond. You cannot just avoid things like that by indicating that you do not want to hear about them. “The following summer, however, we were graced with the opportunity to perform The Guardian of the Threshold; in it a conversation takes place between Strader and Theodora, a conversation that reflected in the most delicate way the very thing that was oppressing me. Perhaps Dr. Steiner did not ‘intend’ anything of the sort”—intend is in quotation marks—“nevertheless, it is a fact. Perhaps it was meant as an attempt at healing.” In the passage in question from the mystery drama, Strader says he owes everything to Theodora.

When people write things like this, especially in an attempt at a formal style, though its grandiloquence contributes nothing to its clarity, we really cannot assume that it deserves to be treated as a personal communication. There is a lot that could be seen as personal, and I have mentioned none of that; everything I have mentioned is intimately related to the whole character and nature of our movement. If people don't want these things to be mentioned in public, they should not write them down. When the kind of attitude expressed in this letter becomes predominant, it undermines everything I am trying to accomplish with every word I speak and with everything I have been doing for many years.

If we are to go on working together, you must not remain ignorant of what I think my position among you should be. If in fact we are to go on working together, it will have to be on the same basis as before. We must find a way to create a form for our spiritual movement that will be appropriate to the stage of evolution of people in our day and age. That cannot happen, however, if all kinds of personal things take the place of what should be achieved and understood on a spiritual level. It astounds me that in these difficult times, when our interest should be focused on the development of a major portion of humanity, someone should have so little interest in the events of the day as to drag such highly personal interests into our Society. A person who thinks it permissible to live in the illusion that something did not happen the way she dreamed it would, and has nothing better to do than cause a crisis on that account, is really cut off from the most profound aspect of our times.

This is how these highly personal matters start creeping into our Society. However, personal matters cannot be allowed to enter our movement, not in this form and not in any other. People whose chief interest is in their own person will only find a place in our Society to a very limited extent. Generally, people who wrap themselves in a mystical cloud also attempt to do the same to those around them. It would be inconsistent to imagine that you yourself are everything under the sun and not have the people around you be something special too, so the tendency is to broaden the circle. But when, as so frequently happens, this purely personal interest and personal feeling of vanity take the place of objective observation of and efforts toward what our spiritual movement is meant to be, they inflict the worst possible damage on our Society.

One might have thought that the Johannesbau going up here would have presented enough problems to keep our members busy and distract them from the vainer and more foolish things in life. One really might have believed that this building would turn their thoughts to better things. But as you see, that has not come about as we might have hoped, and yet we have to go on working. I thank you all for the expressions of confidence contained in the letter our friend Mr. Bauer brought to me, as well as those expressed by other members, and I hope ways and means can be found to deal with these obstacles to our movement's true progress and to give a little thought to what it will take to keep our movement from being too seriously constrained by outer hindrances in the future.

Criticism, my friends, cannot harm us. People can criticize us objectively as much as they like, and it will do no damage. First of all, it will always be possible to counter the criticism with whatever needs to be said, and secondly, time is on our side. Today, people may well still think we're fools because of our boiler house or the Johannesbau itself, or whatever, but they'll come around, and we can wait until they do. That's the way it is with anything new.

It is something totally different when slanderous and untrue statements are made. In that case, we are obliged to set these claims straight again and again if we don't choose to simply ignore them, and of course the slanderers can always answer back. It can even reach the point of taking legal action. Yet, we do need to defend ourselves against such statements, even if it feels like washing our hands in black and filthy water.

If we could really foster an active attitude and strengthen our forces on these two fronts, we would be able to do a lot that has been left undone so far.

Of course, this is not meant as a personal reproach to anyone in particular; some of what I said applies to some people, other things to others. It is intended quite generally. However, what I have pointed out has a solid basis in fact, and in order for you to see it, I have had to present something of the situation to show how things that were only intended to be taken spiritually have been taken very personally.

Please don't take it amiss if I say that if someone comes with complaints, even if she says she already knew everything she has gained or can still gain through the movement, the only thing to do is treat that person like a child and offer fatherly admonition or friendly consolation. I was naive enough to believe that it had helped, and then had to watch these delusions of grandeur appear afterward, so it… [gap in stenographic record] great damage within this Society of ours.

Considering the claims of the keeper of the seal, there was never any point in doing anything other than smilingly forgiving her for this rubbish, the way you excuse a child. Please don't hold it against me that I said what simply had to be said. But for the sake of our movement's dignity, we cannot permit pathological elements to destroy it. That is why we cannot always take the stand that we should simply accept these pathological elements for what they are. When this pathological element takes on all the appearances of delusions of grandeur, we have to call it by name; we have no other choice. This is by no means directed against the personality in question, but only against what is deserving of criticism in that person. After all, we must face the facts and not hide the issue behind the cloak of the occult. It requires a particular effort at self-education to do that, but if we succeed, we will see things as they truly are instead of through a glass darkly.

Perhaps you will say that I myself am speaking out of vanity at this point. That will make no difference to me, since I have already been condemned to call a spade a spade in this instance. I have known many students who thought they were smarter than their teachers and proceeded to tell them off, claiming that the latter had made all kinds of promises without keeping them. That this should also happen within our Society comes as no great surprise.

Now I have given you my own humble opinion, which you are not to take as binding. I am simply asking that you take it in the same way I want you to take everything I say, that is, I would like you to try to see if we are better able to get on with life in our movement once a common resolve is there to call the big things big and the little things little instead of drawing a mystical halo around any old arbitrary personal vanity.

If we are not aware of the full seriousness of our movement, the temptation is very great to fake it by decking out all sorts of life's little vanities in this same serious garb. That cannot be, and this simple statement means more than it seems to. This is what I had to say, although I did not want to. I cannot read these letters in their entirety in front of the whole movement, but it would not occur to anyone who could read them that I have overstepped my authority by quoting passages from private correspondence. In this case, it had to happen because these things are related to the very foundations of what we are doing together.

• 1. It has not been possible to ascertain which physician and which letter are referred to here.
• 2. See the volume Zur Geschichte und aus den Inhalten der ersten Abteilung der Esoterischen Schule 1904 bis 1919, note 5 to section II above.
• 3. See II, note 1 above.
• 4. See the two volumes Geisteswissenschaftliche Erlauterungen zu Goethes “Faust” (“Spiritual Scientific Commentaries on Goethe's Faust”), GA 272 and 273, (Dornach, Switzerland: Rudolf Steiner Verlag, 1981). [These volumes have not been published in English—Translator.]
• 5. Robert Hamerling, 1830–1889, Austrian poet.
• 6. This seems to be a reference to Heinrich Goesch, who was not involved in any kind of practical activity. It was reported by some members that he had refused to help with the construction of the first Goetheanum.
• 7. The person referred to is Alice Sprengel. See Part Two, p. 109ff in this volume and also note 1 under I above.
• 8. The second half of this sentence is somewhat unclear in the stenographic record and may have not have been taken down exactly or completely.

In September and October of this year, we held courses at the Goetheanum in Dornach that attempted to apply the anthroposophical perspective to a wide range of academic subjects and to various areas of practical life. The aim of these college courses was not merely to discuss anthroposophy as such, but rather to bring together experts from a wide range of scientific fields, artists and also practitioners of commercial, industrial and other practical life. was precisely that they should show how the anthroposophical point of view, the anthroposophical way of examining life and the world, can be used to fertilize the most diverse scientific and practical areas of life.

You are aware that today, despite the great triumphs fully recognized by spiritual science, in particular in the field of natural science, the scientist everywhere comes up against certain limits wherever questions arise that cannot be answered at all with the methods and means of observation recognized by official science today. Then one is inclined to say: Well, there we have insurmountable limits to human knowledge, to human cognitive power, and man simply cannot transcend these limits. Anthroposophical spiritual science is intended to show precisely how the research methods, the way of thinking and looking at things, which the more materialistically oriented scientific and life attitude of modern times has brought about, can be fertilized when one moves on to a completely different way of knowing, to a completely different way of looking at things.

And here I touch upon the point that still earns anthroposophy the most opponents and even enemies in the present day. Opposition to anthroposophy does not arise so much from certain logical foundations or from scientifically well-tested objections, but this opposition comes from a quarter that recently - whole books are now appearing, almost every week one, to refute anthroposophy - a licentiate in theology described it in the following way: He said that anthroposophy makes one angry, that it is unpleasant and unsettling. So it is not from logical grounds that a certain antagonism arises, but, one might say, from feeling. And this stems from the fact that anthroposophy does not simply accept the knowledge that has been developed by mankind to date, which is simply structured in such a way that one says: Man has inherited certain abilities for his cognition; he gradually brings these to light through his natural development; through ordinary education he is then further trained to become a useful member of human society - and so on, and so on. With what one acquires on one side, one now also approaches knowledge itself, scientific life. One then tries to develop different methods: methods of observation, methods of experimentation, logical methods, and so on. But if one looks at the whole methodology of today's science, it is based on the assumption that one has once achieved something in the normal in terms of cognitive power, and that is not exceeded. No matter how much one is armed with the microscope, the telescope, the X-ray apparatus and so on, one does not go beyond a certain level of cognitive ability, which is regarded today as the average human being. Scientific progress is made by developing this ordinary method of knowledge in a complicated way or in exact detail, but above all, it is not thought of in the way that anthroposophy does. It starts from what I would call 'intellectual modesty'. And that is precisely where it becomes provocative for people of the present day, who, to a certain extent, do not want to hear anything like that from the outset. But one cannot help but present the facts in an unembellished way.

You see, if a five-year-old child is given a volume of Goethe's poetry, all they might know how to do with it is tear it up. When the child is ten years older, they will do something completely different with the volume of Goethe's poetry. They will delve into what is written on the individual pages. Something has grown with the child. The child has matured. The child has brought forth from its depths something that was not there ten years ago. A real, not merely a logical process has taken place. The child has, as it were, become a different being.

Intellectual modesty, I said, must be shown by anyone who wants to become a spiritual researcher in the anthroposophical sense. At a certain moment in their lives, they must be able to say to themselves: just as a real process takes place with the child between the ages of five and fifteen, and just as soul forces that have not revealed themselves before actually do so after ten years, so can one further develop what the cognitive faculty and the soul forces are in ordinary life. One can move away from the scientific point of view that one once accepts as the normal one; one can undergo a real process in one's knowledge. One can also develop further that which most people today already regard as the end of the cognitive faculty and at most further develop in science logically or through experimental arrangements - one can develop this further by bringing forth further powers from within the soul. And the anthroposophical method is based on this bringing forth of the forces slumbering in the soul. It is based on the fact - I will characterize it quite concretely right away - that one completely subordinates to the will that which otherwise exists as thinking merely in reference to the external world.

So how do we actually think in everyday life? How do we think in science? We think in science in such a way that we abandon ourselves to the external world or to our experiences. We think, so to speak, along the thread of our experiences or of appearances. To a certain extent we apply our will to our thinking, in judgment and in drawing conclusions; but something entirely different arises when that which otherwise lives only instinctively as a thought in man, when that, if I may use the comparison, is taken up by man inwardly in self-education into his hand.

When a person has practised for years the art of placing easily comprehended ideas in his consciousness, when he has brought certain ideas (and I emphasize the term “easily comprehended”) into the centre of his consciousness entirely through his own will and not through stimuli from the outside world, and when he has then, again with the application of his full will, on such inner visualization, inwardly resting, diverting attention from everything else and inwardly resting on a complex of ideas that he himself has placed at the center of his consciousness, he can exercise the powers of the soul in a different way than one does in ordinary life and also in science. And just as a muscle acquires a certain strength when it is exercised, so the soul powers acquire a definite power through exercise. They are trained in a very definite direction when one applies these inner methods, these intimate soul methods that I have described, to oneself as a spiritual researcher. I have described these methods in detail in my book 'How to Know Higher Worlds', in my 'Occult Science' and in other books; there one can read in full detail what I now only want to characterize in principle. I have called meditation and concentration that which the soul undertakes with itself, which is an inward, intimate spiritual-scientific method. But I would like to make it very clear that these things cannot be mastered in a short time. It is rather the case that spiritual scientific research takes no less time than research in clinics, in chemical laboratories or at the observatory. Just as in these fields one must acquire methods through years of practice, so too must one, and with a strong inner power of concentration, greater conscientiousness, still bring the soul faculties out of the soul itself.

And then, when such methods are applied to the soul, the capacity for knowledge expands. Then one certainly comes to see how man can recognize quite different things than he can perceive through his sensory eyes and through the combination of appearances presented by the sensory eyes or the senses in general.

That is one way. It goes through concentration, through the power of imagination, and through this one arrives at inner beholding, at what I have called in my book 'Mysteries of the Soul', the human being's power of beholding, of beholding cognition.

One can also develop the soul powers in another way, indeed one must do so if one really wants to achieve something. We must also train that faculty, which you all know well in its simplest manifestation: attention. We do not relate to external life and internal phenomena merely by surrendering to them passively, but we direct our power of observation, our attention, to something in particular, which I might call, we carve out of our surroundings. Even when we are doing scientific research, we have to focus on something in particular and link the other things to it. Then, when you train this attentiveness through inner will, through the application of the most active soul powers, when you do exercises that make you aware of the power you use when you pay attention to something, when one practices this power of focusing, this ability to concentrate one's soul life on something isolated from life, over and over again, then one makes a remarkable discovery. Then one makes the discovery that one gradually develops more and more the soul power that otherwise only comes to us in what we call interest in the world around us. We pay more or less interest to the one object and less to the other. This reveals a gradation in our soul's behavior towards the inner world. This interest is accompanied by an enormous liveliness; it becomes such a liveliness that one can truly say: it becomes something quite different from what it is in ordinary life and in science. It becomes what one can call: one feels at one with things. The soul's powers gradually permeate the essence of things. And this experience of an increased power of interest goes even further. It now goes so far as to develop a special power that is otherwise only brought to bear in another area of life, but which, through anthroposophical spiritual science, becomes a power of knowledge.

We have arrived at a point where, if we express the realities that are within Anthroposophy and reveal themselves as such, we are quite understandably considered to be amateurs or fantasists when compared to the views of today. What at first is attention in itself is transformed into the power of interest with which one experiences so clearly how the whole human being can be drawn out of the world; how one does not first have to prove and hypothesize whether this or that wave vibration underlies red or blue, but rather one grows with red and blue; where that is further developed, which Goethe so ingeniously developed in the chapter “Sensual-moral effect of color” in his theory of colors, where man really feels his soul life flowing out into the world, so that his cognitive faculty becomes like a flowing out of his soul life into the world phenomena. And his power of knowledge is transformed into that which we otherwise call love in life. Love, through which we become one with another being, is present in ordinary life, I would say only in its beginning; through the soul exercises I have indicated, it becomes such a soul power that recognizes itself in the whole environment.

And so one can say – I can only hint at all this, in my books it is presented in more detail – by developing the imagination on the one hand, and on the other hand the power of attention, the power of interest, the power of love, which underlie the life of the will, new powers of knowledge develop, and the human being experiences an expansion of his knowledge. What is otherwise called the limit of knowledge and what is often described as insurmountable, especially by contemporary researchers, can only be transcended through the development of the soul's inner powers - not by arming the eye with the microscope and telescope or with the X-ray apparatus, but only by training the human soul itself, by developing that power of knowledge that takes us beyond the sensual and the combination of the sensual through the mind. What now reveals itself to the human being is not a second edition of the sensory world, but the real spiritual world. And by awakening in this way what works in him supernaturally as spiritual life – for that is awakened by these two powers that I have mentioned – by awakening this in himself and bringing it to real exactness, in a way that otherwise only mathematics can achieve, he is led beyond the world of the senses, not through speculation about atoms and molecules, but through direct experience and observation of what the senses present. And man comes to recognize that which underlies him as a supersensible world just as his physical body underlies him as a physical thing. Man comes to know the spiritual world.

The anthroposophical spiritual science that emanates from the Goetheanum in Dornach is not to be confused with the many attempts today to study the mind by imitating the methods that are otherwise used in laboratories. There are certain people — just think of spiritualism — who believe that today, through external actions, through external experiments, they can penetrate deeper into the essence of things; they would like to recognize the supersensible through sensory research. That is precisely the essential point: that the supersensible can only be recognized with supersensible powers. And since these supersensible powers are slumbering in man at first - because, as he is once constituted between birth and death, he must first become proficient in the sensory world - he must get to know through the development of supersensible powers that which goes beyond death and birth, that which belonged to him even before he entered into this existence through birth, that which he retains when he passes through the gate of death.

I will just briefly mention how, in fact, when man penetrates to this supersensible faculty of knowledge, regions are opened up that cannot be opened up in any other way, namely, precisely that which is beyond birth and beyond death. Today it is almost entirely left to the faith of the creeds to teach people anything about what is beyond death. But even our language testifies to the fact that we are actually proceeding in a fundamentally one-sided way in this respect. We have the word 'immortality'. Admittedly, it does not come from knowledge, but from faith. But this immortality only wants to speak of the life that is beyond death. Spiritual science shows, by opening up the supersensible worlds, that man was also present in the spiritual world before birth, or let us say before conception. And the fact that we do not have the word “unborn” testifies that we have not recognized a real spiritual science in the present. As soon as man penetrates into the supersensible world through knowledge, not merely through faith, not only the prospect of the immortality of his being opens up to him, but also of the unborn of his being.

I can only briefly touch on all this, because my task today is to show how this anthroposophical spiritual science – which is intended to be modelled on a very exact science, but which is also taken entirely from the human soul: mathematics – can actually lead to cognitive insights into spiritual and supersensible life. We draw mathematics from the inner being, and if one person is familiar with the Pythagorean theorem, thousands or millions of people could come and deny it, he would know the truth of the mathematical field simply by having this content in his consciousness. It is the same with the inner experiences of the supersensible, as they come to light through spiritual science. This spiritual science is already developed in many details today, and, as I indicated in my introduction, it can have a fruitful effect on individual sciences as well as on practical life. Although this spiritual science is already being actively researched in the field of medical therapy, for example, I myself held a course for doctors and medical students in Dornach this spring, in which I tried to show how spiritual scientific observations can lead to a much more rational therapy than the one we have today.

We have also founded institutions for practical life, such as the Futurum in Dornach, which is intended to be a purely practical undertaking and to found an association in which various branches of industry are united in order to make further progress in rational administration than time has brought us, which has led us so much into an economic catastrophe. Everything in practical life today testifies that humanity is at a boundary that must be crossed.

Now, I do not have to spread out today over the other areas in which spiritual science is already proving its fertility through the practice of life itself; I have to speak primarily about the fertilization that education, the pedagogical art, can experience through this spiritual science.

First of all, it should be noted that the knowledge and understanding that is gained in the way I have just described is not the kind that has been brought to humanity in particular in the last three to four centuries. This knowledge of the last three to four centuries, although based on experiment and observation, is essentially knowledge that is developed by the intellect and speaks only to the intellect. It is essentially head knowledge. The knowledge and insight that is gained through anthroposophical spiritual science speaks to the whole person. It not only engages the intellect, but it spreads out in such a way that what can be recognized there also permeates our emotional life. We do not draw a conclusion from our feelings — that would be an ambiguity, a nebulous mysticism. Knowledge is attained through vision. But what is attained in this way then has an effect on the human emotional life, it stimulates the human will, it leads the human being to develop this knowledge, this insight, into their daily life, so that it permeates them like a soul blood, which in turn communicates itself to the physical body's functions, impulses and practical life. And so we can say that the whole human being is affected.

And it is precisely for this reason that this anthroposophical spiritual science, when it permeates the individual, is a foundation for what the educator, the teacher, has as a task in relation to the developing human being. As you know, it is always emphasized today that the art of education must be based on psychology, on the study of the soul. But if we look around at what is considered psychology by our contemporaries, we have to say that the many judgments and discussions that take place show how much it is all just empty words, how little this contemporary science, which has achieved such great triumphs in its research into the external world, can penetrate into the actual knowledge of the human being. This is the peculiarity of anthroposophical spiritual science: it does not acquire this knowledge through external experimental psychology – although nothing should be said against this, because its results only become truly fruitful when they are also fertilized by anthroposophically oriented spiritual science. What one must penetrate in the science of the soul, if one wants to become an educator, a teacher, one acquires by allowing oneself to be seized by anthroposophical spiritual science. One learns to recognize what actually lives in the human being as body, soul and spirit when one approaches the anthroposophical methods and through them inwardly grasps the human being.

I have already described how anthroposophical spiritual science strives to inwardly grasp what lives in our environment by means of its special methods of knowledge. But we must penetrate to the core of the human being, especially if we want to treat him pedagogically. And here it is a matter of the fact that our time cannot at all build a bridge between the soul-spiritual on the one hand and the physical-bodily on the other. All manner of psychological hypotheses have been put forward, ranging from the interaction of body and soul to 'psychophysical parallelism', in order to explain the mystery that lies before us in the relationship between body and soul or the spiritual-soul and the physical-bodily. But our psychology, because it does not use spiritual scientific methods for research, is not at all so far advanced that it could provide any basis for real pedagogy, for the real art of teaching. And I must point out something here that I only hinted at in my book 'Von Seelenrätseln' ('On Soul Mysteries'), but which is the result of thirty years of research by me. I would not have allowed myself to express it earlier, what I now have to say and what I hinted at in that book after thirty years of research. It is that today it is commonly believed that mental life is mediated only by the nervous system. The nervous system is regarded as the sole physical basis of human mental life. It is not! It can be shown in detail – and I have also hinted at such details in my book 'Von Seelenrätseln' – that only what we call the life of thinking has the nerve sense system as its physical basis and that the actual organ of the life of feeling in man is not the nerve sense system, but directly the rhythmic system, the respiratory system, the blood circulation system. Just as the nervous system underlies the life of thinking, so the rhythmic system underlies the life of feeling in the human being, and the life of will is based on the metabolic system.

These three systems, however, comprise all the inner processes that a person undergoes. The human being is a threefold creature. But we must not imagine that these three parts of the human being - the nervous-sensory system, the rhythmic system and the metabolic system - are juxtaposed. No, they are interwoven, and we have to separate them from each other in a spiritual-soul-like way if we want to see through the essence of the human being at all; because, of course, the nerves also need to be nourished. The metabolic system also plays a role in the nervous system, and also in the organs of the rhythmic system; but the organs of the rhythmic system serve only the will insofar as the metabolism plays a role in them; whereas insofar as they represent actual rhythmic movements, they serve the emotional life. And again, when our rhythmic being encounters something, when our breathing rhythm, for example, encounters our nervous system indirectly through the cerebral fluid, the interaction between the life of feeling and of imagination arises. In short, the human being is a more complex creature than is usually believed. Even that which one can ultimately have as the correct physical view of a person cannot be achieved with today's scientific methods, but only through inner vision, through growing together with the person himself in such an insight as I have described.

When one grows together with the being of a person in this way, when one sees the soul's activity in the physical body, then the growing person also presents himself in a new light. For someone who does not grasp things with a sober, dry intellect, but who can recognize the world through feeling, the growing child is a wonderful mystery as it reveals more and more of its inner life from day to day, from week to week, from month to month, from year to year. That which we cannot observe merely with the abstract faculty of knowledge, that which we can only observe if we ourselves can inwardly immerse ourselves in what is revealed on the face, what is revealed in the movements, what is revealed in the development of speech and so on, that can only be truly grasped with a knowledge that inwardly penetrates the outer world.

And such knowledge reaches us not only by grasping our intellect – with this intellect we then want to recognize externally the tasks that we should apply to educate and teach the child – no, anthroposophical spiritual science encompasses the whole human being. And in that it reveals the developing child to the whole human being in the interaction of body, soul and spirit, anthroposophical knowledge permeates our minds and our will — I would say in a way that is as natural as the blood, enlivened by the breath, permeates the human body. We are not only inwardly connected with the child through our intellect, we are also connected through our soul. We are connected through our will, in that we know directly: when we recognize how the child develops, we know what we have to do in this or that year of the child's development. Just as the air sets our blood in motion, just as the organism comes into its functions through what the outside world invigorates in it, just as it is seized by what the outside world accomplishes in it, so our soul and spirit are seized by such a living knowledge as we receive through anthroposophical spiritual science. And then, that which is developing within the human being as his individuality reveals itself to us, and we learn in an inward way to treat this individuality in an educational and teaching way.

Do not expect anthroposophical spiritual science to establish new educational principles. Educational principles, beautiful ones – I am completely serious when I say this – deeply penetrating pedagogical rules: the great educators have found them, and no spiritual science would dare to object to the genius of the great educators of the 18th and 19th centuries. But there is something here that needs to be pointed out very clearly.

You see, people say today, and have been saying for decades, that education should not be about just introducing something to the child; rather, one should develop what is in the child, his or her inner individuality. One should draw everything out of the child. In an abstract form, spiritual science must also say this. But precisely for this reason, spiritual science is misunderstood. If I want to make myself understood, I would like to recall something that I am using for comparison. It was in 1858 when the socialist Proudhon was accused of disrupting society. After the judges had reproached him with various things, he said that it was not at all his aim to disrupt human society, but rather to lead human society towards better conditions. The judges then said: Yes, that is what we all want, we want exactly the same as you. So spiritual science says: We want to develop human individuality. It has also been said in a certain abstract form for a long time that human individuality should be developed. But the point at issue is not to express such a principle in abstract forms; the point at issue is to really see this human individuality developing in a living contemplation, to really grasp the human being inwardly.

And now I would like to illustrate how the developing human being presents himself to spiritual science. First of all, we have clearly definable stages of life in a human being. We have a stage of life that begins at birth and lasts until about the age of seven, when the teeth change. Then, if one is able to observe correctly, a very intense change takes place in the human being – physically, mentally and spiritually. Then the development continues again until about sexual maturity, when a new change takes place. Within these individual stages of life, there are smaller stages. I would like to say that in each of these stages, we can distinguish three smaller stages that can only be properly obtained through observation that penetrates into the inner being of the human being. That is what it is about. Because what we want to know about the human being is at the same time the driving force for pedagogy, in that pedagogy should become art.

First of all, the first phase of life up to the age of seven shows us, above all, how the human being, as a spiritual, soulful and bodily creature, is entirely inclined to be an imitative being. If you study the human being in this phase of life and see how strongly he is predisposed to devote himself entirely to his surroundings, to carry out within himself what is presented to him in his surroundings, then you understand the human being. But one must be able to observe this concretely. One must then see how, for example, in the first two and a quarter years of life - these are, of course, all approximate figures - what occurs in the human being does not yet show itself as a real imitation, how organizing forces prevail inwardly, but But then, as the human being progresses in the third year of life, they show themselves in such a way that the human being becomes more attentive to his fellow human beings with these forces, so to speak directing these forces to what emanates from his fellow human beings. And then, around the fifth year, the time begins when the human being actually becomes an imitative being. And now one must be able to observe in the right intimate way what the relationship is like from person to person, and thus also between educator and child. One must know that this is profound for the whole human development, that this phase of life tends towards imitation.

For those who work with such things, I would say professionally, some of the complaints of a mother or father, for example, are on a par with that. They come and say: my child has stolen! - Well, one asks: Yes, what has the child actually done? He opened the drawer in the cupboard, took out some money, and - I am telling you a specific case - didn't even use this money to buy something for himself, but even distributed what he had bought among his fellow pupils! You have to say: Yes, my dear woman, at this age it cannot be called theft at all, because the child has clearly seen how you go to the cupboard every day and open the drawer; the child has done nothing other than try to do the same. It imitates that. In the first seven years, there is no other way to approach the child than to set an example for the child and let it imitate intimately what is to be brought to the child through education. Therefore, it is of such great importance for the first seven years of life that the educator, the parents, not only act as role models for the child in their outer actions, so that everything can be imitated, but that they also think and feel only what the child can think and feel. There is no boundary between the person with the child in his or her environment and the child itself. Through mysterious powers, our innermost thoughts are also transferred to the child. A person who is moral, who is truthful, makes different movements, has a different expression, walks differently than a person who is untruthful. This is something in the outer appearance, which is completely blurred in later life – but it is there for the child. The child does not merely see the morality of those around it through its ideas, but the child sees, through its movements, not with intellectual knowledge but through a subconscious knowledge that rests deep within, if I may use the paradoxical word, from mysterious hints in the way the person expresses themselves, what it should imitate. There are imponderables not only in nature, but also in human life.

Then, when the child has passed the age of imitation, what the child brings to school comes into play, and here it is particularly important to ensure that teaching and education really do help the developing human being to grow in terms of his or her individuality, humanity and human dignity. We have already made a practical attempt in this direction. The Waldorf School has existed for more than a year in Stuttgart, and there the lessons are taught entirely according to the principles that arise from this anthroposophical worldview and scientific method.

The Waldorf School in Stuttgart is not a school of any particular worldview. We are not interested in introducing anthroposophy to children in the same way that we would a religion. Oh no, that is not what we consider to be the main focus. We leave the parents and the children themselves entirely free, because it could not be otherwise in the present situation. Those who wish to be taught in the Protestant faith are taught by the Protestant pastor, those who wish to be taught in the Catholic faith are taught by the Catholic pastor; those who wish to have free religious education in line with their parents' beliefs or their own will receive such education from us. We cannot help the fact that the number of the latter - but not by our will, but in accordance with the current circumstances - is overwhelmingly large, especially in the Waldorf School. We have no interest in making the Waldorf school a school of direct world view, but we want to let what the anthroposophical knowledge gives flow into the art of education, into the practice of this educational art. How we do it with the child, not what we bring to the child, that is what matters to us.

And so we see that, as the child passes the change of teeth and crosses a significant point in life, the power of imitation continues to have an effect into the seventh or eighth year. The power of imitation continues to have an effect until about the age of eight. It is particularly strong in the child during this time, which is an element of will in the human being.

When a child starts school, we should not focus on the intellectual side of things, but rather take the whole person into account. I would like to explain this in relation to something specific. We take this into account in Waldorf schools. We don't start by teaching children to write by teaching them the letters of the alphabet. These letters, as they are written today, actually only speak to the intellect. They have become conventional signs. The head has to be strained on one side. We therefore teach writing by starting from drawing or even from painting visible forms. We first introduce the child to something that is artistic and then develop the forms of the letters from the artistic, from drawing, from painting. It is not so important to go back to the study of primitive peoples and their writing, which has developed in a similar way. Rather, one can trace the individual letters back to what one can make of them in terms of painting and drawing. But the essential thing is that one methodically starts from that which takes hold of the whole person, which is not just to be thought about, but where the will comes to expression. In what the child accomplishes through painting, the whole human being lives, so to speak, the whole human being becomes one with what the child can create. Then, on the one hand, what should interest the head can also be developed from what engages the whole person.

So we start from that which initially affects the child's will. And even what is expressed in an intellectualistic way in writing lessons, we first develop out of the will. Then the soul is particularly involved. The child feels something by first developing the form, and then letting the forms merge into the existing signs. Only then do we develop reading more out of what writing has become. So that, as I said, we appeal to the whole person, not just to the head. And it becomes clear when we carry out something like this, what a difference it makes whether you simply teach people from the point of view of the current external social life in that to which they have no reference, or bring them to that which you extract from their inner whole person, which is inherent in them.

During this time from the age of seven to sexual maturity, we see how the child's inner development is not focused on imitation – which continues to play a role until after the age of eight with the particular application of the will – but we now gradually see a completely different force entering the child's life. This is what I would call the natural sense of authority. This is something that is perhaps more or less mentioned today, but it is not properly considered. Just as a plant must have its growth forces if it is to develop flowers at a certain time and in a certain way, so the child must develop an elementary sense of authority within itself from the change of teeth to sexual maturity, because this belongs to its physical, mental and spiritual growth forces. It must rely on the teacher and educator, and it must accept the things that it then believes, that then approach it, that become the content of its feeling, its will, it must accept them, just as it in imitation, now it must accept them on the basis that it sees them in the behavior of the teacher, that it hears them expressed by the educator, and that the child looks up to its educator in such a way that what lives in the educator is a guiding force for it. This is not something that one can hope for through anything else, let us say in a more free-spirited time than today, which one is supposed to long for. No, one cannot replace what simply grows up with us through this elementary sense of authority, through devotion to the educator or instructor, with anything else. And throughout one's entire life, it has an enormous significance whether, between the ages of seven and fourteen, one has been at the side of teachers or educators in relation to whom one has developed a natural sense of authority.

This touches on a point where the materialistic view goes too far astray, for example when it says: after all, what does the individuality of the teacher do in its effect on the child! We should teach the child primarily through observation; we should lead it to think and feel for itself. I need hardly say that in some methods this has been reduced to the absurdity that we should only bring to the child what it already understands, so that it can analyze it in its own observations. I would like to draw attention to the following: In this phase of life, which I am now talking about, it is of particular importance what we accept on authority, what we take in out of a sense of authority, even if we do not immediately understand it, and that we do not just acquire what is tangible. For just as willpower underlies the imitation instinct in the first seven years of life, so between the seventh year and the year of sexual maturity everything that is memorized underlies the child's expressions. The child wants to memorize things under the influence of the sense of authority. And precisely what is said against the memory-based appropriation shows that, basically, all possible life practices are built on theories today, without taking the whole of human life into account.

Those who want to trace everything back to intuition fail to take two things into account: firstly, there are very broad areas of the world that cannot be made vivid. These are the realms of the beautiful; but above all, they are the moral and religious realms. Those who want to base everything on intuition do not take into account the fact that the most valuable thing, without which man cannot be, the moral and religious and its impulses, cannot be brought to man intuitively - especially not in these years of life - but that it must take hold of man supersensibly. In these years of life, when it is time, it can only do so through a sense of authority. That is one thing.

The other thing, however, is this. If you look at the whole of human life, not just a period of life in theory, then you know what it means when you are thirty-five or forty years old and look back on something you experienced in childhood, assuming it without understanding it at the time, because you said to yourself: the person who lives next to you as a teacher knows, it must be so. You accept it. You are in much older decades – it comes up again. Now you are mature enough to understand it. It has become a force of life. It is a wonderful thing in human life when you see something emerging from the depths of the human soul, for which you are ripe in later human life, but which has already been implanted in youth. It is a remedy against growing old; it is a life force. One has an enormous amount of what one has absorbed in childhood.

It is not a matter of demanding something out of some prejudice, of taking something on the authority of someone else, or of accepting something literally on mere authority, but it is a matter of demanding this for the sake of human salvation. Why do people today grow old so quickly? Because they have no life forces within them. We must know in detail what forces we must implant in the child if we want to see these forces emerge in a rejuvenating way in the later decades of life.

I will now give another example. Anyone who has a good understanding of how children play in the first years of life, up to around the age of five, and who pleasantly arranges their play according to the child's individuality, prepares something in the child that will in turn be expressed in much later life. To do this, one must understand human life in its totality. The botanist looks at the plant in its totality. What today wants to be “psychology” only ever looks at the moment. Anyone who observes a person at around the ages of twenty-five, twenty-six, twenty-seven, twenty-eight – or a little earlier – when they are supposed to find their way into life experience, find a relationship with life practice, become a skillful person, a purposeful person, anyone who can be properly and accurately observed, it can be seen how, in childhood play — between birth and about five years of age — the nature of the playing has announced the way in which, in one's twenties, the person finds their way into life as a practical person, as a skillful, purposeful person. In earliest childhood we bring forth what later comes as a flower, I might say at the root of development. But this must be understood from such an inner knowledge as anthroposophy offers, which delves into human nature. This must be recognized by observing the whole human being. We must, so to speak, if we want to be teachers and educators, feel the whole burden of the human being on us. We must feel what we can learn from each individual, what we can find in the child.

And so we know that up to the age of nine, a child cannot yet distinguish between subject and object in the right way. The outer world merges with the inner. Therefore, in these years, only that which lives, I would say, more in the form of fantasy, in images, should be brought to the child – so [should] everything [be designed] that one wants to bring as teaching in these years. Observation of plants, simple natural science, history can only be taught to the child from the ninth year onwards. Physical or historical facts that are not biographical but concern the context of historical epochs can only be taught to children after the age of twelve because only then can they be built upon something related in the child's nature. And again, one should not stick to the abstract principle of developing individuality, but one must really be able to observe this individuality from week to week.

This has proved to be a fruitful method in Waldorf schools and must be so by its very nature. When the teacher is imbued and enkindled by all that can be awakened in his soul and will, he enters into a quite different relationship with his pupils. I will again make this clear by means of an example. It is not only the rough line that extends from the educator to the child or from the teacher to the child, which is the result of the external materialistic way of observing, but there are always imponderables at play. Let us assume that the child is to be taught the idea of immortality at a suitable age. Now this idea of immortality can be very easily conveyed in pictures, and up to the age of nine one should actually teach quite pictorially. Everything should be transformed into pictures. But if you first develop the picture with your mind, if you proceed abstractly in developing the picture, then you do not stand in the picture. For example, you can say to a child: Look at a butterfly chrysalis; the butterfly crawls out of the chrysalis. Just as the butterfly visibly crawls out of the butterfly chrysalis here, so the human being's immortal soul escapes from the body. But if I have first created this image from my inner abstraction, if I am not present myself, if I am only adjusting everything for the child, I am not teaching the child anything. It is a peculiar secret that when one regards the whole of nature as spiritualized, as is natural in spiritual science, one does not merely adjust the image, but knows: What higher level than immortality is not conceived by my intellect but is modeled on things themselves; for example, the butterfly struggling out of its chrysalis is an image presented by nature itself. I believe in what I tell the child. I am of the same faith and conviction that I wish to instill in the child. Anyone who is observant can see that it makes a completely different impression on the child if I teach it a belief that I can believe in myself, that I do not merely present to the child intellectually and have stated because I am so clever and the child is still so stupid.

This shows what imponderables are at play. And I would like to mention one more thing. During the time at primary school, the situation is such that, initially, up to about the age of nine, what remains is the tendency to imitate what the predominant will is. But then something occurs for the child that teaches it to distinguish itself from its environment. Anyone who is really able to observe children knows that it is only between the ages of nine and ten that the child really begins to distinguish between subject and object, between itself and its environment. Everything must be organized with this in mind. But one would look at many things in life differently than one does, and in particular shape them differently than one does, if one were to see that in the same phase of life in which the child between the ages of nine and ten really learns to distinguish between its surroundings, in this phase of life it is indispensable for the whole moral life of the human being in the future that he can attach himself with the highest respect and with the highest sense of authority to someone who is his teacher or educator.

If a child crosses this Rubicon between the ages of nine and ten without this feeling, it will have a deficiency in its whole life and can later, at best with great effort, conquer from life itself what should be transmitted to the child in a natural way at this point in life. Therefore, we should organize our education and teaching in such a way that, especially in the class where the child crosses the Rubicon between the ninth and tenth year, we stand before the child in such a way that we really have something to offer the child through our own inner morality, through what we have in the way of inner truthfulness, of inner soul content, we can really be something for the child, that we do not just act as a model for it, that everything we say to it is felt by it as the truth. And one must establish in it the feeling that must exist in social life between the maturing child and the adult and the old person. The fact that this child goes through its reverence at this point in life between the ages of nine and ten is also the basis of what moral religious education is. Developing intellectuality too early, not taking into account the fact that the will must be influenced by images – especially from primary school onwards – and that one must not immediately penetrate into the abstract of writing and reading , nor does such an understanding of the human being provide those feelings and sensations that become useful when we want to teach the child moral maxims, ethical principles, when we want to instill religious feelings in it. They do not take effect later, nor do they work through a sense of authority, if we are not able to use the individual predisposition of the whole human being from the age of seven, for example, from the age of seven.

And so we can follow the development of the child in a very real way. Teachers and educators become pedagogical artists when they allow the knowledge they can gain about the human being through anthroposophical spiritual science to take effect in them. We do not want to create new, abstract educational principles, but we do believe that the human being's entire personality is stimulated by what anthroposophy can give as a spiritual-soul breath of life. Just as blood invigorates the organism as a matter of course, so spiritual science should invigorate those whose profession it is to educate and teach in such a way that they truly become one with the child and education and teaching become a matter of course. We would like those who enter the gates of their class to do so with such an attitude before the children in the Waldorf school.

Not because we want to add our two cents in every possible field, we also talk about pedagogical art, we also cultivate pedagogical art, but because we have to believe from our insights that a new fertilization is actually also necessary there. The phenomena of life have led to such terrible times that they demand a new fertilization. Not out of some foolish attitude or ideology, or because it wants to agitate for something, but out of the realization of the true needs of our time, anthroposophy also wants to have a fertilizing effect on the art of education. It wants to understand and feel correctly that which must underlie all real education and all real teaching. A true sense of this can be summarized in the words with which I want to conclude today, because I believe that if anthroposophy shows that it has an understanding for these words, the most inner, truest understanding, one will also not deny it its calling to speak into the pedagogical art, into the science of education. She does not want this out of some revolutionary sentiment, she wants this out of the needs of the time, and she wants this out of the great truths of humanity, which lie in the fact that one says: Oh, in the hand of the educator, in the hand of the teacher, the future of humanity, the near future, the future of the next generation, is given. The way in which education is provided, the way in which the human being is introduced to life as a becoming, depends, firstly, on the inner harmonious strength with which he can lead his life to his inner satisfaction as an individual. And this determines how he will become a useful and beneficial member of human society. A human being can only fulfill his destiny if, first, he has inner harmony and strength, so that he cannot be complacent about himself, but can always draw from this harmony the strength to work, the strength to be active and to feelings for his surroundings, and if, on the other hand, through his diligence, through his growing together with the needs of the time and the humanity surrounding him, he is a useful, a salutarily effective member of the whole of society. Anthroposophical spiritual science would like to contribute to making him such, for the reason that it believes that one can find a very special understanding of the human being in its way and thereby also a very special art of treating people.

Answering Questions

Rudolf Steiner: First of all, a written question has been received:

In what way should the individuality of the child be influenced by play?

The spiritual science referred to here should be completely realistic and never work as an abstraction and from theories; therefore, those questions that one is otherwise accustomed to answering, I might say, briefly, in a nutshell, cannot be answered briefly for spiritual science. But one can always point to the direction in which spiritual science sees. One will indeed come across it in the play of the youngest children. Play is most characteristic up to about the age of five. Of course children play afterwards too, but then all kinds of other things get mixed into the game, and the game loses the character, completely, I would like to say, of flowing out of the arbitrariness of the inner being. Now, if you want to guide the game appropriately, you will, above all, have to keep an eye out for what is called the child's temperament and other things that are related to temperament. The usual approach is to think that a child who, for example, shows a phlegmatic character should be guided towards the right path by something particularly lively that will excite them; or a child who shows a tendency towards a more introverted nature, such as a melancholic temperament – even if this does not yet appear in the child as such, but it may be there in the disposition – one would like to bring it, in turn, onto the right path by means of something uplifting. This is basically, especially as far as play is concerned, not very well thought out, but on the contrary, it is a matter of trying to study the child's basic character – let us say whether he is a slow or a quick child – and then one should also try to adapt the game to this. So, for a child who is slow, one should try to maintain a slow pace in the game, too, and for a child who is quick, maintain a quick pace in the game and only seek a gradual transition. One should give the child just what flows from his inner being. The worst educational mistakes are made precisely because one thinks that the same should not be treated the same, but the opposite should be treated by the opposite. There is one thing that is always particularly missed.

There are excited children. Of course, you want to calm these excited children down, and you think that if you buy them toys in darker colors, i.e., the less exciting colors, blue and the like, or if you buy them clothes in blue, it would be good for the child. In my little booklet 'The Education of the Child from the Point of View of Spiritual Science', I pointed out that this is not the case, that one should make the toys reddish for the excited child, and blue and violet for the careless child, the child who is not lively. Through all these things one will find out what is suitable for the child according to his or her particular individual disposition. There is an extraordinary amount to be considered. You see, it is commonly believed – as I said – that if you have a lively child, too lively a child, you should approach him with dark colors, with blue or violet; but you can see for yourself that if you look at red, at a red surface, and then look away at a white one, you have the tendency to see the so-called complementary color as a subjective form. So it is the complementary color that is inwardly stimulated. The dark colors are inwardly experienced by the light ones. Therefore, when a child is excited, it is good to keep its toys and clothes in light colors so that it is inwardly stimulated. So these things, too, may only be considered in such a way that one penetrates, as it were, into the inner nature of human nature and being.

Then I would like to point out that, as a rule, one does not meet the individuality of a child, or any individuality at all, if one listens too intently to the combinative aspects of the games. Therefore, from his point of view, the humanities scholar must actually consider everything that is a game of combinations, building blocks and the like, to be of lesser value because it is too much like an intellectual exercise for children; on the other hand, anything that brings more life to the child – appropriately varied according to their individuality – will make a particularly good toy. I have long endeavored to somehow bring about a movement for this - but it is so difficult in the present day to inspire people for such little things, seemingly little things - that more would be reintroduced the movable picture books for children. There used to be such picture books, which had pictures and you could pull on strings at the bottom; the pictures moved, whole stories were told by the pictures. This is something that can have a particularly favorable effect on children when it is varied in different ways. On the other hand, anything that remains static and requires a particular combination, such as a building-block story, is not really suitable for children's play, and building blocks are just one manifestation of our materialistic age.

Then I would also like to point out that when it comes to games, it is important to consider how much the child's imagination is involved. You can kill the most beautiful powers in a person by giving them, the developing human, a “beautiful” clown as a boy or a very “beautiful” doll as a girl - after all, they are always hideous from an artistic point of view, but people strive for “beautiful dolls”. The child is best served when the imagination itself is given the greatest possible leeway when it comes to such toys. The child is happiest when it can make a doll or a clown out of a handkerchief that is tied at the top to form a little head. This is something that should be encouraged. The activity of the soul should be able to be set in motion. If we have an eye for temperament, we will get it right, for example, by giving a particularly excited child the most complicated toys possible and a slow child the simplest toys possible, and then, when it comes to handling, proceeding in the same way. What the child does with himself is also of particular importance in later years. You can also tell by letting a child run fast or slow: you let an excited child run fast, and you force a casual child, a child who is lazy in thinking, to run slowly in games and the like. So it is a matter of treating like with like when adapting the game to the individuality, and not with the opposite. This will go a long way for those who really strive in this direction to treat children accordingly.

Question: What about introducing fairy tales to children? If we bring, for example, the image of the butterfly pupa and the butterfly, then we ourselves can believe in it; but if we tell stories such as about the Easter Bunny or Santa Claus, stories that we ourselves do not believe in but that make children so happy, does that have a damaging effect on the child, or is it harmless simply as an image?

Rudolf Steiner: It is only a matter of approaching these things in the right way. Of course, there are some things that you have to tell the child in his childlike way, and that will be the case with such things because the image is somewhat far removed from what it is about. But I certainly can't say, for example, that I don't believe in the Easter Bunny! So it's just a matter of finding the way to this belief. You'll forgive me for making such a frank confession. But I don't know of anything, especially in this area, that I couldn't believe if only I could find the way to it. The point is that where things are not as simple as with the butterfly, but more complicated, one must then also undergo a certain more complicated mental process in order to have within oneself the frame of mind that brings this to the child in the right, credible way. There is a meaning to the legend that lives on in certain parts of the Orient that when the Buddha died he was transported to the moon and there he looks down on us in the form of a hare. These things, which are originally contained in the deeper legends, point to the fact that deep natural secrets underlie things.

I would like to draw your attention to the fact that today such things are extremely difficult to judge. There is a very famous philosopher of nature, Ernst Mach. Most of you will know the name. Mach claims that it is no longer appropriate to teach children fairy tales or the like; this is not appropriate for such an enlightened time as ours. He assures us that he raised his children without fairy tales and the like. Now Mach has also given us a remarkable example of his inability to get to the human ego at all. Mach once said – I don't want to say anything against his importance in a limited area, where he has it; but we live in a time in which even a person like that can say something like this – he said: self-knowledge is actually something that is very far from a person, because he was once he was quite tired – he was a university professor – walking along, a bus had just come along, so he jumped in and saw a strange man getting in on the other side – as if the bus could have been boarded from the other side as well. He was amazed at that, but he just saw a man approaching, and he thought to himself: What kind of a neglected schoolmaster gets on there! Only then did he realize that there was a mirror on the other side and that he knew so little about his own outward appearance that he had not recognized his reflection. Another time, the same thing happened to him: he was walking along the sidewalk on the street and there was a mirror that was slightly askew, so that he also saw himself there, without immediately recognizing himself.

In this instance, he offers this as a kind of explanation of how little a person actually penetrates to his or her true self. He also regards this self-knowledge only from an entirely external point of view. He rejects fairy tales out of the same impulse. Now, of course, the fact is that, as the fairy tales are widely available today, it seems that one cannot cling to the fairy tales as an adult with inner involvement and a certain inner conviction; but that is something deceptive. If you go back to what is actually experienced, then you come to something completely different.

In this respect, it is truly regrettable that certain beginnings, which, according to spiritual science, have been pending for a long time, have not been developed at all. My old friend Ludwig Laistner had written his two-volume work “The Riddle of the Sphinx” in the 1880s. x», in which he proves what a foolish idea it is to believe that myths, sagas and legends came about because people made up something about clouds, something about the sun, earth and the like; that spring myths came about because the popular imagination invented them. Ludwig Laistner – in this respect his book is, of course, imperfect because he knows nothing of the actual state of mind of earlier people, which was more directed towards the real observation of reality – attributes everything to dreams, but at least he goes so far as to ascribe an experience, even if a dream experience, to every mythical construct.

Now, let us look at the dream. It certainly does not correspond to the kind of knowledge we have during the day, when we approach things through our senses; but anyone who studies the dream life intimately – of course, there is no need to stray to the side of the dream books – will see that the dream life is also an expression of a reality. You dream of a tiled stove, feel the heat radiating on you – and wake up with a pounding heart. The dream has symbolized an inner process for you. You dream – I am telling you real things – of snakes that represent all kinds of things to you; you wake up and have some kind of pain in your intestines; the pain in the intestines is symbolized by the snakes. Every dream is basically indicative of a person's inner processes, and a person's inner processes are in turn an expression of the great soul processes. Truly, the world is much deeper than we think in our so-called enlightened times. And anyone who actually studies fairy tales will find such significant psychology in them, for example, that there is already a way to believe in fairy tales, so that the degree of inner soul mood that I use to teach the child something from “Snow White” or “The Easter Bunny” or “St. Nicholas” is such that it can give rise to the very feeling that has a belief in me. I just have to be inwardly imbued with a relationship to the thing. Take 'St. Nicholas': St. Nicholas is definitely what leads back to the old Germanic Wotan, is actually the same as the old Germanic Wotan, and then we come to the World Tree, and we have a clue in the branch that St. Nicholas carries. It is this branch – the Christmas tree is hardly a hundred and fifty years old, it is still quite young – that gradually grows into the Christmas tree. You can see that there are inner connections everywhere. It is only necessary to find one's way into these inner connections, but it is already possible. And then there are quite different imponderables that extend from the mind of the teacher and educator to that of the child. I am not sure whether my answer quite meets the point of your question; it is something like this.

Question (not recorded verbatim): What is the relationship between psychoanalysis and spiritual science?

Rudolf Steiner: You see, in relation to many things, anthroposophical spiritual science is in a position where it has to speak. There are small circles and it forms a large circle; the small circle lies within the large one, but the large one does not lie within the small one, and mostly those people who have the small circles are the most fanatical. Anthroposophy is absolutely the opposite of any fanaticism. Isn't it true that there is a quarter or half truth in psychoanalysis? They try to extract the soul provinces and so on from within, the isolated soul provinces and so on. There is a truth in this, but you have to dig deeper if you want to find the actual basis. So that one can say, as we find with very many views, “Yes, but the other person does not return the same love for us, he finds that because one has to present it more comprehensively, one contradicts him.

I will remind you only of the shining example that is almost always given in most books of psychoanalysis. You will remember it if you have studied the material: a lady is invited to an evening party. The lady of the house – not the invited guest – is supposed to leave for a spa that very evening, leaving the master of the house at home alone. Now the evening party is taking place; the lady of the house is sent off to the spa, the master is back again, the evening party breaks up. The people are walking on the street. Around the corner rushes a droshky – not a car, a droshky. The evening party moves aside to the left and right, but one lady runs in front of the horses, always away, running, running, running, as the others also try and the coachman curses and swears, but she runs until she comes to a stream. She knows very well that you can't drown in the stream – she throws herself into it and is of course now saved. The people don't know what else to do: she is taken back to the house where she just came from, where the master of the house is, in which the lady of the house has just been sent to the bathroom.

Now, a real Freudian – I followed this from the beginning, was very well acquainted with Dr. Breuer, who together with Freud founded psychoanalysis – yes, a real Freudian looks for some hidden complex of the soul: In her seventh or eighth year, when the lady was still a child, she was followed by a horse; this is now a suppressed complex of the soul, and it is coming out. But things are not that simple. I must now apologize, but things are such that the subconscious can sometimes be quite sophisticated. This subconscious has been working in the lady the whole time: if only she could be with the man after the other one has been sent to the bathroom! And now she is getting everything ready – in her conscious mind, of course, the lady would be terribly ashamed to do this, she would not be trusted to do this in her conscious mind, but the deeper, the subconscious mind is much more sophisticated, much worse – she knows how to arrange everything, knows very well in advance: If she runs ahead of the horse and throws herself into the water, she will be carried back into the house because the others know nothing of her real intention.

Sometimes you have to look at completely different things. There is far too much artifice in the method of psychoanalysis today, although it basically points to part of the truth. It is simply an experiment with inadequate means, which is understandable from the materialistic spirit of the age, where one also seeks the spiritual first with materialistic methods.

A teacher: We need to discuss hiring new teachers.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Following further discussion:

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

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

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

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

A teacher: Who should be on the faculty?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dr. Kolisko will take over the whole seventh grade.

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

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

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

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

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

During the last few days I have brought before you the four cosmic Imaginations which can be called up through an intimate human experience of the seasons of the year. If we are to arrive at an understanding of the whole place and situation of man in the world, we must seek it through the working together of the Beings who appear in conjunction with these imaginative pictures. And here I would like first to say something by way of introduction.

If we open our souls to the impressions which may come to us from the content of these pictures, then at the same time there will come to us much that has been experienced in the course of human evolution as an echo of old, instinctive clairvoyance; to-day this is sometimes treated historically, but fundamentally it is not understood. Real poets and spiritually inspired men lay hold of these often wonderful voices which sound from the traditions of the past, and make use of them just when they wish to express their highest and greatest conceptions. But even then they are very little understood. So in the first part of Faust there rings out a wonderful saying which is scarcely at all understood, though it is quoted often enough. It occurs when Faust, having opened the book of Nostradamus, comes upon the sign of the Macrocosm:

Wie alles sich zum Ganzen webt,
Eins in dem andern wirkt und lebt!
Wie Himmelskräfte auf- und niedersteigen
Und sich die goldnen Eimer reichen,
Mit segenduftenden Schwingen
Vom Himmel durch die Erde dringen,
Harmonisch all das All durchklingen

How each the Whole its substance gives,
each in the other works and lives!
See heavenly forces rising and descending,
their golden urns reciprocally lending:
on wings that winnow sweet blessing
from heaven through the earth they're pressing,
to fill the All with harmonies caressing.¹

A magnificent picture—but if one knows Goethe one must say that it is real to him only through his feelings. For what Goethe has evidently drawn from his reading of old traditions and his feeling for them—all this stands in its full significance before our souls only if we have in mind the four great cosmic Imaginations, as I described them to you—the Autumn Imagination of Michael, the Christmas Imagination of Gabriel. the Easter Imagination of Raphael, and the Midsummer, St. John's Day, Imagination of Uriel. You must really picture to yourselves how from all these Beings, Gabriel, Raphael, Uriel, Michael, forces stream out through the cosmos and as formative forces stream again into man. In order to understand this, we must see how man stands within the cosmos in—I might almost call it—a purely material way.

In this connection there is very little understanding, unfortunately, for how things really are. For example, medical textbooks always describe how man breathes in oxygen from the air and how the carbon within him takes up the oxygen; this process is then compared with external combustion, in which all sorts of external substances combine with oxygen. The whole process in the human organism, whereby oxygen is taken up by carbon, is then called combustion.

All this is said because one essential fact is not known—the fact that all external substances and processes become different directly they enter into the human organism. Anyone who speaks of this peculiar combination of oxygen with carbon in man and thinks of it as combustion is talking in just the same way as if someone said: “There is no need for a man to have two living lungs; he could equally well have a pair of stones suspended inside him.” That is more or less how these people talk in speaking of the combustion of oxygen and carbon within the human organism.

Everything that takes place externally in nature is different as soon as it enters a human being. No process within the human organism takes place in the same way as in outer nature. A flame that burns externally is dead fire; that which corresponds to it within the human being is flame living and ensouled: Just as a stove stands towards a lung, so does the external flame stand towards the living activity that goes on in the human organism when carbon unites with oxygen there—a process which, viewed externally, is indeed combustion in chemical terms. All spiritual progress at the present day depends on our being able to grasp these things in the right way. Suppose you take salt with your food, or eat some albumen or anything else, people assume that it remains just the same substance within you as it was outside. That is not true. Whatever enters the human being becomes different immediately. And the forces which make it different proceed in a quite definite way from those Beings whom I have pictured in the four Imaginations.

Let us recall the last picture: how at St. John's tide, Uriel hovers in the heights, weaving his body out of golden light in the golden radiance of the Sun (see Plate V, red.) As I told you, we must picture him with grave, judicial eyes, for his gaze is directed down towards the crystal realm of the earth, and he sees how little are human errors compatible with the abstract but none the less shining beauty of the crystallisation process that goes on below the surface of the earth. That is the reason for his gravely judging gaze, as he looks down and compares human errors with the living activity in the crystals of the earth.

I spoke also of Uriel's gesture as a warning gesture, indicating to men what they ought to do. It calls upon them, if they understand it rightly, to transform their faults into virtues. For up above in the clouds appear the shining pictures of beauty, woven out of the Sun-gold, and they are pictures of all that by dint of virtue humanity has achieved.

Now from the Being who has to be described in this way—and can be described in no other way—there proceed forces which work directly in man, but have also a characteristic further effect. All that I am depicting goes on in high summer. The Uriel-Being, however, is not at rest, but in majestic movement. This must be so, for when it is summer with us, it is winter in the opposite hemisphere, and Uriel is there in the heights. We must picture this clearly, so that if we have the Earth here (see sketch), Uriel appears to us in summer, and then follows a course which brings him after six months to the other side. Then it is winter with us. While Uriel descends (yellow arrow) and while his forces are thus coming to us from a descending line, summer with us passes over into winter, and then Uriel is over the other hemisphere. But the Earth does not hinder his forces from coming to us; they penetrate through the forces which come to us directly from above (red arrows), seeking to permeate us with the Sun-gold of summer, penetrate right through the Earth in winter and permeate us as an ascending stream (red) from the other side.

If we bring before our souls the midsummer working of Uriel through nature into man—for his activity works into the forces of nature—we must picture the forces of Uriel streaming out in the cosmos, raying into the clouds, the rain, the thunder and lightning, and raying also into the growth of plants. In winter, after Uriel has made his way round the Earth, his forces stream up through the Earth and come to rest in our heads. And then these forces, which at other times are outside in nature, have the effect of making us citizens of the cosmos. For they actually cause an image of the cosmos to arise in our heads, illuminating us so that we become possessors of human wisdom.

We speak rightly if we say: Uriel makes his descent as summer passes through autumn into winter. Then in winter he begins to re-ascend, and from this descending and ascending power of Uriel we get the inner forces of our heads. Thus Uriel works in nature at midsummer, and during the winter season he works in the human head, so that in this connection man is truly a microcosm over against the macrocosm.

We understand the human being only if we place him in the world not merely as a being of nature, but as a spiritual being. And just as we can follow the forces of Uriel and see how they stream into man through the course of the year, so must we do with Raphael, who pours his forces into the forces of nature in spring, as I have described. I had to show you how the Easter Imagination is completed through the teaching that Raphael, the great cosmic physician, can give to mankind. For precisely when we allow all that Raphael brings about, working in the springtime forces of nature as Uriel does in summer—when we allow all this to work on us at Easter through the spiritual hearing of Inspiration, then we have the crowning of all the truths of healing for mankind.

But the springtime activity of Raphael travels round the Earth, as Uriel does. In terms of the cosmos Uriel is the spirit of summer; he moves round the Earth and in winter creates the inner forces of the human head. Raphael is the spirit of spring, and in autumn, as he travels round the Earth, he engenders the forces of human breathing. Hence we can say: While during autumn Michael is the cosmic spirit up above, the cosmic Archangel, at Michaelmas Raphael works in human beings—Raphael who is active in the whole human breathing-system, regulating it and giving it his blessing. And we shall form a true picture of autumn only if on the one hand, up above, we have the powerful Michael-Imagination, with the sword forged from meteoric iron, the garment woven out of Sun-gold and shot through with the Earth's silver-sparkling radiance, while Raphael below is working in man, aware of every breath that is drawn, of everything that flows from the lungs into the heart and from the heart through the whole circulation of the blood. Thus man learns to recognise in himself the healing forces which play through the cosmos in the Raphael-time of spring, if in autumn, when the rays of Raphael pass through the Earth, he comes to know how Raphael is active in human breathing.

For this is a great secret: all the healing forces reside originally in the human breathing system. And anyone who understands truly the circuit of the breath, knows the healing forces from the human side. They do not reside in the other systems of the human organism; these other systems have themselves to be healed.

Look back and see what I have said about education: the breathing system comes specially into activity between the ages of seven and fourteen. There are great possibilities of illness during the first seven years of life, and again after fourteen; they are relatively least during the period when the breath pulses through the body with the help of the etheric body. A secret activity of healing resides in the breathing system, and all the secrets of healing are at the same time secrets of breathing. And this is connected with the fact that the workings of Raphael, which are cosmic in spring, permeate the whole mystery of human breathing in autumn.

We have learnt to know Gabriel as the Christmas Archangel. He is then the cosmic Spirit; we have to look up above to find him. During the summer Gabriel carries into man all that is effected by the plastic, formative forces of nourishment. At midsummer they are carried into man by the Gabriel forces, after Gabriel has descended from his cosmic activity during the winter to his human activity in summer, when his forces stream through the Earth and it is winter on the other side.

And when at last we come to Michael, we have him as the cosmic Spirit in autumn. He is then at his highest; he has reached his cosmic culmination. Then he begins his descent; in spring his forces penetrate up through the Earth and live in all that comes to expression in man as movement and the power of will, enabling him to walk and work and take hold of things.

Now bring before you the complete picture. First, the summer picture at the time of St. John: up above, the grave countenance of Uriel, with his judicial look, his warning mien and gesture—and, drawing near to men and permeating them, the mild and loving gaze of Gabriel, Gabriel with his gesture of blessing. So during summer we have the working together of Uriel in the cosmos, Gabriel on the human side.

If we pass on to autumn, we have the—I will not say commanding, but rather the guiding—look of Michael. For if we see it in the right light, Michael's gaze is like a pointing finger, as though wishing not to look into itself, but to look outwards into the world. Michael's gaze is positive, active. And his sword forged out of cosmic iron is held so that at the same time his hand points out to men their way. That is the picture up above.

Below, in autumn, is Raphael, with deeply thoughtful gaze, who brings to mankind the healing forces which he has first—one might say—kindled in the cosmos. Raphael, with deep wisdom in his gaze, leaning on the staff of Mercury, supported by the inner forces of the Earth. Thus we have the working together of Michael in the cosmos, Raphael on Earth.

Now we go on to winter. Gabriel is then the cosmic Angel; Gabriel up above, with his mild and loving look and his gesture of benediction, weaving his garment of snow in the clouds of winter. And below, Uriel, with his grave judgment and warning, at the side of men: the positions are reversed.

And as we come round again to spring, up above we find Raphael, with his deeply thoughtful gaze; with the staff of Mercury which now in the airy heights has become something like a fiery serpent, a serpent of shining fire, no longer resting on the Earth, but as though held forth, using the forces of the air, mingling and combining fire, water and earth, so as to transmute them into healing forces, working and weaving in the cosmos.

And below, quite specially visible, is Michael, coming to meet mankind, with his positive gaze; a gaze that shows the way, as it were, into the world and would gladly draw the eyes of men in the same direction, as he stands close to mankind, the complement of Raphael, in spring.

So there, you see, are the pictures:

Winter: Gabriel above, Uriel below.
Spring: Raphael above, Michael below.
Summer: Uriel above, Gabriel below, with man.
Autumn: Michael above, Raphael below, with man.

Now let us take the words which have come down through the ages like an old magical saying and were used again by Goethe:

Wie alles sich zum Ganzen webt,
Eins in dem andren wirkt und lebt!

How each the Whole its substance gives,
each in the other works and lives

Yes, indeed, Uriel, Gabriel, Raphael and Michael work together, one working in the other, living in the other, and when man is placed in the universe as a being of spirit, soul and body, these forces work magically in him. And how far-reaching is the truth in these words, how far they go! Think what they mean:

Wie alles sich zum Ganzen webt,
Eins in dem andern wirkt und lebt!
Wie Himmelskräfte auf- und niedersteigen

How each the Whole its substance gives,
each in the other works and lives!
See heavenly forces rising and descending,

—rising and descending! And then the lines that follow:

Und sich die goldnen Eimer reichen,
Mit segenduftenden Schwingen
Vom Himmel durch die Erde dringen,
Harmonisch all das All durchlingen!

their golden urns reciprocally lending:
on wings that winnow sweet blessing
from heaven through the earth they're pressing,
to fill the All with harmonies caressing.

Remember how in yesterday's lecture I spoke of it all passing over from plastic form into musical sound, universally resounding harmony.

I cannot tell you what I felt when this stood before my soul and I read again these lines by Goethe: vom Himmel durch die Erde dringen! This durch—it can shake one profoundly, for that is just how it is—it is true! It is staggering to realise that these words ring through the world like a peal of bells and are regarded as poetic licence or something of the sort—or as words that anyone might write in letters or articles. It is not so. These are words which correspond to a cosmic fact. It is really shattering to read these words in the context of Goethe's Faust and to know how true they are.

Now we will go further. We have seen how the heavenly Powers with golden pinions—the Archangels—permeate the universe in harmony, working and living in one another. But that is not all.

Let us look at Gabriel, who draws nutritive forces out of the cosmos and carries them into man at midsummer. These forces are active in the human metabolic system.

Raphael rules in the breathing system. And now Gabriel and Raphael, as they ascend and descend, work together in such a way that Gabriel passes up into the breathing system those forces of his which are otherwise active in human nutrition, and there they become healing forces. Gabriel hands on the nourishment to Raphael, and it then becomes a means of healing. When that which is otherwise only a nutritive process in the human organism is interwoven with the secret of breathing, it becomes a healing force.

We must indeed observe carefully the transformation which external substances undergo in the nutritive system itself: then we come to recognise the significance of the Gabriel forces, the nutritive forces, in man. But these forces are led over into the breathing system. And in working on further there, they become not only a means of quenching hunger and thirst, and not only restorative forces: they turn into forces for the inward correction of illness. The transmuted nutritive forces become healing forces. Anyone who understands nutrition correctly, understands the first stage of healing. If he knows what salt should do in a healthy man, then, if he allows the metamorphosis from the Gabriel-way to the Raphael-way to work on him, he will know how salt can act as a means of healing, in this or that case. The healing forces within us are metamorphoses of the nutritive forces. Raphael receives the golden vessel of nutrition from Gabriel; it is passed on to him.

And now we come to a secret, familiar in early times but entirely lost to-day. Anyone who can read Hippocrates, or, if he cannot read Galen, can still gather something from him, will notice that, in Hippocrates, and even in Galen, those old physicians, there survived something of what is really a great human secret. The forces that prevail in our breathing system are healing forces; they are healing us continually. But when these breathing forces rise into the head, the healing forces become spiritual forces, active in sense-perception and in thinking. Here is the secret that was known at one time; the secret that is almost explicit in Hippocrates and can at least be drawn out of Galen. Thought, perception, the inner spiritual life of man, are a higher metamorphosis of therapy, the healing process; and when the healing element in the breathing system, which lies between the head and the digestive system, is driven further up, as it were, it becomes the material foundation for the spiritual life of man.

So we can say: The thought which flashes through the human head is really a transmutation of the healing impulses that reside in the various substances. Hence if a man sees truly into the heart of this, and has some healing salt-substance, let us say, in his hand, or some remedial plant-substance, he can look at it and say: Here is a beneficent healing force which I can give to man in accordance with his need. But if this substance penetrates into the man and passes beyond the realm of breathing, so that it works in his head, it becomes the material bearer of the power of thought: Raphael then hands on his vessel to Uriel.

Why does a remedy heal? Because it is on the way to the spirit. And if one knows how far on the way to the spirit a remedy is, one knows its healing power. The spirit cannot of itself lay hold directly on the earthly in man; but the lower stage of the spirit is a therapeutic force.

And just as Gabriel passes on to Raphael the nutritive forces, to be transmuted into forces of healing—in other words, he passes on his golden vessel—and just as Raphael passes on his golden vessel to Uriel, whereby the healing forces are made into the forces of thought, so it is Michael who receives from Uriel the thought-forces, and through the power of cosmic iron, out of which his sword is forged, transforms these thought-forces into forces of will, so that in man they become the forces of movement.

Hence we have this second picture: Uriel, Raphael, Gabriel, Michael, ascending and descending; Uriel and Gabriel, let us say, working in one another, but also working with one another, one giving his possession to the other, so that it can work on further in him. We see how the heavenly Powers rise and descend, passing to one another golden vessels—the golden vessels of nourishment, of healing, of the forces of thought and of movement. So these golden vessels move on from one Archangel to another, while at the same time each Archangel works with the other in cosmic harmony.

And again in Faust we find:

Wie Himmelskräfte auf- und niedersteigen
Und sich die goldnen Eimer reichen!

See heavenly forces rising and descending,
their golden urns reciprocally lending:

True indeed, down to the very word “golden,” for these things are woven out of the Sun-gold radiating from Uriel, as I described yesterday.

Goethe had of course read the old saying to which he then gave poetic expression, and it made a tremendous impression on him. But the meaning I have been able to picture for you here—that he did not know. It is just this which staggers one—to find that when out of a certain poetic feeling a spirit such as Goethe's takes hold of something handed down from old traditions, it so incredibly reflects the truth! This is the splendid thing that unites us, if we are cultivating Spiritual Science to-day and these things are revealed to us: when we truly see how Uriel and Raphael and Michael and Gabriel are working together, and how they really do pass on to one another their own particular forces. If we first see this for ourselves and then, having perhaps come across indirectly an ancient saying, through Goethe in this case, we let it work upon us, we see how an old instinctive truth—no matter whether mythical or legendary—was at one time widely current in the world. And then times change, and in our own time we see how the ancient truth has to be raised to a higher level.

O Hippocrates—it is all the same whether we now give the name of Raphael, or Mercury, or Hermes to the one who stood at his side—this Hippocrates lived at a time when twilight was falling over the knowledge of this working together of Gabriel, Raphael and Uriel, and of how the healing forces in the human organism lie between the thoughts and the nutritive forces. This was the source from which an ancient instinctive wisdom drew those wonderful old remedies which in fact are always being renewed. Today they are found among so-called primitive folk, and people cannot imagine how they have been come by. All this is connected with the fact that a primeval wisdom was once possessed by mankind.

But now there must really be a problem left in your minds. It is this. If you take everything I have put before you—how for example the Raphael forces are active in spring and in autumn are carried over by Raphael into the inwardness of the breathing system—you must have been led to suppose that man is entirely bound up with the working of the forces of the cosmos through the course of the year. Originally, indeed, that is how it was. But because man is a being who remembers, so that an outer experience is preserved in memory and after days or years can be relived as an inner experience, so these truths remain entirely valid for the cosmos; but a man does not inwardly experience the Raphael force in his breathing system only in the autumn, but on through the winter, summer and spring. A kind of memory of it, more substantial than ordinary memory, remains.

So while things are arranged in the way I have described, their effects are active in human beings throughout the year. As an experience remains fixed in the memory, so these effects continue all through the year; otherwise man could not be a uniformly developing being all the year round. In physical life, one person forgets more readily, or less readily, than another. But the influence Raphael has implanted in our breathing system during the autumn would disappear by the following autumn when Raphael came again. Until then this nature-memory in the breathing organ remains active, but then it has to be renewed.

So is man placed in the course of nature; he is not excluded from the way the world goes, but planted in the midst of it. But he is placed there in yet another way. It is true that man, standing here on Earth, enclosed within his skin, with his organs embedded in his body, feels himself somewhat isolated in the cosmos, for the connections I have described are indeed full of mystery. But this is not so when man is a being only of spirit and soul—in his pre-earthly existence, for example. Between death and a new birth he lives in a realm of spirit; his soul gazes down not at an individual human body—it chooses this in the course of time—but at the whole Earth, and indeed at the Earth in connection with the whole planetary system, and with all the interwoven activities of Raphael, Uriel, Gabriel, Michael. In that realm, one is looking at oneself from outside.

It is there that the door opens for the entry of souls who are returning from pre-earthly to earthly life. It opens only during the period from the end of December to the beginning of spring, when Gabriel hovers above as cosmic Archangel, while below at man's side is Uriel, carrying cosmic forces into the human head. In the course of these three months the souls who are to be embodied during the whole year come down from the cosmos towards the Earth. They remain waiting there until an opportunity occurs in the Earth's planetary sphere: even the souls who will be born in October, let us say, are already within the Earth sphere, awaiting their birth. Much, very much, depends on whether a soul, after it has entered the Earth sphere and is already in touch with it, has to wait for its earthly embodiment. One soul has a longer wait; another, a shorter one.

The particular secret here is that—just as, for example, the fructifying seed enters the ovum at only one spot—the heavenly seeds enters into the whole yearly being of the Earth only when Gabriel rules above as the cosmic Angel, with his mild, loving look and gesture of benediction, while below is Uriel, with judicial gaze and warning gesture. That is the time when the Earth is impregnated with souls. It is the time when the Earth has its mantle of snow and surrenders to its crystallising forces; then man can be united with the Earth as the thinking earth-body in the cosmos. Then the souls pass out of the cosmos and assemble, as it were, in the Earth sphere. That is the annual impregnation of the Earth's seasonal being.

To all these things we come, if we have insight not only into the physical aspect of the cosmos, but into the activities of those cosmic Beings I have described for you in the four pictures. And if we have arrived at that, we can find in many a poem some indications of the cosmic creative activity, for it is there in the world:

Wie alles sich zum Ganzen webt
Eins in dem andem wirkt und lebt!
Wie Himmelskräfte auf- und niedersteigen
Und sich die goldnen Eimer reichen,
Mit segenduftenden Schwingen
Von Himmel durch die Erde dringen,
Harmonisch all das All durchklingen!

How each the Whole its substance gives,
each in the other works and lives
See heavenly forces rising and descending,
their golden urns reciprocally lending:
on wings that winnow sweet blessing
from heaven through the earth they're pressing,
to fill the All with harmonies caressing.

In these very words we can discern something of that wonderful working together of the four Archangel Beings who, in conjunction with the forces of nature, permeate and animate the bodily nature, the soul and the spirit in man—working in one another, working with one another.

• 1. From the translation of Faust: Part One, by Bayard Taylor, revised and edited by Stuart Atkins. Published by Collier Books, New York, 1962.

My dear friends,

In the previous lessons, we were concerned with meeting the Guardian of the Threshold. And we must understand this meeting well, to the extent that its earnestness can really occupy our minds. For here we enter an area which is essentially different from other areas of spiritual life, what is called spiritual life by today's civilization, that is. The encounter with the Guardian of the Threshold is the first thing one experiences when a relationship with the spiritual world truly and earnestly takes place. A relationship with the spiritual world cannot take place without this understanding of the meeting with the Guardian of the Threshold, because the spiritual world is on the other side of this threshold. So when communications are received from the spiritual world, they should be understood as merely in preparation for a relationship with the spiritual world.

As an example of what we will receive today, my dear friends, I would like to tell you a story taken from ancient esoteric tradition.

Once upon a time a student was accepted into the mysteries. He completed the preliminary stages. And when he had achieved a certain stage of maturity - not that he became what most people nowadays consider clairvoyant, but he entered into a relationship with the spiritual world, the relationship where, as far as feeling is concerned, one correctly receives communications from the spiritual world - the teacher said to him:

Behold, when I talk to you the words I speak are not human words; what I have to say is merely clothed in human words. What I have to say to you are the gods' thoughts, and these gods' thoughts are imparted to you by human words. But it must be clear to you that I am thus appealing to everything in your soul. You must meet the words which I direct to you on behalf of the gods with all your thinking, all your feeling, all your willing. You must receive these words with all your soul's enthusiasm, all its inner warmth, all its inner fire. You must receive them with total alertness, to the limit of your mind's capacity.

But there is one soul-force in you to which I am not appealing. Your memory. And I will be satisfied if you do not hold in your memory what I am now saying to you. I will be satisfied if tomorrow you forget what I have said today. Because what you usually call your memory, and what others call your memory, is only meant for earthly things, and not for godly things. So, when you appear before me again tomorrow, and when I again speak to you, appealing to your thinking, feeling, willing, and to all your enthusiasm, all your warmth, all your inner fire, to your mind's alertness, then these soul forces will be renewed for what is to be received. Everything should be new and freshly vital the next day, and the day after, and every day.

I said that I do not appeal to your memory, to your capacity for remembering. That does not mean that tomorrow you should remember nothing of what is said to you today. But you should not preserve it in your memory alone. You should wait and see what your memory makes of it. What should lead you to me tomorrow in a new attitude, however, should be your feelings, the innermost feelings of your soul; they should preserve what is said to you today. For you see, memory, that capacity for remembrance, is for learning. What the esoteric has to say, however, is not merely for learning, but for life, and every time it approaches you it should be relived without the help of memory's concepts. [Although there is no indication in the original, this appears to be the end of the story. Trans.]

It is in fact true that whenever we are dealing with esoteric truths we should not think: Oh, I know that already. For the essence of the esoteric does not lie in knowledge, but in direct experience. And inwardly, in deeper levels of our souls than where memory has its roots, is where we should grasp and retain the esoteric.

If you reflect on this, my dear friends, it will be of great help in understanding true esoteric life as we continue. For what must be taken seriously is that in the moment that we accept the esoteric, our very understanding of it brings about a different relationship of thinking, feeling and willing in us than our everyday consciousness is accustomed to.

For everyday consciousness, thinking, feeling and willing are bound together. A trivial example may be used to demonstrate how closely bound together thinking, feeling and willing are in normal consciousness. Let's say you know someone, anyone, with whom you had an intimate or a more distant relationship. The things you experienced with him or her have been retained in your memory and permeate your feelings. When you are together with her these things lead you to certain actions in your behavior towards her. You go on in life with such thoughts and feelings. One day someone reminds you of this person, says something about her and your memory is stimulated. If you had loved her, your love is recalled; if you hated her, your hate is recalled. If you had wanted to undertake something together with her, this is also recalled. You cannot separate what you feel and will towards this person with what you think about her. [In German, the gender of this person is not specified; it is immaterial. Trans.]

With this kind of attitude it is not possible to understand esoteric truths correctly. Such truths can only be understood correctly when, for example, the following happens. You know someone with whom you have a certain relationship. Certain aspects of this person are most antipathetic to you. When you are reminded of this person, you can think of her without the antipathy arising. You can simply think about her.

It is quite difficult, my dear friends, to just think about your enemy without letting the animosity towards him arise. One can practice this with a correct grasp of art. You could ask yourself: Am I able to exclusively think about certain despicable characters in Shakespeare's works? If I were to meet such characters in real life, I would feel great antipathy towards them. When artistically presented, however, I can regard them objectively, perhaps just because they are such excellent villains. This is possible in the artistic area, for people do not always feel the urge to jump across the footlights and throttle these Shakespearean villains. It is possible to separate thinking from feeling in the artistic area.

But in order to be a true esotericist one must also be able to do so in real life. At the moment when something derived from the esoteric is said, it must be possible to separate thinking from feeling in this way in order for it to be absorbed by the soul. For they do not separate on their own. At first when we think esoteric things, they are so strongly present within the thoughts, and they are so distant from personal feelings, that we do not understand them if we do not use pure thinking to do so. So if we do not wish to listen to the esoteric like couch potatoes and let everything pass over us with indifference, we must develop feelings and will-impulses apart from those engendered through thinking. Such feelings should be developed in order that the esoteric not remain a cold, icy field, which merely pours through our understanding, when it should immerse us in the brightest enthusiasm. But this enthusiasm, this world of feeling, must come from somewhere else if it does not come from thinking.

For you see, if we want to make our feelings warm in the right way, we must be clear about the fact that when one speaks correctly from out of the esoteric, he is speaking from the godly sphere and therefore our feelings do not encounter thoughts, but realities.

That is why when I gave the first lesson I said that it is the School that speaks here, that is, the true spirit which goes through the School, and that it is necessary to realize that the School has not been born of some personal intention, but that it has been willed and instated by the spiritual world. If we see it in this way, the School's existence will give us the enthusiasm we need.

And then we will understand something else. Yes, my dear friends, in ordinary life and in ordinary science, we are spoken to in words. And when we understand the words, the thoughts they are meant to express come to us because they are contained in the words. The esotericist must also use words, for he must speak. But he uses words only as a means to show how the spirit flows toward us in streams and seeks to pour itself into human hearts.

Therefore, it is necessary that in an Esoteric School a sense is gradually developed to hear beyond the words. And when this sense has been developed it will be possible to acquire - in respect to the esoteric - what has been called in esoteric streams of all times with an attitude of holiness: silence - the silence which preserves holiness. And this holiness-preserving silence is connected with something else, without which the esoteric can not further humanity. It is connected with innermost humility. And without this innermost humility it is not possible to approach the esoteric. Why? Well, when we are exhorted to hear beyond the words, it is an appeal to the innermost essence of our souls, not to our memory. Then our capacity comes into play, to what extent we are capable of hearing beyond the words. And it is good for our souls to hear much. But we should not jump to the conclusion that what dawns in our souls as a result is necessarily valid and should be relayed to the world. We will need much time, even when we hear beyond the words, before we come to terms with ourselves. We should develop the idea that the esoteric must first live and weave wordlessly in the soul before it can be considered to be mature enough.

Therefore, in the esoteric we must go back from what words mean in ordinary life to the deeper understanding in the soul. And that is what I did in the last lesson, my dear friends, when I provided mantric verses for you, in which scanning is used. The first verse had a trochaic rhythm, the second an iambic rhythm and the third a spondaic rhythm. We should feel as though we were descending from the mountain into the valley with the trochaic rhythm, and we should understand how this rhythm, which pertains to thinking, can by grasped only when we feel this descent within the soul. That is why this verse is trochaic, beginning with a stressed syllable and descending to an unstressed one. It was meant to instill in us a kind of psychic blood circulation in spiritual space. We don't just stand still when such mantras penetrate our souls, or voice certain thoughts, but we move together with the spiritual movement of the cosmos, in that human thoughts weave into human souls. So we learned the first verse, which is related to thinking:

See in yourself the weaving thoughts:
Cosmic semblances confront you,
Selfhood as such hides from you;
Plunge beneath the semblances:
Etheric essence flows in you;
Selfhood as such should revere
Guiding beings of your spirit.

Yes, the gods have raised us to themselves by giving us thoughts. And we descend from the peaks upon which the gods have placed us down into the valleys, where we encompass and grasp earthly things with these thoughts.

It is different with feeling. We act correctly if, standing below in the valley, we wish to ascend with our feelings on a spiritual ladder to the gods. Feeling puts us in the opposite wave movement: from below to above. Therefore, the mantric verse has an iambic rhythm. It begins with an unstressed syllable and rises to a stressed one. We should feel it:

Do hear within the flow of feeling:
When semblance and being within you blend,
Your selfhood tends towards the semblance;
So plunge into what's seemingly being:
In you the cosmic-psychic forces live;
Your selfhood then should well consider
Your soul's own vital powers.

And it's again different when we come to the will. To do so, we must be aware that our humanity is split within us. Then we must move close to the gods in feeling and, halfway there, through feeling's strength give birth to the will-impulse. That is only possible if we meditate in the spondaic, beginning with two stressed syllables:

Let strive in you with thrust of will:
What rises out of semblance-being
With creative self it rises up;
Turn life in full to this
Filled with cosmic-spirit-force;
Your inner self should truly grasp
Creative cosmic power in the spirit-I.

As I said last time, it is not a question of understanding the meaning of words, but that we also grasp what lies in the words' movements and that our souls enter into that movement. In that way, we no longer depend only on ourselves, but we grow into the universe.

Words whose meanings alone are grasped leave us unto ourselves. When the esoteric is concerned, however, it is a matter of growing together with the world, that we more and more come out of ourselves. For only so, by coming out of ourselves, are we able to withstand the separation of thinking, feeling and willing. Within ourselves, our corporeal “I” holds thinking, feeling and willing together for everyday consciousness. Outside, they must be held together by the gods. For this, however, we must enter the divine being. And we must grow together with the world. We must learn to develop a sense through which we can say to ourselves in all honesty and earnestness: Here I have my hand; I contemplate it. Over there stands a tree; I contemplate it. I contemplate my hand: it is I. I contemplate the tree: it is I. I contemplate the cloud: it is I. I contemplate the rainbow: it is I. I contemplate the thunder: it is I. I contemplate the lightning: it is I. I feel myself one with the world.

Abstractly, meaning dishonestly, this is easy to achieve. Concretely, meaning honestly, one must overcome many inner aspects. If, however, one does not shy away from overcoming these things, the desired goal will be achieved. For the question the esotericist must ask himself is: I contemplate my hand; it belongs to me. What would my life - which began a few decades ago - have become if I didn't have the hand? It is necessary for all I have become. But the tree: it is as it stands before us today - its conception originally from the Ancient Moon - grown out of the whole earth organism. What was present in the Ancient Moon organism could not have existed had the conception of the tree not been developed. But at that time the conception of my thinking also arose. If the tree didn't exist, I would not be thinking today. My hand is only necessary for my present earthly existence. The tree is necessary in order that I can be a thinking being. Why should the hand be worth more to me than the tree? Why should I reckon the hand more to my physicality than the tree? Little by little I am able to realize that what I call the outer world is much more my inner world than what I considered to be the interior of my physicality in this incarnation. To feel this deeply and sincerely must be learned.

So today we will consider three verses, mantric verses, through which this feeling-one with the whole so-called “outer being” can gradually penetrate deeply into the soul.

What is our attitude initially towards outer being? We look down at the earth. We feel dependent on this earth; it gives us what we need to live. We look into space. The sun rises in the morning; it goes down in the evening; its light streams across the earth; it comes from afar, it goes afar. We look up at night: the heavenly sky speaks mysteriously to us. In this threefold gaze our relationship to the world is determined. I look downward, I look out afar, I look upward. But let us do this with intensive consciousness, let us do it as indicated in the following mantric verses:

Feel how the earth's depths
Press its forces in your being,
In the members of your body.
You lose yourself in them,
If you entrust powerless
Your will to their striving.
Darkly eclipsed will be your I.

[These lines are written on the blackboard.]

Feel how the earth's depths
Press its forces in your being,
In the members of your body.
You lose yourself in them,

- in the forces -

If you entrust powerless
Your will to their striving.
Darkly eclipsed will be your I.

You see, my dear friends, we do not consciously relate what binds us to the earth with our own humanity. We look down at the earth, knowing that crystals are formed in it, knowing that it moves through space, that it exerts a force of gravity, that it attracts the stone that falls to earth, knowing that it attracts even us. We think about all this. What we don't think about are the urges, instincts, cravings and passions that live in us, what we ascribe to lower human nature, and which also belong to the earth. When we look down and ask what the earth causes in us, we should remember: something exists in us, created by the earth, which would drag us down below the human level, which would darken our I, which would push us into the subhuman region. We must be aware that we are so bound to the earth that, despite all its beauty and majesty that spreads over its surface, for us humans the downward force is at the same time a sub-humanizing force. By honestly recognizing this we develop into true human beings.

Then we will be able to not only look downward in our development, but also to look afar in the distance at our own height and to see what surrounds the earth on all sides and describes our humanity within a circle. Thus, something begins physically, which to a certain extent lifts us above the downward pulling earthly forces. Through the downward pulling earthly forces man can become evil; but not so easily through the breath, which also belongs to what encircles the earth. And even less through the light which the sun lets encircle the earth. We consider breath and light as things that have no spiritual importance. But gods live in breath and light. And we must be aware that godly forces are especially active in light and, because they pass through us humans, act differently than the deep earthly forces.

This brings the second mantric verse to our consciousness:

Feel how from cosmic distance
Godly forces let their spirit-light
Shine into your psychic being.
Find yourself in them loving,
And they creating, wisdom weaving
You as self in their circles
Strong for spiritual works of good.

We are not always aware that we can love what flows over our earth as light, be it sunlight or starlight. But we are aware that we can love the sunlight, love it as warmly as a friend, then we also learn how gods in garments of light circle round the earth. Then the opinion that sunlight is merely what illuminates the earth changes for good; sunlight becomes the garment of the gods. And the gods wander over the earth in shining garments. And what we experience from the light becomes wisdom. The gods bring their wisdom to our hearts, into our souls. And now, because of this differentiation in feelings, we have ascended higher.

First, we developed the appropriate feelings in respect to the deep earthly forces. We sensed correctly the part of our humanity that belongs to the deep earthly forces. Then we raised ourselves to that higher part of our humanity which belongs to the godly beings in shining garments moving over the earth, who do not wish to leave man in the earthly sphere but, even while he is walks on the earth, raise him to their spheres, so that when he passes through the gates of death, he can continue to walk in them. For the gods do not want to leave us alone on earth, but want to bring us into their spheres. They want to make us into beings who live among them. The deep earth forces want to separate us from the godly forces.

Therefore, a previous mantra communicated to you:

The first beast's bony spirit:
The will's evil creative power,
Which would estrange your own body
From the soul's inherent strength
And devote it to the counter-forces,
Which would steal in future time
Cosmic being from the gods.

We must, however, also feel this when we are in the world and feel ourselves to be one with the world.

But we have not yet reached our full humanity in consciousness if we cannot look upward. We must gaze into the depths, we must gaze into the distance, we must gaze into the heights. From everyday consciousness which mixes the depth, the distant and the height, we must differentiate depth-consciousness, distant-consciousness, height-consciousness.

[The third verse is written on the blackboard.]

Feel how in heaven's heights
Selfhood can selflessly exist

We can feel that we are gazing up into the heights with full consciousness. Think, my dear friends, about standing outside in a field looking up at a star-bedecked sky. It becomes clearer when we have the opportunity to choose; it can also happen in daylight, but it is clearer at night. We feel at one with the world; we feel: that is you. But the point on earth we stand on, which we consider to be so important that it only encompasses our individual self, dissolves when we gaze up into space. It expands to the hemisphere. If we do this in the right way, then narrow selfhood ends and becomes selfless, for it is infinitely expanded in the heights of space:

Feel how in heaven's heights
Selfhood can selflessly exist,

[writing continues.]

If spirit-filled force of thought
Follows striving in the heights

Who really feels how the gods in shining garments move around the earth with the steaming sunlight and with every breath breathes in and breathes out of the human soul, and who gazes skywards feeling selfless in his selfhood, is soon able to also develop the distance of space within. The following lines are pertinent:

Feel how in heaven's heights
Selfhood can selflessly exist,
If spirit-filled force of thought
Follows striving in the heights

[writing continues.]

And with courage hears the words
Gracefully intoning from above
Into man's genuine being.

The heights are speaking. And just as we can grow in love together with the gods who move around the earth in shining garments, we can also grow together with the words resounding from the heights, if we develop the capacity to strive together with the forces of thinking in the heavenly heights.

But, my dear friends, you will only be able to correctly achieve these inner feelings, which convert your consciousness to a depth, spatial and heights-consciousness, if you make the corresponding verses [about the third, second and first beasts] so deep and visible for your souls as contrasted with these verses [the three verses on the blackboard].

You come before the Guardian of the Threshold. Living thought-images about it should be active in your minds. The Guardian of the Threshold shows you the third beast of which we spoke in the previous lesson. What this beast characterizes resounds within you:

The third beast's glassy eye,
Is the evil counterpart
Of thinking, that denies itself
In you and chooses death,
Forsaking the spirit-force
which before it's earthly life
Lived its life in fields of spirit.

It is what draws us downward. We escape from it by saying with inner courage:

Feel how the earth's depths
Press its forces in your being,
In the members of your body.
You lose yourself in them,
If you entrust powerless
Your will to their striving.
Darkly eclipsed will be your I.

At first glance there seems to be little difference between looking at the beast and what liberates you from it. Both mantras sound similar in that they both characterize the drawing under, except that one specifically describes the beast, while the other indicates watchfulness.

But let us go on to the second beast and take what rescues us from it; place both mantric verses alongside each other: the mood is completely different. In one the gruesome description of the second beast, in the other an appeal to the gods who approach us in shining garments. And we hear these two mantric verses alongside each other, how different their styles are:

The second beast's mocking countenance
Is the evil counter-force of feeling,
Which hollows out its own soul
And creates an empty life
Instead of fullness of spirit
With light from the force of the sun
Before your earthly existence.

Feel how from cosmic distance
Godly forces let their spirit-light
Shine into your psychic being.
Find yourself in them loving,
And they creating, wisdom weaving
You as self within their circles
Strong for spiritual works of good.

Because we begin by describing the third beast, we must place ourselves, as in this mantric verse [Feel how the earth's depths ...], next to the third beast. At first we can not free ourselves, we are only prompted to be aware of where the beast wants to lead us. When we turn to the second beast, and the helping mantric verse [Feel how from cosmic distance ...], the verse is already able to lead us far away from the beast whose ghastliness is characterized by its mocking face.

And when we approach the first beast, which wants to hinder us from hallowing our humanity by gazing up to the heavenly heights, and how we can escape in our innermost being from this beast, if we turn to the mantric verse which leads us upwards to the heavenly heights:

The first beast's bony spirit:
The will's evil creative power,
Which would estrange your own body
From the soul's inherent strength
And devote it to the counter-forces,
Which would steal in future time
Cosmic being from the gods.

And yet: As though we wished to burn up all that this verse says and lift ourselves up in flame, the other verse exists - comforter and grace-giving as opposed to what the first beast is, by means of our own courageous soul-force:

Feel how in heaven's heights
Selfhood can selflessly exist,
If spirit-filled force of thought
Follows striving in the heights
And with courage hears the words
Gracefully intoning from above
Into man's genuine being.

You see, the last time we saw that we practice an inner rhythm when we integrate our own being into the shining light-being of the world, so today we must recognize how the esoteric things which we are learning have an inner connection, so that we must always go back to the previous elements - not only in respect to the meaning of the words, which remain earthly, but to the inner disposition. And this disposition, this mood, comes both from the whole and from the details.

Take for example the first verse: “Feel how the earth's depths”. Here we are directed to the earth's depths. And the other verse directs us to “ The third beast's glassy eye”. They belong together.

In the second verse “Feel how from cosmic distance”: We feel how the gods approach in shining garments. Here we are raised up - if we can really feel it - and away from what mocks the divine in the world. “The second beast's mocking countenance” is truly wiped away by radiant sunshine, if we wish to grasp “radiant sunshine” spiritually.

And the third verse, which begins: “The first beast's bony spirit” ossifies us. We become warm if we are freed from the ossification by gazing at the heavenly heights. So we can also say:

When you see the third beast's glassy eye, stand firm and feel what the earth's depths want from you.

When you see the second beast's mocking face, lovingly receive the sunlight.

When you feel ossified by the first beast's bony spirit, warm yourself as a human being by raising your heart warmly to heaven's heights.

Thus we shall gradually feel our way into spiritual life, and this spiritual life will grow ever more closely related to our soul.

My dear friends, it is necessary to add something, because the School must be taken seriously, and what I said that Wednesday about its conditions must be taken seriously. So I have been obliged to withdraw the membership card from a person who, by neglecting to do what is necessary on duty here, could have caused a great misfortune. I mention this here because I wish to show that the intentions indicated during the Christmas Meeting must be taken seriously. And I request that in the future this should not be understood as a mere manner of speaking, if the fact that this Esoteric School is desired in all earnestness by the spiritual world is deemed valid, and in the moment when someone does not want to be a representative of the anthroposophical movement in the right way, the School must reserve the right to withdraw his membership card. I wish to indicate in all earnestness that the membership card had to be withdrawn from a person - at least for a period of time, until that person shows by his attitude that the opposite is the case. We will grow into the School in the right way if we reject all the flippant views about the anthroposophical movement which have brought so much mischief into the movement. We must grow into the esoteric in full earnestness. And I must say here again that what was meant in the Christmas Meeting has not been understood by everyone. But the School's leadership will be alert and will take the School seriously. Let us bear this in mind as part of today's lesson.

In the short lecture I gave this afternoon before the eurythmy performance, I pointed out how we can see from the relationship that modern humanity has to the festivals of the year how we are entering into materialism. However, one must then grasp the concept of materialism much more deeply than is usually the case. The most dangerous characteristic of the present time is not that people are infected with materialism, but the much more dangerous characteristic is the superficiality of our age.

This superficiality is not only present in relation to spiritual worldviews, but it is also present in relation to materialism itself. It is taken for granted in superficial appearances. This afternoon, for example, I pointed out how, in different times of the year, something like the moods to which people in older times still yielded also came to expression in the festive events of those older times. Various moods were incorporated into the winter solstice festival, the spring festival, the St. John's festival, the Michaelmas festival, those very specific, cult-like or at least cult-like events, which must overcome people when they consciously experience the course of the year.

In this way, the human soul received nourishment, whereas today we only nourish the body. We still take part in the course of the day. When the sun sends forth its morning gold in its own revelation as dawn, we eat our breakfast. When the sun is at its zenith, when it pours its warmth and light particularly lovingly over the human race on earth, we devote ourselves to our midday meal, and so on through five o'clock tea and supper. In these festive events of the day, we join in the course of the day with the sun, by inwardly experiencing this fiery ride of the sun around the world. We experience what the sun performs in its fiery ride around the world by completing hunger and satiation. And so the mood for the human physical organism is there in a very distinct way at certain times of the day. We could call breakfast, lunch, tea and supper the festivals of the day. The human physical organism participates in what takes place in the relationship between the earth and the cosmos.

In a similar way, in older times, when the soul life was felt more intensely from the old instinctive states of clairvoyance, the course of the year was experienced. Certain things even played into the other from one sphere. You only need to remember what remains of these things: Easter eggs, St. Martin's geese and so on. In this way the lower, bodily region plays into the soul region, which must also experience the course of the year in a soul-like way. Now, a materialistic age would still be most likely, I do not want to say for Easter eggs, but for St. Martin's geese and the like, one would also be in favor of the course of the year.

But in olden times these things were not meant with reference to the actual festive mood, but they were attuned to the hunger and satiation of the soul. The human soul needed something different at Christmas time, something different at Easter time, at Midsummer time and at Michaelmas time. And one can really compare what was in the events of the festivities with a kind of consideration for the hunger of the soul precisely in the seasons that occur and with a satiation of the soul in these seasons.

Now we can say: If we look at the course of the sun during the day, we can apply to it that which is good for our body. If we look at the course of the sun during the year, we can apply to it that which is good for our soul.

If festivals are to be revived, then this must naturally happen out of a much more conscious state: out of such an awakening of the soul as is striven for through the anthroposophical world view. We cannot merely restore the old festival seasons historically; we must find them again out of our own soul nature through the newer insights and views of the world. But we distinguish not only between body and soul in man, but also between spirit.

Now it is already difficult for modern man to surrender to certain ideas when speaking of soul. The story becomes blurred and indefinite. Not only that one has experienced how in the 19th century people began to speak of a psychology, a doctrine of the soul without a soul. Fritz Mauthner, the great critic of language, even said: Soul is something so indeterminate that we do not really know any soul, we only know certain thoughts, sensations, feelings that are experienced in us, but we do not know a unified soul in it. We should therefore no longer use the word “soul” at all in the future. We should speak of this indeterminate inner wiggling and no longer say soul, but “soul”. Thus Fritz Mauthner advises that a future Klopstock who writes a “Messiade” should no longer say: “Sing, unsterbliche Seele, der sündigen Menschen Erlösung...”, but rather: “Sing, unsterbliches Geseel, der sündigen Menschen Erlösung...”, if that still makes sense at all within this Geseellehre! So in the future we would not have a psychology, but a soul science.

Now we can really say: the modern man no longer knows anything about the connection between his soul and the course of the sun throughout the year. He has become a materialist in this respect too. He adheres to the feasts of the body, which follow the course of the sun throughout the day. The festivals are celebrated out of traditional custom, but they are not felt to be alive. And we have, in addition to having a body and a soul - or, in the sense of Fritz Mauthner, a Geseel - we also have spirit.

Now, in the course of the world, there are also historical epochs. The human spirit also lives through these historical epochs, which extend beyond the course of a year and span centuries, if it feels them with feeling. In the old days, people experienced them very well. Anyone who is able to enter in the right way, borne by the spirit, in the way that people in older times thought their way into the course of time, knows, as has been said everywhere: At this or that turning point in time, some personality appeared who in turn revealed something spiritual from the heights of the world. And then this spiritual essence has become established, just as sunlight becomes established in the physical world. When such an epoch then entered its twilight, something new emerged.

These historical epochs are related to the development of the spirit of humanity just as the course of the year is related to the development of the soul. Of course, precisely when the development of the spirit must be grasped in a living way, it must be done by learning to understand how changes and metamorphoses occur in the development of humanity through conscious spiritual knowledge. Today, people would rather overlook these metamorphoses altogether. They are somehow outwardly affected by the effects, but inwardly they do not want to deal with the changes that come from the spirit and express themselves in external world events.

One should only look at how a certain way of thinking, feeling and feeling arises in our time among children and young people, which was still foreign to the earlier generation; how great changes occur, which, if one looks at the right elements, are entirely comparable to the development of the year in the development of humanity. Therefore, we should listen to what each age proclaims as its needs, and pay attention when a new age is dawning and demanding something different from people than previous ages have demanded. But for that, people today have only a limited organ.

The great interconnections of life can come to us when we approach the festive mood in the right way from our present consciousness, when, for example, we really let something like the St. John's mood into our soul, and if we try to gain from the St. John's mood that which will help our soul to develop, that which supports our engagement by the cosmos coming to our aid.

Certainly, modern humanity has become more or less indifferent to the things that are connected with the greatness of world development. Today, people no longer have a heart for the insights of the great world connections. The spirit of pettiness has made its way in, I would say the spirit of microscopy and atomization in phenomena that, when you talk about them today as I have to do here, naturally give the impression of the paradoxical.

I would like to point out a particular phenomenon in connection with the St. John's mood. The connection will be somewhat remote, but I would like to point it out. Even if one does not have a very developed sense of the course of the year, what is more natural than to have the impression from the growth of plants, from the growth of trees, that When spring comes, the green sprouts and shoots, and more and more growth, sprouting and blossoming occurs. The whole process of active growth, which gives the impression that the cosmos, with the effects of the sun, is calling upon the earth to open up to the universe, all of this then enters into the time around St. John's Day.

Then the sprouting and budding begins to recede again. We are approaching the time when the earth draws its forces of growth back into itself, when the earth withdraws from the cosmos. How natural it is that from the impression one receives from the course of the year, one forms the idea that the snow cover belongs to winter, that it belongs to winter that the plants, so to speak, creep into the soil of the earth with their being, that it belongs to summer that the plants come out, grow towards the cosmos. What could be more natural than to develop the idea – even if in a deeper sense it is actually correct to have the opposite idea – that the plants are dormant in winter and awake in summer?

I do not want to speak now about this sleeping and waking in terms of right and wrong ideas. I just want to speak about the impressions that one gets, so that people have the idea that summer belongs to the development of vegetation, winter to the withdrawal and creeping away of vegetation. After all, a kind of world feeling develops for the human being. One gets into the feeling of a connection with the warming and illuminating power of the sun when one sees this warming and illuminating power of the sun again in the green and flowering plant cover of the earth, and you get into a feeling as if you were an earth hermit in winter, when the plant cover is not there and the snow coat closes the earth from the cosmos, calling for inner activity. In short, by feeling and sensing in this way, you tear yourself away from your earthly existence with your earthly consciousness, so to speak. You place yourself in the greater context of the universe.

But now comes modern research, which I am not criticizing here – what I am going to say now is not meant as a scolding, but as a praise, even in relation to research itself – now comes modern research and shrugs its shoulders when it comes to the great cosmic connections. Why should one feel uplifted by the divinely illuminating, warming power of the sun when the trees bud, turn green, and the earth is covered with a blanket of plants? Why should one feel a connection with the universe through these plants growing out of the earth? It disturbs one. Cosmic feelings disturb one. It is no longer possible to reconcile having such feelings with one's materialistic consciousness. The plant is a plant, after all. It is as if the plant has a mind of its own when it blossoms only in spring and agrees to bear fruit in summer. How does that happen? You are dealing not only with a plant, but with the whole world! If you are supposed to feel, sense or recognize these things, you are dealing with the whole world, not just with the plant! It's not appropriate! You are already trying not to deal with the substances that are available in powder or crystal form, but with the atomic structures, with the atomic nucleus, with the electromagnetic atmosphere and so on! So you are trying to deal with something that is complete, not with something that points to many things. You should now admit to the plant that you need a sensation that reaches out into the cosmos! It is a terrible thing not to be able to narrow one's field of vision to the mere individual object! We are so accustomed to it: when we look through the microscope, everything around is closed off, there is only the small field of vision; everything happens in such a small, closed way. One must also be able to look at the plant by itself, not in connection with the cosmos!

And lo and behold, at the turn of the 19th to the 20th century, researchers achieved something extraordinary in precisely this area. It was certainly already known from individual plants in relation to hot houses, 'green houses and so on, that one can overcome the summer and winter, but on the whole, at this turn of the 19th to the 20th century, not enough had been achieved to overcome the fact that plants do need a certain winter rest. Discussions were held during this time about the situation of tropical plants. Those researchers who no longer wanted to know anything about the connection with the cosmos claimed that tropical plants grow all year round. The others, who still held on to the old conservative view, said: Yes, when you come to the lush green world of the tropics, you only think that because the plants go dormant at different times, some only for up to eight days. So you don't see it when a particular species is dormant. There were extensive discussions about the behavior of tropical plants. In short, there was a sense of tremendous unease about this connection between the plant world and the cosmos.

Now, just at the turn of the 19th to the 20th century, the most interesting and ingenious attempts have been made in this direction, and a whole range of plants, not just annuals but also trees, which are much stronger, have actually been successfully weaned from their stubbornness, their cosmic stubbornness. We have succeeded in overcoming the dependency on cosmic conditions by creating certain conditions that make plants that were thought to be annuals become perennial. In the case of the majority of our forest trees growing in temperate climates, we have actually succeeded in creating conditions that cause trees that were thought to have to have this winter time, to lose their leaves in winter and stand there withered, to become evergreen. For that was the premise of certain materialistic explanations. In this respect, an extraordinarily ingenious achievement has been made.

It was discovered that the cosmic can be driven out of the trees if the trees are brought into closed rooms and the soil is properly nourished with nutrient salts, so that the plants, which would otherwise find nothing in the wintertime when the soil is so low in nutrient salts, now also find their nutrient salts there. If you provide sufficient moisture, enough warmth and enough light, the trees will grow.

Only one tree in Central Europe resisted this research drive at the beginning of the 20th century. It was the beech, the copper beech. It was hounded from all sides, and now it was said to be willing to be locked up in closed rooms! It was provided with the necessary nutrients, with the necessary moisture and warmth – but it remained stubborn and continued to demand its winter rest. But she was all alone.

And now, in this 20th century, in 1914, we have to note - I do not want to talk about the outcome of the world war, but about another great historical event - the great, powerful event that Klebs, a researcher who was extraordinarily favored by research in this field, succeeded in exorcising the beech's cosmic stubbornness. He simply succeeded in growing beech trees in closed rooms, providing them with the necessary conditions in closed rooms: the appropriate sunlight, which could be measured. And lo and behold, the beech did not resist; it also yielded to what the researchers wanted.

I am not referring to a phenomenon that I have reason to criticize, because who could not admire such tremendous research effort. Besides, it would of course be madness to want to refute the facts. They are there, they are like that, they are absolutely like that. So it is not a matter of agreement or refutation, but something else.

Why should it not be possible to create hair growth outside of humans and animals if the necessary conditions for hair growth could be found somewhere on neutral ground? Why not? The appropriate conditions just need to be somehow produced. I know that there are some people in our time who would prefer their hair to grow on their heads rather than be produced externally by some kind of cultivation! But we could imagine that this would also succeed. Then we would seemingly no longer need to somehow connect what happens on earth with the cosmos.

Of course, one can have all due respect for research, but one must nevertheless see deeper into these things. Apart from what I developed here some time ago about the nature of the elements, I would like to say the following today. It must be clear that, for example, the following is the case. We know that once upon a time the Earth and the Sun were one body. That was a long, long time ago, in the Saturn era, the Sun era. Then there was a brief repetition of this state during the Earth era. But something remained behind in the earth that belongs there. Today we are bringing it out again. And we are not only bringing it out of the repetition that occurred during our time on earth by heating our rooms with coal, but we are bringing it out by using electricity. For from those times when, according to the old Saturn time, in the solar time, the sun and the earth were one, the foundation was laid for us to have electricity on earth. With electricity, we have a force that has been connected to the earth since ancient times, which is solar power, solar power hidden in the earth.

Why should not the stubborn beech tree, if only we tackle it hard enough, make use of the solar energy flowing in from the cosmos, instead of using the solar luminosity obtained from the earth in the form of electricity!

But it is precisely when we consider these things that we realize how much we need a deepening of our whole knowledge. As long as people could believe that solar energy came only from the cosmos, they came from the immediate present observation of each year to an awareness of their cosmic connection in plant growth. In the present age, when materialistic considerations would sever that part of the Cosmos which can be so easily seen as a cosmic effect, we must, when we look at the apparent autonomy of the plant, have a science that remembers that the cosmic connection between earth and sun existed in older times, but in a different form. We need, precisely, on the one hand, to be restricted as if under a microscope, but on the other hand, we need an all the more intensive breadth of vision, and it is precisely in the details that it becomes clear how we need this breadth of vision.

It is not at all a matter of us on anthroposophical ground revolting in an amateurish way against the progress of research. But since the progress of research, by its very nature, must increasingly lead us to that earthworm nature of which I have often spoken here, so that we have no free view into the distance, we must gain the broader view, the great cosmic We need the counter-pole everywhere. Not antagonism towards research, but we need the spiritual, the spiritual counter-pole. That is the right point of view for us to take. And I would like to say that it is also a St. John's mood when we inscribe this in our minds, when we realize how we must now live in a world-historical St. John's mood, how we must turn our gaze out into the vastness of the cosmos. We need this. We need this especially in our spiritual knowledge. Today, mere talk of the spiritual is not enough; what is needed is a real penetration into the concrete phenomena of the spiritual world. What is brought out of the cosmic development of the Earth, by drawing attention to the development of Saturn, the Sun, the Moon, the Earth, and so on, has enormous implications in terms of knowledge, including knowledge of history.

When, on the one hand, materialistic science, in such brilliant research results as those of Klebs, draws our attention to the fact that even the stubborn beech tree can be made to do without sunlight and light, as it otherwise only does under the influence of sunlight, then this leads us, if we have no spiritual knowledge, to crumbling everything in the world and narrow our field of vision. There is the beech tree in front of us, the electric light promotes its growth, but we know nothing but this, which arises in the narrowest field.

If we are endowed with spiritual insight, we say something different. Then we say to ourselves: If the beech's Klebs withdraws the present sunlight, then it must give it to it in the form of electricity, the ancient sunlight. Then our vision will not be narrowed, but on the contrary, our vision will be expanded into the vastness. Oh well, say the people who do not want to know anything more about the spiritual course of the year, one day is like the other: breakfast, lunch, tea time, supper time; it's good if there is something better at Christmas, but basically it goes on like this day after day throughout the year. We only look at the day, that is, at the outward material of the human being: Oh well, cosmic connections! Let us emancipate ourselves from such a world view! Let us realize that even the wayward beech no longer needs the cosmos. If we lock it in a closed prison, we only need to provide it with electric light of sufficient strength, and it will grow without the sun! — No, it just does not grow without the sun. We just have to know how to seek out the sun in the right way when we do something like that. But then we must also be clear about the fact that it is something different, a different relationship. When we look with a broad view, it turns out that it is something different whether we let the beech thrive in the cosmic sunlight, or whether we give it the light that has become Ahrimanic, originating from ancient times. And we recall what we have often said about the normal developmental process and the Luciferic on the one hand, and the Ahrimanic on the other.

If we have a sufficient insight into this, then we will not lick our fingers out of sheer cleverness that we have now overcome the cosmic obstinacy of the beech, but we will go much further. We will now proceed to the juices of the beech and examine the effect on the human organism, we will examine the effect on the human organism of the beech that we have left to its own devices and of the beech that we have removed its stubbornness with the electric light, and we will perhaps learn something very special about the healing properties of one beech and the other. Then we have to go into the spiritual!

But how do you deal with these things today? You have an admirable interest in research. You sit in a classroom, you are an experimental psychologist, you write down all sorts of words that have to be memorized, you test memory, you experiment on children, and you discover something tremendously interesting. Once you have awakened an interest in something, then of course all things in the world are interesting; it depends only on the subjective point of view. Why should one not be able to make it so that a stamp collection is much more interesting than a botanical collection? Since that can be the case, why should it not be possible for something like that to happen in another area? Why should one not be able to gain some interest from the tortures to which children are subjected when they are experimented on? But everywhere one wonders whether there are not higher obligations, whether it is at all advisable to experiment with children in this way at a certain age. The question arises as to what one is corrupting there. And the even stronger question arises as to what is spoiled in the teachers when, instead of demanding a lively, warm relationship from them, an experimental interest is demanded from the results of experimental psychology. So it really depends on whether, when one puts oneself in the right relationship to the sensory world with such research, one also puts oneself in the right relationship to the supersensible world.

Now, of course, it will be able to roar with joy to certain people who speak of the necessary objectivity of research: So he wants to claim that there are some spirits who find it immoral when the beechwood glue takes its stubbornness in this way! — That doesn't occur to me at all. It doesn't occur to me in my dreams. Everything that is done should be done, but you have to have the counterweight to it. And in an age in which we have emancipated ourselves from cosmic perception regarding the growth of beech trees, there must also be a perception on the other hand, in a civilization that absorbs such things, of how spiritual progress occurs in the evolution of humanity. In an age such as our own, a sense of the times is essential. I do not wish to restrict research, but it must be felt that something else must be set against it. There must be an open heart for the fact that at certain times, these and those things from the spiritual world always reveal themselves. If, on the one hand, materialism becomes overgrown and leads to strong and great results, then those who have an interest in such results should also have an interest in the research results about the spiritual world.

But this lies at the very heart of Christianity. A correct view of Christianity, after the Mystery of Golgotha and in the continuing effect of Christ's earthly existence, sees in the nature of Christ the Christ-power, the Christ-impulse. And that means that when the autumn mood sets in, when everything becomes arid and barren, when the sprouting and budding in the nature of the senses ceases, then one perceives precisely the sprouting and budding of the spirit, when one can feel the glistening and glowing of the spirits in the tree as it sheds its leaves, and these spirits now accompany man through the winter.

But in the same way, we must learn to feel how, in an age that, from a certain point of view, rightly sets about understanding the details, narrowing our view of the details, our view must also fall on the big, the comprehensive. That is the St. John's mood in relation to Christianity. We must understand intuitively that the St. John's mood is the starting point for the event that lies in the words: “He must increase, but I must decrease.”

That means that the impression on man of all that is conquered by sense research must decrease. And precisely by penetrating more and more into the individual senses, the impression of the spiritual must become ever stronger and stronger. The sun of the spirit must shine ever more brightly into the human heart, the more the sun that works in the sense world diminishes.

We must feel the St. John's mood as the entrance into spiritual impulses and as the exit from sensual impulses. We must learn to feel the St. John's mood as something in which it weaves and blows, spiritually and demonically blows from the sensual into the spiritual, from the spiritual into the sensual. And we must learn to shape our spirit lightly through the St. John's mood, so that it does not just stick like pitch to the fixed contours of ideas, but that it finds its way into weaving, blowing, living ideas. We must be able to notice the glowing of the sensual, the dying away of the sensual, the glowing of the spiritual in the dying away of the sensual. We must feel the symbol of the illumination of the St. John's night moth as something that also has its meaning in the dimming of the lighting.

The St. John's night moth glows, the St. John's night moth dims again. But by glowing, it leaves alive in us the life and weaving of the spiritual in the twilight of the senses. And when we see the little spiritual ripples everywhere in nature, just as we see symbolically in the sensual the glowing and damping of the Johanniswürmchen, then we will, when we can do this with full, bright, clear consciousness, find the right Johannis mood for our age. And we need this right Midsummer mood, for we must go through our time in such a way that the spirit learns to become fervently alive, and that we learn to follow meaningfully the fervently alive spiritual.

St. John's mood - towards the future of humanity and the earth! No longer the old mood, which only understands the sprouting and sprouting of the external, which is glad when it can also imprison this sprouting and sprouting, can put under electric light that which otherwise thrived happily in sunlight. We must learn to recognize the flashing and blossoming of the spirit, so that electric light becomes less important to us than it is in the present; but that we may thereby sharpen our view, the Johannic view, for that ancient sunlight that appears to us when we open up the great spiritual horizon, not only the narrow earthly horizon, but the great horizon from Saturn to Vulcan.

If we allow the light that appears to us on this great horizon to have the right effect on us, then all the trivialities of our age will be able to appear to us in this light, and we will move forward and upward. Otherwise, if we do not make up our minds to do so, we will move backward and downward.

Today, it is all about human freedom, about human will. Today, it is all about the independent human decision between forward or backward, between upward or downward.

by Hella Wiesberger

At the re-establishment of the Anthroposophical Society at Christmas 1923/24, Rudolf Steiner spoke of his plan to establish the new esoteric school in future as a “Free University for Spiritual Science” with three classes and pointed out that such three classes had existed before, only in a slightly different form. These were the three working groups or departments of the Esoteric School, as they had existed from 1904 until the outbreak of the First World War in the summer of 1914. In keeping with the precept of maintaining continuity as far as possible, he had also linked these groups to what already existed at the time and which lay in the direction of his own intentions: for the first group to the Esoteric School of Theosophy of the Theosophical Society, for the second and third groups, from which the department of the cult of knowledge was formed, to a society with masonic cult forms. ¹

Structure

The Esoteric School of Theosophy – abbreviated as E.S.T. or simply called E.S. – was founded in 1888 by H.P. Blavatsky and was under her sole leadership until her death in 1891.² After that, Annie Besant and W.Q. Judge took over together, and from 1895 A. Besant alone.” The few German Theosophists who were seeking esoteric training were affiliated with this E.S. in London. It was only through Rudolf Steiner that a German Esoteric School was established together with the German Society.

The following can still be reconstructed today about the successive development of the first circle initially affiliated with the E.S.T.

On October 20, 1902, the German Section of the Theosophical Society, based in Berlin, was officially founded with Rudolf Steiner as General Secretary and Marie von Sivers as Secretary. Annie Besant, one of the most active representatives of the Theosophical Society and then head of the Esoteric School, came to Berlin and delivered the certificate of foundation. On this occasion, Rudolf Steiner asked her to admit him to the E.S.³ He reports on this in his “Life Course” (chapter 32) as follows:

"In this context, I must discuss something that the opposing side, shrouded in a fog of misunderstanding, repeatedly brings up. For personal reasons I need not talk about it at all, because it had no influence on my development or on my public work. And compared to everything I have to describe here, it remained a purely “private” matter. It is my admission to the “Esoteric School” within the Theosophical Society.

This “Esoteric School” goes back to H.P. Blavatsky. She had created a place for a small inner circle of the Society where she shared what she did not want to say in the general Society. Like other experts on the spiritual world, she did not consider it possible to communicate certain deeper teachings to the general public.

Now all this is connected with the way in which H. P. Blavatsky came by her teachings. There has always been a tradition of such teachings, going back to the old mystery schools. This tradition is cultivated in all kinds of societies, which strictly guard against the teachings of the societies from leaking out.

But from some quarter it was thought advisable to communicate such teachings to H. P. Blavatsky. She then connected what she received with revelations that arose within her. For she was a human individuality in whom the spiritual worked through a remarkable atavism, as it once worked in the leaders of the mysteries, in a state of consciousness that, compared to the modern one, was pervaded by the consciousness soul and tuned down into the dream-like. Thus, something in Blavatsky was renewed that had been at home in the mysteries of ancient times.

For the modern man there is an infallible way to decide what of the content of spiritual vision can be communicated to wider circles. This can happen with anything that the researcher can clothe in such ideas as are proper to the consciousness soul and as, by their very nature, also come into play in recognized science.

The situation is different when spiritual knowledge lives not in the consciousness soul but in more subconscious soul powers. These are not sufficiently independent of the forces at work in the physical. Therefore, for teachings that are brought from subconscious regions in this way, the communication can become dangerous. For such teachings can only be absorbed by the subconscious again. And teacher and student are moving in an area where what is beneficial and what is harmful to the human being must be treated very carefully.

All this does not apply to Anthroposophy because it draws its teachings entirely from the unconscious region.

Blavatsky's inner circle lived on in the “Esoteric School”. I had placed my anthroposophical work within the Theosophical Society. Therefore, I had to be informed about everything that was going on in it. For the sake of this information and because I myself considered a narrower circle necessary for those who had progressed in the anthroposophical spiritual knowledge, I allowed myself to be accepted into the “Esoteric School”. However, my narrower circle was to have a different meaning than this school. It was to represent a higher section, a higher class for those who had absorbed enough of the elementary knowledge of anthroposophy. Now I wanted to tie in with what already existed and what had been established historically. I wanted to do this with regard to the Theosophical Society and also with regard to the Esoteric School. That is why my “inner circle” initially existed in connection with this school. But the connection was only in the institutions, not in what I communicated from the spiritual world. So in the early years, my inner circle looked like a department of Mrs. Besant's “Esoteric School”. Internally, it was not at all like that. And in 1907, when Mrs. Besant was at the Theosophical Congress in Munich, the external connection between us also ceased completely, according to an agreement between Mrs. Besant and me.

The possibility that I could have learned something special from Mrs. Besant within the “Esoteric School” was out of the question, because I did not attend events of this school from the very beginning, except for a few that were intended to provide me with information about what was going on.

At the school at that time there was no other real content than that which came from H. P. Blavatsky, and that was already printed.⁴. In addition to this printed material, Mrs. Besant gave all sorts of Indian exercises for the advancement of knowledge, which I rejected.

Thus, until 1907, my immediate circle was, in a sense, related to what Mrs. Besant cultivated as such a circle in terms of the institution. But it is completely unjustified to make out of these facts what opponents have made out of them. They went so far as to assert the absurdity that I was led to the spiritual knowledge only through the esoteric school of Mrs. Besant."

The letters summarized in the first part of this volume document that Rudolf Steiner was asked for esoteric instructions immediately after the founding of the German Section, that is, even before he was officially nominated Arch-Warden (National Leader) of the Esoteric School in 1904. The formation of a circle, which he considered necessary and which his first students hoped for, is hinted at in the letter to Marie von Sivers of April 16, 1903, which states: “Without a core of true Theosophists who, through the most diligent meditation work, improve the present karma, the Theosophical teaching would only be preached to half-deaf ears.” (GA 262), as well as by the answer to a corresponding question from Mathilde Scholl: “It would be quite nice if the newer members of the E.S. in Germany would somehow come together more closely. We need that especially in Germany. For the E.S. must become the soul of the Theosophical Society.” (Letter dated May 1, 1903, $43.

One year after this statement, in May 1904, Rudolf Steiner and Marie von Sivers spent a week in London to discuss with Annie Besant his role in the E.S. Marie von Sivers was always present as an interpreter during his personal conversations with Annie Besant. In a circular letter dated May 10, 1904, sent to all members of the E.S. in Germany and Austria, Annie Besant announced that Rudolf Steiner had been authorized to act as Arch-Warden for Germany and Austria. According to his statements, he was also responsible for German-speaking Switzerland and Hungary.⁵ Annie Besant's circular letter of May 10, 1904, read as follows (see facsimile on page 26):

To all members of the E.S. in Germany and Austria.

I hereby appoint Dr. Rudolf Steiner as Arch-Warden of the E.S. in Germany and the Austrian Empire, with full authority, as my representative, to call meetings of the school, to organize groups and appoint Wardens, and to do all else necessary for the welfare of the school, remaining in direct communication with myself. Annie Besant.

(To all members of the E.S. in Germany and Austria.

I hereby appoint Dr. Rudolf Steiner as Arch-Leader of the E.S. in Germany and Austria, with full authority as my representative to hold meetings of the school, organize groups and appoint leaders, and to do everything necessary for the welfare of the school in direct communication with myself. Annie Besant.

Upon his return from London to Berlin, Rudolf Steiner began to build up his Esoteric School in addition to his activities for the public dissemination of spiritual science and the development of the Society. Since he placed the main emphasis of his activity from the very beginning on public work, he began to present the Christian-Rosicrucian path of training that is necessary for the West in a series of articles in the public Theosophical journal “Lucifer-Gnosis”, which he founded and edited: “How to Know Higher Worlds?” (June 1904 to 1908, 1st edition 1909). The earliest date of an E.S. event undertaken by him in his capacity as Arch-Warden of the E.S.T. also dates from this month of June 1904. It was during the days of the Theosophical Congress in Amsterdam, which lasted from June 18 to 21, 1904, and in which, in addition to Rudolf Steiner and Marie von Sivers, several German Theosophists also participated; among them were Mathilde Scholl from Cologne, Sophie Stinde and Pauline von Kalckreuth from Munich, Günther Wagner from Lugano and his sister Amalie Wagner from Hamburg. Mathilde Scholl reports that Amalie Wagner was to be accepted into the E.S. at the time and that Rudolf Steiner organized this acceptance in her hotel room. However, this can only have been a kind of anticipation, since the official E.S. work was only established from Berlin after the Amsterdam Congress. The first esoteric lessons took place there on July 9 and 14, 1904; at any rate, these are the two earliest known dates for esoteric lessons in Berlin, and from the available notes it can be seen that the E.S. work in Berlin began at that time. But these lessons must actually still be counted among the preliminary stages, which basically extended into the fall of 1905. For it was only when the second and third departments were established that the school was fully formed.

During the month of August vacation in 1904, Rudolf Steiner addressed personal letters to various external members, admitting them to the school or inviting them to join. Another E.S. meeting was planned for the beginning of September (according to a letter dated August 29, 1904 to Günther Wagner); however, it is not known whether it actually took place.

In the second half of September 1904, Rudolf Steiner accompanied Annie Besant on her lecture tour through several German cities and repeated the public lectures she gave in English in German. At the last stop on this trip, in Cologne, where both were staying with Mathilde Scholl, a meeting of E.S. members also took place, according to her account: “Mrs. Besant, Dr. Steiner, Fräulein von Sivers, Miss Bright, Mr. Keightley, Mathilde Scholl in Mrs. Besant's room. Before we left the room, Mrs. Besant spoke with Dr. Steiner about the study material for E.S. students. She recommended Leadbeater's “The Christian Creed.” Dr. Steiner replied politely but firmly that he could not use this book for his students.

In the period that followed, until May 1905, a few esoteric lessons took place in Berlin. But the first official orientation through the “long-prepared circular letter to the German E.S. members” with rules did not take place until the beginning of June 1905.

In October 1905, when a large number of members travelled to Berlin at the express request of Rudolf Steiner for the general assembly of the German Section and the School was expanded to include the second and third sections of the Knowledge of Religion, several E.S. lessons were also held. Steiner personally wrote down the content of the lesson of October 24, 1905 for Anna Wagner, the wife of Günther Wagner, who had been unable to attend for health reasons. ⁶ This is the only esoteric lecture recorded in his handwriting, apart from the short summary in a letter from the lecture on October 4, 1905 for Adolf Kolbe in Hamburg. All other records of such hours were made by participants afterwards from memory, since it was not allowed to take notes during the hours themselves.

From this autumn of 1905 onwards, more and more esoteric hours took place not only in Berlin, but also in other German cities and later in other countries, where Rudolf Steiner's students worked in this way. After the outbreak of the First World War in the summer of 1914, the esoteric work was discontinued because strictly closed events could be mistrusted, but also because it was not possible to work esoterically in a time so burdened by strong emotions. It was only ten years later, in connection with the re-establishment of the Anthroposophical Society, that an Esoteric School was re-established.

The rules

From the relevant documents it can be seen that during the period of the establishment of the first esoteric working group, “rules” were set up that were based on those of the E.S.T. The latter were originally very strict, but over time they were modified several times. At the time of Rudolf Steiner's affiliation, admission to the T.S. could be requested after two years of membership. The school was divided into grades, which could be worked through in four different ways or methods (disciplines): a general one, a special yoga one, a Christian-Gnostic one, and a Pythagorean one. Before one was admitted to the actual training, however, one had to belong to the probationary or hearer order (Shrävaka order in Indian) for at least one, and later two, years. Upon admission, a written “promise” had to be given to treat the received papers confidentially and to return them upon request. After the prescribed probationary period, one could be admitted to the actual first degree, provided one was willing to make the written vow to make Theosophy the all-determining factor of one's life.

Since Rudolf Steiner's first esoteric study group was outwardly affiliated with the examination order of the E.S.T., and within the general discipline therefore in the first rules issued by him the designation “Shrävaka-Orden” - was connected, his students also had to give the obligatory “promise”, as can be seen from various letters. He ran his working group completely independently of this. For example, there were no electable disciplines, even though the four disciplines are mentioned in the letters to Anna and Günther Wagner dated January 2, 1905. But at that time everything was still in the process of being formed and soon after it had obviously become a matter of course to follow Rudolf Steiner's intentions. For example, on January 23, 1905, Mathilde Scholl, who through his mediation in May 1904 had been accepted by Annie Besant into the first degree of the E.S.T. in London, but had not yet received his instructions, wrote to him: “Personally, it is now of no importance to me at all whether Mrs. Mead sends the writings or not, because everything I need you give me and is given to me, and that is so much that I can only raise my eyes with awe and wonder at all that is coming.” Similar words are spoken in a letter from Günther Wagner, who wrote to him on April 3, 1905: “Months ago I received from Mrs. Oakley an English E.S. pamphlet containing messages about the four paths that are taken in the E.S., which you also mention in your kind and loving letter to my wife. My wife and I have decided to follow the 'Christian' path and now ask whether we should also start on April 1 in Germany, as stated in the English pamphlet. Will a German instruction be issued? Probably, since you cannot give written instructions to all E.S. members living abroad. I would also like to know whether there are any other regulations for students in the first degree (according to the old regulations) than those in the English brochure, or whether everyone should follow these from now on. On January 2, you wrote to my wife, instructing her to do the exercises for four weeks from around January 6. She did that and continues to do so, but she too is asking for further instructions.” These questions were answered more and more with the first E.S. circular letter of June 5, 1905 and the further instructions given.

Thus far, the gradual development of the first circle can be reconstructed. However, the question of how the oath of the E.S.T. was handled remains open, since Rudolf Steiner's pupils did not go through the degrees of the E.S.T. and yet there are some such oaths that, as far as they are dated, date from 1906. Whether they were given at the time of admission to the first degree of the Section for the Cult of Knowledge or in some other context is not known. In any case, in the same year, 1906, Rudolf Steiner also wrote to an esoteric disciple: “Please do not regard the keeping of secrets as an obligation in principle, but as a temporary one, due to the confused present circumstances in the E.S. and T.S. ... I myself would be glad if this too need not be.” This statement is consistent with the fact that nothing of it has been handed down - although the circle of students had already grown quite large - that after the separation from E.S.T. in May 1907, Rudolf Steiner had written promises made. In fact, when the Esoteric School was re-established in 1924, the only appeal made with regard to the obligation to treat the teaching material received confidentially was to the sense of responsibility of the individual. In this sense, Marie Steiner wrote after Rudolf Steiner's death: “He did not believe that esotericism could be practised as in earlier times, in the deepest seclusion, with strictly binding vows. These were no longer compatible with the sense of freedom of the individual. The soul must come before its own higher self and recognize what it owes to this self and to the spiritual world in reverent silence.” ⁷

The teaching material

The teaching was divided into three parts, so to speak: the rules and exercises that applied equally to all students; the personal exercises; and the esoteric lessons, in which the intimacies of the training path were discussed and the consciousness was directed to the great teachers of humanity, the masters of wisdom and of the harmony of feelings, as the actual leaders of the school. The ideal goal of the training was, through the higher consciousness developed by the exercises, to gradually find access to the Masters themselves.

The descriptions of the nature and work of the Masters, as imparted in esoteric hours, were intended to help on this path. The little that has been handed down is summarized in the section on the Masters. However, since Rudolf Steiner not only spoke about them in esoteric lessons, but also in lectures for members of the Society and even in public, a sufficient idea can be gained from the picture that he painted of the Masters. See the attempt at an overview in the appendix to the section 'From the teaching material on the Masters...'.

Knowledge about the masters has been of fundamental importance in the Theosophical Society and its Esoteric School since its inception.⁸ For Rudolf Steiner himself, the existence of the masters was a reality that he had personally experienced decades before his association with the Theosophical Society. He testified to this on several occasions.⁹ He also taught from his own experience the necessity of teaching the truths of occultism to the world, as he received them from his master. Beiträge zur Rudolf Steiner Gesamtausgabe», Heft 83/84, 1984. There is also personal testimony that he was convinced by his Master of the necessity of teaching the truths of occultism to the world:

”... if the Master had not been able to convince me that despite everything [the immaturity of the time for the high truths of occultism], Theosophy is necessary for our age: I would have written only philosophical books even after 1901, and, speaking literarily and philosophically.” (Letter of January 9, 1905 to Marie von Sivers, GA 262).

And he had only joined the Society after he had realized at the “endpoint of a long inner development” that “the spiritual forces I must serve are present in the T.S.” ¹⁰

However, while in the T.S. the Masters were always spoken of as the “Masters of Wisdom”, he spoke of them as the “Masters of Wisdom and Harmony of Feelings” or also the “Feelings of Humanity”, because they not only possess a high degree of wisdom, but also an “unlimited source of love for humanity” (letter of August 2, 1904, p. 62). This nuance, like everything in his work, points to the central point of his spiritual knowledge: the unique significance of the Christ principle for the development of all humanity and the Earth. For Steiner, Christ was the Master of all Masters and the “Masters of Wisdom and of the Harmony of Feelings” were those who “stand in direct connection with the forces of the higher hierarchies” (Düsseldorf Lecture, June 15, 1915) and who have grasped that “the progress of humanity depends on the comprehension of the great event of Golgotha” (Berlin, March 22, 1909).

The most enlightening thing about Rudolf Steiner's personal relationship with the masters is probably what he said in one of his very first public lectures in Berlin. Referring to the description of these highly developed individuals in Sinnett's “Secret Buddhism”, he tried to make it clear that, if one bears in mind that there are endless possibilities on the ladder of development — from the least developed to, for example, Goethe and beyond — the concept of the master need not be strange to European thinking. And then follow the words that are so decisive for him:

”...that the so-called masters are great inspirers for us - nothing more - great inspirers in spiritual realms. However, their development goes far beyond what is offered by popular culture. They are great inspirations for us; but they do not demand faith in any authority, not faith in any dogma. They appeal to nothing but one's own human insight and provide guidance on how to develop the powers and abilities that lie in every human soul, through certain methods, in order to ascend to the higher realms of existence.” (Berlin, October 13, 1904)

In the following lecture, he characterizes the masters in such a way that it can be understood how they, in particular, respect human freedom to the highest degree, so that no kind of dependency can arise. For example, no one can suffer harm from the rules in “How to Know Higher Worlds,” in contrast to much of what is touted in such fields today. But because so much is being advertised that is not only worthless but can also be harmful, “the Masters have given permission to publish such rules.” (Berlin, December 15, 1904).

Taking the various statements about the Masters, at first glance they seem to contradict each other. In particular, what was said in the lecture of October 13, 1904 seems to contradict what is to be read in letters to esoteric disciples: “I can and may only lead so far as the exalted Master, who guides me Himself, gives me the instruction” (Letter of August 11, 1904); or when it is said that the theosophical teachings go back to the Masters:

"We say rightly that Theosophy did not come into the world through this or that book, nor through this or that sum of dogmas. Theosophy comes from those exalted individuals whom we call the Masters of wisdom and of the harmony of intuitions, because they have opened the sources of spiritual life, which can henceforth flow into human beings.

“Spiritual life ultimately goes back to those sources that we seek in those individualities whom we call the Masters of Wisdom and of the Harmony of Feelings. In them we find the impulses, if we seek them rightly, of how we are to work from epoch to epoch, from age to age.” (Berlin, December 26, 1909)

However, if we delve into these various statements, the apparent contradiction between them disappears. It becomes clear that Rudolf Steiner himself belongs to those initiates who receive the impulses of the masters with their free powers of thought and have to elaborate them for the progress of humanity. The world of the supersensible, and thus also of the masters, has its own language. It reveals itself in signs and symbols, the study and interpretation of which is only possible through special training. The way in which occult revelations are translated, interpreted and applied depends entirely on the depth of the person's ability to comprehend and on their sense of moral responsibility. Rudolf Steiner's achievement for cultural progress lies quite obviously in the fact that he was able to translate the sign language of the underlying creative-spiritual of all existence into the conceptual language of anthroposophy, which is in keeping with modern consciousness. He had to represent this personal deed in the world without having to invoke the authority of the masters. He was personally responsible for his teaching. Perhaps this is one of the reasons why Steiner, especially in the years after the First World War, no longer spoke of the Masters in the intimate way of the earlier years, the stronger the scientific character of Anthroposophy was developed. ¹¹

The way of teaching in the Esoteric School

While Rudolf Steiner personally took responsibility for the way in which he publicly taught his supersensible knowledge in the sense described above, the same did not apply in the same way to the Esoteric School. He himself stated that the school was under the direct leadership of the masters and that it must therefore be a basic commitment of the school that everything that flows through it originates only from the Masters of Wisdom and of the Harmony of Feelings, while the basic obligation for the students would be to apply their entire reason to everything that was taught and to ask themselves whether it is reasonable to follow this path. (Esoteric Lesson Düsseldorf, April 19, 1909, p. 223).

Apparently not always, but in certain esoteric lessons or in certain moments of esoteric lessons, Rudolf Steiner spoke as the direct messenger of the masters. A participant in the Düsseldorf lesson of April 19, 1909 reports that this particular lesson began with the words: “My dear sisters and brothers! This esoteric lesson is one that is not subject to the responsibility of the one who speaks!” And this was said because in the following description of how Zarathustra was once initiated by the spirit of the sun, Rudolf Steiner was said to have been Zarathustra himself at that moment. It could have been perceived as a tremendous experience, how “our great teacher, who had shared with us the results of his research, now showed us himself how an ancient leader and teacher of humanity could reveal himself in an inspiring way,” how Rudolf Steiner was the first person in modern times to be trained, not as a medium, but as a fully conscious spiritual researcher, through his own strict schooling, to become a serving tool for spiritual beings."

Only a few have passed on something about this very special way in which Rudolf Steiner could be experienced as a messenger of the masters in the esoteric hours. One of them put his memory into the words:

Another reports the deep impression he received when he was able to attend an esoteric session for the first time, with the following words:

"Everyone was sitting in silence. When Rudolf Steiner entered, an unearthly light seemed to shine on his face, from the realm from which he came to us - it didn't just seem like it: it was there. He spoke as if he knew the great masters who guide our lives and aspirations from an immediate knowledge: Kuthumi, Morya, Jesus and Christian Rosenkreutz - the “Masters of Wisdom and Harmony of Feelings”.

Suffice to say that the consecration of this hour was indescribably beautiful. Here Rudolf Steiner appeared entirely as the messenger of a higher world. The impression is unforgettable.¹³

In his book of memoirs, “Transformations of Life” (Basel 1975), the well-known Russian poet Andrei Bely describes in the most detailed and linguistically subtle way how he experienced the task of training attention more for the how than the what in the “Class of Hearing”. For there was no external difference between the esoteric lectures and the other lectures, since everything had an esoteric tone, all the more delicate the more popularly Rudolf Steiner spoke. But what could have been experienced in a concentrated way in the esoteric lectures was precisely how the how became the what and radiated everything.

• 1. See “On the History and the Content of the Gnostic Section of the Esoteric School”, CW 265.
• 2. For the history of the E.S.T., see the preliminary remarks to the second part of this volume.
• 3. On October 23, 1902. Marie von Sivers had already become a member of the E.S.T.
• 4. "Esotericism” (3rd volume of Blavatsky's “Secret Doctrine”), published as posthumous writings by Annie Besant (1897)
• 5. See “Rules”, page 144
• 6. In “From the content of the esoteric lectures”, GA 266/1.
• 7. Preface to the first edition of the lectures “The Karmic Connections of the Anthroposophical Movement”, Dornach 1926, reprinted in “Contributions to the Rudolf Steiner Complete Works” No. 23 Christmas 1968.
• 8. For more on this, see the preliminary remarks to the second part.
• 9. See the Notes for Edouard Schur and letters to Marie Steiner-von Sivers, both in Briefwechsel und Dokumente... (Correspondence and Documents...), GA 262; also the autobiographical lecture Berlin, February 4, 1913 in Beiträge zur Rudolf Steiner Gesamtausgabe, Heft 83/84, 1984.
• 10. In a draft of the first circular letter to the German Theosophical lodges in the summer of 1902, before the official founding of the German section. In Briefwechsel und Dokumente... (Correspondence and Documents...), GA 262, note on page 17.
• 11. Elisabeth Vreede in a lecture given in Stuttgart on July 9, 1930. See Elisabeth Vreede/Thomas Meyer: Zur Bodhisattvafrage, Basel 1989.
• 12. Jenny Schirmer-Bey in “What is happening in the Anthroposophical Society. News for its members”, 1974, No. 35 dated September 1, 1974
• 13. Ludwig Kleeberg, “Wege und Worte”, Stuttgart 1961

Anyone called on to look after a very young child—either as a parent or in any other capacity of child care—will experience the great responsibility this task involves. Such people feel morally obligated to lay the best foundations for the child’s future development. Therefore it grieves me deeply that our Waldorf school in Stuttgart can accept only children who have reached the official school age, and it would give me the greatest satisfaction if we could take in the younger children as well. In addition to other difficulties, our goal of opening a nursery has been thwarted by a lack of funds, as happened with so many other anthroposophic activities. This continual shortage of money leaves us with at least the hope that, if we can win support from the general public, we will eventually be able to build a nursery class as an integral part of our Waldorf school.

Very young children are the least accessible to us. The gates to the soul life are absolutely closed to the outer world, and outer influences cannot touch it. Those who take care of infants of this age are powerless when they struggle and cry; these children do what they want. Thus, observant adults must accept the fact that the will of children is beyond their control—even during later stages and occasionally the latest stages of life.

You may know that early in 1894, well before publishing other anthroposophic works, I published Die Philosophie der Freiheit [Intuitive Thinking As a Spiritual Path]. This book was intended to give the world a true assessment of the human quality that develops, within the social context, the impulse toward individual freedom. If you accept its message—the matter of freedom, on the one hand, and destiny, on the other—you can see that it is relevant even to a baby.

If you listen to what lives in the human heart, you find that real human happiness on earth depends on the awareness of human freedom, an appreciation of human values, and a feeling for human dignity. Anthroposophy shows us that—apart from what a person may have developed even before birth or conception while still in the spiritual world and apart from what one will meet again after death—the very purpose of earthly incarnation involves enlivening the impulse toward freedom. This impulse depends completely on plunging into an earthly body. This freedom can be realized only during physical incarnation; we can attain freedom only while living on earth, and when we enter other worlds, we can take with us only the degree of freedom we have attained here on earth.

If you approach young children with such feelings (and feelings are the most potent source for those engaged in the art of education), this question will always be present in your mind as you take charge of an infant: What must I do to enable this child to develop the fullest consciousness of human freedom at maturity? And with this question, a new truth begins to dawn. The outer conditions of life are already clearly pointing at it, and, through anthroposophic insight, it can be understood with inner certainty. It is the fact that, despite one’s freedom, each person has a destiny, or to use the Eastern term, karma.

Let us imagine that, later in life, a man meets a person he has known before, and that this person has a profound influence on the life of this man. Perhaps such people might even begin a partnership for life. At first it may seem to them as if their meeting were simply chance. But when they look back over the years of their lives—even with no knowledge of spiritual science—this man may well discover the strange fact that, during the years before this meeting, he had unconsciously taken numerous steps that eventually led to this other person. Though at first it appeared to be mere chance, hindsight revealed an inherent pattern and underlying plan. Looking back over his life, Goethe’s old friend Nobel spoke these meaningful words from the depths of his soul: “If, in later years, we survey our early life, everything seems to fall into a definite pattern; everything fits together.” Since our will is woven into all our actions, we can see everywhere how destiny confronts us in the events of life. One could quote many others who, through observing ordinary life, reached the same conclusion. When we look at life’s external events, we find confirmation of the hidden truths of karma.

Anyone in charge of young children—especially those who work in children’s homes—who is aware of the activity of destiny, must ask, Have I been specifically chosen for the important task of guiding and educating these children? And other questions follow: What must I do to eliminate as far as possible my personal self, so I can leave those in my care unburdened by my subjective nature? How do I act so I do not interfere with a child’s destiny? And, above all, How can I best educate a child toward human freedom? If you come to understand what happens in a child between birth and the change of teeth—during the first seven years—you will realize how vulnerable young children are and how deeply we can affect their being (I will speak later about the period of embryonic development). The change of teeth represents a decisive turning point in the life of children. Close observation reveals that, after the seventh year, an entirely new interrelationship emerges between the child’s thinking, feeling, and willing.

We have become accustomed to applying certain concepts gained from observing physical processes to the life of the human being. For instance, in natural processes, when we notice the sudden emergence of heat that was imperceptible in a previous state and had not been introduced externally, we say that latent heat is being released. Just as latent heat can be set free by material processes, similarly, soul and spirit forces are set free after the change of teeth, forces that have thus far been bound up with the organism and instrumental for its growth. Freed from processes of growth and nourishment, however, these forces go to work in the child’s soul; they are transformed into soul forces.

Natural science today forms abstract concepts about the relationship between body and soul; theories are invented to explain the effects of one on the other. One speaks of a psychophysical parallelism and so on. Instead of making exact observations, one philosophizes. But all this leads nowhere. If you want to fathom the secrets of human nature, you have to observe it with the same precision used to observe the phenomena of outer nature. Then you will discover that, after approximately the seventh year, forces that were engaged in building the physical organism of the child are now transformed into soul forces that will determine a child’s relationship to the outer world.

If we wish to find out what the soul of a child is like between birth and the seventh year, we must observe the child’s development from the seventh year on. Then, in the child’s soul, we can see the very same forces that were active in the physical organization. And we will find that the hidden, organic activity that molds and shapes the child’s brain and the rest of the organism has a very special significance. Through birth, or conception, children carry into their physical organization what they brought from the worlds of soul and spirit. When children are fully engaged in building up the physical organs in this way, they must be left free to do so, and consequently the doors leading to the outer world remain closed. It is essential that we refrain from interfering in our clumsy ways with these inner activities in children, because they are doing what they have to do and are thus inaccessible to outer will forces.

We must also realize, however, that despite the preoccupation of children with their processes of growth, everything we do around them nevertheless makes deep and distinct impressions on them. I will go into further detail later, but we must not forget that everything at work within the child’s soul after the seventh year was directly involved in the process of building organs up to that age. This means that until the seventh year, the impressions coming from the outer world directly affect their physical constitution—the lungs, stomach, liver, and other organs. In children at this age, the soul has not yet become free of the physical organization, where it is still actively engaged. Because of this, all of the impressions they receive from us through our general conduct have a decisive effect on their future constitution of health or illness.

You came expecting to learn something about our educational principles, but it is the practical application of these principles that is most important. What really matters in education are the mood and soul attitude that teachers carry in their hearts toward the human being. We cannot truly serve the art of education unless we approach the growing human being with real insight. One could even say that teachers are free to approach subjects in their own individual ways, since, in any event, they must prepare their subject material according to what they have learned from life. The important thing is that teachers each carry within themselves a true picture of the human being; if this picture is present to their inner eyes, they will do the right thing, although outwardly each teacher may act in very different ways.

I visited parallel classes as the spiritual guide of the Waldorf school (the large numbers already require parallel classes), and when I saw how the teachers each treat the same subject in very individual ways, I never object or insist that they all follow the same set courses. Even when two versions of the same subject appear contradictory externally, each may nevertheless be correct in its own way. In fact, if one teacher were to copy another, the results could be entirely wrong. There is a good reason that our school is called the “Free Waldorf School.” This is not just because of our independence from the state system, but the name very much reflects the atmosphere of freedom that pervades its entire makeup.

During the previous lecture I pointed out that a suprasensory contemplation of the human being will reveal to us—apart from the physical body—another, finer body that we call the ether body, or body of formative forces. This ether body provides not just the forces that sustain nourishment and growth; it is also the source of memory faculties and the ability to create mental images and ideas. It does not become an independent entity until the change of teeth, and its birth is similar to the way the physical body is born from one’s mother. This means that, until the change of teeth, the forces of the ether body work entirely in the processes of a child’s organic growth, whereas after that time—while still remaining active in this realm to a great extent—those forces partially withdraw from those activities. The released forces of the ether body then begin to work in the soul realm of mental images and memory, as well as in many other nuances of a child’s soul life.

The change of teeth is a unique event. The forces needed to push out the second teeth existed prior to this event, but now they are no longer needed. Once the second teeth have appeared, this particular activity of the ether body becomes redundant. The final activity of pushing out the second teeth is an external manifestation of the sort of activity that is happening within a child’s organism. At the end of the first seven-year period, most of these ether forces are released to flow into a child’s soul and spiritual nature.

One can recognize these seven-year periods throughout the entire human life, and each again can be seen in three clearly differentiated shorter periods. If we observe the gradual withdrawal of some of these ether forces until approximately the seventh year, we see how during the first two and a half years after physical birth the ether body frees itself from the head region; in the next two and a half years, it frees itself from the chest region; and finally, until the change of teeth, it frees itself from the child’s metabolic-limb system. Thus we see three phases in the gradual withdrawal of ether forces. And we clearly recognize how, while the ether body is still connected with the head region, a child rejects any intentional influence coming from outside.

What children learn during this first two-and-a-half-year period is extremely important for their whole life. They do so through an incoming activity and from what they have brought with them from prenatal existence. Just consider how children learn to speak and walk during this first short period. These are two human faculties that are closely connected with maintaining self-confidence, both from a personal and a social point of view. These two important faculties are developed while the ether body is still engaged in shaping the brain and radiating into the rest of the organism. If these ether forces radiate too strongly into the organism and disturb the infant’s delicate processes of metabolism, breathing, and blood circulation—if they become too powerful within a baby’s organism—scarlet fever and similar childhood illnesses may occur even at this young age. Basically, because of all this activity within children at this stage, they remain inaccessible to conscious approaches directed by the will and demands from the outside. They want to be left to work on their own organism.

Being inaccessible to the outer world during the first two and a half years is one significant factor. Another is the fact that children have a fine, instinctive perception for everything going on around them, especially what is happening in people with whom they have established a certain rapport. Anyone caring for such a child naturally belongs to this category. I am not speaking of a child’s ability to use the senses as an older person does. It is not a matter of what children see with their eyes, but a general perception of the most intimate kind that takes in what is happening in their surroundings. This perception, however, excludes anything that seeks to impose itself from outside, against which children will defend themselves instinctively during those first two and a half years.

To get a better understanding of children’s susceptibility to the outer world when their sensory perceptions are still deeply immersed in feeling, it may help to look at animals, the creatures immediately below the human being, because they show a similar, acute sensitivity toward the outer world. I am not contradicting what I said about senility in a previous lecture; one must simply observe accurately. Animals are especially sensitive to their surroundings. I do not know whether those who have come from England or other European countries have ever heard of the horses that, a few years before the war, created a sensation by appearing to do simple mathematical calculations. In Berlin, there was the famous horse of Mr. von Osten, and in Elberfeld there were several horses that could do numeric calculations. Well, I cannot say anything about the Elberfeld horses, but I did make the acquaintance of von Osten’s horse in Berlin, and I was able to observe the close relationship between this horse and its master. It is true that the horse stamped its legs—three times three is nine—which, for a horse, is a very respectable achievement.

All kinds of theories were advanced to explain the horse’s reactions to questions from von Osten. There was one university lecturer—a most erudite man—who even wrote a whole book on this horse. He wrote, “Of course the horse cannot calculate, but whenever Mister von Osten says, ‘Three times three,’ he accompanies his words by barely noticeable facial expressions. He sort of mimes, and when he pronounces the word nine, the horse is capable of observing these facial expressions and stamps accordingly.” His was certainly a learned treatise. He continued, “I myself was unable to detect the miming on von Osten’s face and therefore I cannot guarantee that my theory is correct. But it must have been there and the horse was able to observe it.” It seems to me that the author merely states that he, a university lecturer, considered the horse more capable of observation than he was himself. In my opinion, the crucial point was von Osten’s procedure, for he had large pockets filled with sweets that he shoved into the horse’s mouth, thus maintaining an uninterrupted flow of sensation and gratification. The result was an intimate relationship between master and horse. Everything was immersed in a feeling of sympathy, which made the horse extremely receptive, in keeping with its animal nature, to all that came from its master, even his thoughts and shades of feeling, but hardly the play of mysterious expressions on his face. The processes of calculation going on in von Osten’s mind were transferred to the horse via the taste of sweetness. This phenomenon does not become any less interesting when interpreted this way, but it can teach us a great deal about the relationship of living beings. It cannot be explained hypothetically by observing the facial expressions a horse can detect, though not a university lecturer.

During the first two and a half years, children have a similar rapport with the mother or with others they are closely connected with as long as their attitude and conduct make this possible. Then children become perfect mimics and imitators. This imposes a moral duty on adults to be worthy of such imitation, which is far less comfortable then exerting one’s will on children. Children take in all that we do, such as the ways we act and move. They are equally susceptible to our feelings and thoughts. They imitate us, and even if this is not outwardly noticeable, they nevertheless do this by developing tendencies for imitation that, through their organic soul forces, they press down into the physical organism. Therefore, education during these first two and a half years should be confined to the self-education of the adults in charge, who should think, feel, and act in a way that, when perceived by children, will cause them no harm. Fundamentally, the stage of imitation continues until the change of teeth, and thus children will be strongly influenced by their environment later on as well.

The following example may demonstrate this. Two disconsolate parents once came to me, saying, “Our child has always been good, but now she has stolen money.” Was this really true? At a superficial glance, yes, for she had taken money out of the cupboard where it was always kept by her mother. The child then bought sweets with the money and even gave some to other children. I reassured the parents that their child had not stolen at all, but that she had merely imitated her mother, who regularly took money from the cupboard to buy things. There was never any intention of stealing; this concept did not yet exist in the child’s mind. But children are imitators and will do what mother does. If we wish to avoid confusion, it is up to adults to realize this and act differently in front of the children.

Neither will children learn to walk through our efforts to make them stand and do all sorts of movements. Such instruction belongs in gym much later on. If we intervene by making children stand and walk prematurely, we may do irreparable damage to the nerve processes, which may persist for their whole life. If children see adults in an upright position, as imitator they try to raise themselves to the same position when the time comes. We must always see the human being during the initial stages as an imitator and arrange our child rearing accordingly.

This can certainly be very trying at times, and we all know that there are babies who seem to be yelling all day and, apart from the ear-splitting noise, inflict all kinds of other provocations on the adult. True, there are situations that have to be dealt with, even drastically, to avoid serious damage by a child. But such measures do not really belong to the field of education. Admittedly, it is hard to put up with a screaming child, but when we behave as described, our conduct gradually sinks into the deeper layers of a child’s soul and spiritual forces (which are still closely connected to organic processes) and eventually brings about more positive results.

If we observe small children without preconceived ideas, we find that their screaming and other unpleasant features come from their physical organization. Although the inherent forces in the behavior of intense crying remain with the child, the habit of crying will gradually pass. Such forces are very intense. If we influence the child correctly by setting the proper example and acting morally, the forces behind a baby’s crying will reveal themselves as intensely moral forces in later life. A strong morality later in adult life is an expression of those same forces that lived in the intense crying of a young child. On the other hand, if those close to a child have an immoral attitude—even if only in thoughts—these forces will reappear later as intensely immoral forces. And we must be careful not to harm the development of children while they are learning to speak. This easily happens when we make them say words we choose; this, too, is an imposition of our will on the child. It is best to speak naturally in front of children (as long as we speak in a moral way) so that they have opportunities to hear us. In this way, children find their own way into language.

Now you can appreciate the real point of what has been said so far—that we must not be tempted by a false kind of instinct to make baby talk for the child’s benefit. This is not an instinct but something we may have acquired through misguided customs. Nurses or others dealing with young children should never speak to them in an artificial or childish way. We really do a great wrong when we change our normal way of speaking to “suit” a child, for children always want to imitate us as we really are, not as we pretend to be. They reject anything that approaches them as an expression of another person’s will, such as childish and naive baby talk. Children have to put up with it, but they have a deep inner resentment toward such an approach. The effects of such well-intended folly is so farreaching that it may come to light in later years as a weakened digestion. When an older person is diagnosed as having a weak digestion, it might be nothing but the result of the wrong approach by an over-zealous but misguided nurse during that person’s early childhood.

These are the main points regarding the first third of the first seven-year period, and they need to be kept in mind.

At the age of two and a half, the head organization in children is developed far enough so that the forces of the ether body that have been working on it may be released. This gradual withdrawal continues into the area of the chest until about the fifth year, when breathing and blood circulation have also reached a certain stage of completion. Thus, by the time children learn to speak and walk, the formative forces released from the head (now acting now as soul and spiritual forces) join those being released in the chest region. This change can be recognized externally by the emergence of an exceptionally vivid memory and wonderful imagination, which children develop between two and a half and five. However, you must take great care when children develop these two faculties, since they are instrumental in building the soul. Children continue to live by imitation, and therefore we should not attempt to make them remember things we choose. At this stage it is best to leave the evolving forces of memory alone, allowing children to remember whatever they please. We should never give them memory exercises of any kind, otherwise, through ignorance, we might be responsible for consequences we can see only when viewing the entire course of human life.

Sometimes we meet people who, around the age of forty or later, complain of shooting pains or rheumatism. This may certainly have various causes, but if we carry our research far enough, we may find that the rheumatism was caused by a premature overloading of the memory during early childhood. The pattern of life is indeed very complex, and only by trying to recognize its many hidden links can we engender the love that is the true basis of growing human beings.

Whatever one’s attitude may be, as educators we must respond to the imagination and fantasy of children, which tries to express itself outwardly when they play with toys or join in games with other children. The urge to play between the ages of two and a half and five is really just the externalized activity of a child’s power of fantasy. And if we have the necessary ability of observation for such matters, we can foretell a great deal about the future soul life of children merely by watching them play. The way young children play provides a clear indication of their potential gifts and faculties in later life. The most important thing now is to meet their inborn urge to play with the right toys. People in the past responded to this need according to their own particular understanding.

Perhaps this also happened in the West, but at one time a regular epidemic spread throughout Central Europe of giving children boxes of building bricks, especially at Christmas. From separate cubic and quadrilateral stones, children were expected to build miniature architectural monstrosities. This sort of thing has a far-reaching effect on the development of imagination in children, since it leads to an atomistic, materialistic attitude—a mentality that always wants to put bits and pieces together to form a whole. In dealing with practical life, it is far better to give full freedom to children’s flexible and living powers of imagination than to nurture intellectual capacities that, in turn, encourage the atomistic nature of modern thinking. Imagination in children represents the very forces that have just liberated themselves from performing similar creative work within the physical formation of the brain. This is why we must avoid, as much as possible, forcing these powers of imagination into rigid, finished forms.

Imagine two nurses who are looking after a child between two and a half and five years of age. One of them—she may be very fond of the little girl in her charge—gives her a “beautiful” doll, one that has not only painted cheeks and real hair but eyes that close and a moveable head. I believe there are dolls that can even speak. Well, she gives this doll to the little girl, but since it is finished in every detail, there is nothing left for the child’s imagination to create, and her yearning for creative flexibility remains unsatisfied. It is as if its forces of imagination were put into a straitjacket. The other nurse, who has a little more understanding for the inner needs of the child, takes an old piece of cloth that is of no use for anything else. She winds a thread around its upper end until something resembling a head appears. She may even ask the little girl to paint two black dots on the face or perhaps more, for the eyes, nose, and mouth. Now, because the child’s imagination is stimulated, because she can create instead of having to put up with fixed and finished forms, the child experiences a far more lively and intimate response than she does toward the so-called beautiful doll. Toys, as much as possible, should leave the power of fantasy free in children. And since intellect is not the same as fantasy or imagination, the activity of assembling many parts is really not in harmony with the type of fantasy that is characteristic of children at this age.

Anything that evokes an inner feeling of liveliness and flexibility is always suitable for young children. For example, there are children’s books with cut-outs and nicely colored figures that can be moved by pulling strings attached below, so they will do all kinds of things, such as embracing or thrashing each other. These always stimulate children to invent whole stories, and thus they are very wholesome objects of play. Similarly, games with other children should not be too formal but should leave plenty of scope for children’s imagination.

All these suggestions spring from a knowledge of the human being, based on reality and allowing educators to acquire the necessary understanding, especially in terms of the practical side of life.

When children approach the fifth year, the ether forces of the body—which have thus far been building the breathing and the blood circulation—now become available for other activities. Likewise, up to the change of teeth, ether forces will struggle free and, after completing their task within the metabolic-limb system, become redundant. At that time, new spiritual soul forces gradually awaken and emerge fully after the seventh year (we will study this in more detail later). However, these forces already shine with a dawning light in this third and final period, which concludes the first seven-year period of human life.

When ether forces from the chest area reappear as soul and spiritual forces, children are becoming amenable to exhortations and to a sense of authority. Previously, unable to understand what they should or should not do, they could only imitate, but now, little by little, they begin to listen to and believe what adults say. Only toward the fifth year is it possible to awaken a sense of right and wrong in children. We can educate children correctly only by realizing that, during this first seven-year period until the change of teeth, children live by imitation, and only gradually do they develop imagination and memory and a first belief in what adults say.

Faith in the adult induces a feeling of authority, especially for teachers with whom children have a very close relationship. However, at this stage, children are too young for any formal education. It pains me to know that the sixth year has been fixed as the official school age. Children should not enter elementary school before their seventh year. I was always glad to hear, therefore (and I don’t mind if you consider this uncivilized), that the children of some anthroposophists had no knowledge of writing and reading, even at the age of eight. Accomplishments that come with forces that are available later on should never be forced into an earlier stage, unless we are prepared to ruin the physical organism.

In the next few days I will show you how we try to treat our children without inflicting harm on them when they enter the Waldorf school. Tomorrow I will begin by introducing you to the Waldorf school, though only by speaking of it.

In beginning this our last lecture I can assure you that much still remains to be discussed and that in this course of lectures we have touched only the fringe of this subject which covers a wide field. I can only hope that it will not be the last time that we shall speak together here on kindred subjects, and it must suffice if I have introduced this subject with only the briefest indications, since detailed discussion at this present moment would otherwise create further complications.

Like a golden thread running through the last few lectures was the idea that Teutonic mythology contains something which, in imaginative form, is connected in a remarkable way with the knowledge derived from the spiritual research of our time. Now this is also one of the reasons why we may hope that the Folk Spirit, the Archangel, who directs and guides this country (Norway) will imbue modern philosophy and modern spiritual research with the capacities he has developed over the centuries and that henceforth modern spiritual research will be fertilized by uniting with the life-forces of the entire people.

The further we penetrate into the details of Teutonic mythology, the more we shall realize—and this applies to no other mythology—how wonderfully the deepest occult truths are expressed in the symbols of this mythology. Perhaps some of you who have read my Occult Science—an Outline or have heard other lectures which I was able to give here will recall that once upon a time in the course of Earth-evolution an event occurred which we may describe as the descent of those human souls who, in primeval times before the old Lemurian epoch, for very special reasons rose to other planets, to Saturn, Jupiter, Mars, Venus and Mercury, and that these souls in the late Lemurian epoch and throughout the Atlantean epoch, after the hardening forces of the Moon had left the Earth endeavoured to incarnate in human bodies whose capacities had gradually been developed and perfected under Earth conditions. These Saturn-, Jupiter-, Mars-, Venus-, and Mercury-souls then descended upon Earth and this descent can still be verified today in the Akashic Records. During the Atlantean epoch the air of Atlantis was permeated with watery mists and through these mists those on Earth beheld with the old Atlantean clairvoyance the descent of these souls out of the Cosmos. Whenever new beings descended from spiritual heights into the still soft, plastic and pliant bodies of that time, this was understood to be the external manifestation of souls descending out of the Cosmos, out of the atmosphere, out of planetary spheres, in order to incarnate in earthly bodies.

These earthly bodies were fructified by that which poured down from spiritual heights. The memory of this event has survived in the imaginative conceptions of Teutonic mythology and has persisted so long that it was still extant amongst the Southern Germanic peoples at the time when Tacitus wrote his “Germania”. No one will understand the account Tacitus gives of the Goddess Nerthus unless he realizes that this event actually took place.¹ He relates that the chariot of the Goddess Nerthus was driven over the waters. Later on this survived as a solemn ritual; formerly it had been a matter of actual vision. This Goddess offered the human bodies that were suitable to the human souls descending from the planetary spheres. That is the mystery underlying the Nerthus myth and it has survived in all that has come down to us in the older sagas and legends which give intimations of the birth of physical man. Njordr who is intimately related to the Goddess Nerthus is her masculine counterpart. He is said to represent the primeval memory of the descent of the psycho-spiritual beings who in olden time had risen to planetary heights and who, during the Atlantean epoch, had come back and incarnated in human bodies.

In my pamphlet, The Occult Significance of Blood, you can read how miscegenation and contact between different peoples have played a significant role at certain periods. Now not only the mixture of peoples and their interrelationships which led to the introduction of foreign blood, but also the psychic and spiritual development of the Folk Spirits have played a decisive part. The vision of that descent has been preserved in the greatest purity in those sagas which arose in former times in these Northern regions. Hence in the Sagas of the Vanir you can still find one of the oldest recollections of this descent. Especially here in the North, the Finnish tradition still preserves a living memory of this union of the soul-and-spirit which descended from planetary spheres with that which springs out of the body of the Earth and which Northern tradition knows as Riesenheim (Home of the Giants). That which developed out of the body of the Earth belongs to Riesenheim. We realize, therefore, that Nordic man was always aware of spiritual impulses, that he felt within his gradually evolving soul the workings of this old vision of the Gods which was still natural to man here when, in those ancient times, the watery mists of Atlantis still covered the region. Nordic man felt within him some spark of a God who was directly descended from those divine-spiritual Beings, those Archangels who directed the union of soul-and-spirit with the terrestrial and physical. People believed and felt that the God Freyr and his sister Freyja who were once upon a time specially favoured Gods of the North, had originally been those angelic Beings who had poured into the human soul all that this soul required in order to develop further upon the physical plane those old forces which they (the people) had received through their clairvoyant capacities. Within the physical world, the world limited to the external senses, Freyr was the continuer of all that had hitherto been received in a clairvoyant form. He was the living continuation of forces clairvoyantly received. He had therefore to unite with the physical-corporeal instruments existing in the human body itself for the use of these soul-forces, which then transmit to the physical plane what had been perceived in primeval clairvoyance. This is reflected in the marriage of Freyr with Gerda, the Giant's daughter. She is born out of the physical forces of earthly evolution itself. The descent of the divinespiritual into the physical is still mirrored in these mythological symbols. The figure of Freyr portrays in a remarkable way how Freyr makes use of that which enables man to manifest on the physical plane that for which he has been prepared through his earlier clairvoyance. The name of his horse is Bluthuf, indicating that the blood is an essential factor in the development of the ‘I’. A remarkable magic ship is placed at his disposal. It could span the sky or be folded up to fit into a tiny box. What is this magic ship? If Freyr is the power which transmits clairvoyant forces to the physical plane, then this magic ship is something peculiarly his own: it symbolizes the alternation of the soul in day and night. just as the human soul during sleep and until the moment of waking spreads out over the Macrocosm, so too the magic ship spreads its sails and is then folded up again into the cerebral folds to be stowed away in that tiny box—the human skull. You will find all this portrayed in a wonderful way in the mythological figures of Teutonic mythology.

Those of you who probe more deeply into these matters will be gradually convinced that what has been implanted, ‘injected’ into the mind and soul of this Northern people by means of these symbols or pictures is no flight of fancy, but actually stems from the Mystery Schools. Thus in the guiding Archangel or Folk Spirit of the North, much of the old education through clairvoyant perception has survived, much of that which may unfold in a soul which, in the course of its development on the physical plane, is associated with clairvoyant development.

Although not apparent from the external point of view today, the Archangel of the Germanic North had within him this tendency, and thanks to this tendency he is particularly fitted to understand modern Spiritual Science and to transform it in the appropriate manner to satisfy the inherent potentialities of the people. You will therefore appreciate why I have said that the soul of the Germanic peoples in particular is best fitted to understand what I could only indicate briefly in the public lecture which I gave here on the Second Coming of Christ.

Spiritual research today shows us that after Kali Yuga has run its course (which lasted for 5,000 years, approximately from 3,100 BC to AD 1,899) new capacities will appear in the isolated few who are specially fitted to receive them. A time will come when individuals will be able, through the natural development of the new clairvoyance, to perceive something of what is announced only by Spiritual Science or spiritual research. We are told that in the course of the next centuries, increasing numbers of people will be found in whom the organs of the etheric body are so far developed that they will attain to clairvoyance, which today can only be acquired through training. How are we to account for this? What will be the nature of the, etheric body in those few who develop clairvoyance? There will be some who will receive clairvoyant impressions, and I should like to describe to you a typical example. A man performs some act and at the same time feels himself impelled to observe something. A sort of dream vision arises in him which at first he does not understand. But if he has heard of Karma, of how world-events conform to law, he will then realize, little by little, that what he has seen is the karmic counterpart of his present deeds made visible in the etheric world. Thus the first elements of future capacities are gradually developed.

Those who are open to the stimulus of Spiritual Science will, from the middle of the twentieth century on, gradually experience a renewal of that which St. Paul saw in etheric clairvoyance as a mystery to come, the ‘Mystery of the Living Christ’. There will be a new manifestation of Christ, a manifestation which must come when human capacities develop naturally to the point when the Christ can be seen in the world in which He has always been present since the Mystery of Golgotha and in which He can also be experienced by the Initiate. Mankind is gradually growing into that world in order to be able to perceive from the physical plane that which formerly could be perceived only in the Mystery Schools from the perspective of the higher planes.

Nevertheless, occult training is still a necessity. It always presents things in a different light to those who have not undergone occult training. But occult training will, by the transformation of the physical body, show the Mystery of the Living Christ in a new way—as it will be able to be seen etherically from the perspective of the physical plane by a few isolated individuals at first, and later by increasing numbers of people in the course of the next three thousand years. The Living Christ perceived by St. Paul, the Christ who is to be found in the etheric world since the Mystery of Golgotha, will be seen by an ever-increasing number of people.

The manifestations of the Christ will be experienced by man at ever-higher levels. That is the mystery of the evolution of Christ. At the time of the Mystery of Golgotha it was intended that man should comprehend everything from the perspective of the physical plane. It was therefore necessary that he should be able to see Christ on the physical plane, to receive tidings of Him and to bear witness to His dominion on that plane. But mankind is designed to progress and to develop higher powers. He who believes that the manifestation of Christ will be repeated in the form which was valid nineteen hundred years ago can have little understanding of the development of mankind. The manifestation of Christ took place on the physical plane because, at that time, the forces of man were adapted to the physical plane. But those forces will evolve, and in the course of the next three thousand years Christ will be increasingly understood by the more highly developed souls on Earth.

What I have just said is a truth which has long been communicated to a select few from within the esoteric schools and it is a truth that today must pervade the teachings of Spiritual Science in particular, because Spiritual Science is intended to be a preparation for that which is to come. Mankind is now ready for freedom and self-knowledge and it is highly probable that those who proclaim themselves to be the pioneers of the Christ-vision will be denounced as fools on account of their message to mankind. It is possible for mankind to sink still deeper into materialism and to spurn that which could become a most valuable revelation for mankind. Everything that may happen in the future is to a certain extent subject to man's volition; consequently he may miss what is intended for his salvation. It is extremely important to realize that Spiritual Science is a preparation for the new Christ-revelation.

Materialism holds a twofold danger. The one which probably stems from the traditions of the West, is that everything that the first pioneers of the new Christ-revelation will announce in the twentieth century from out of their own vision will be dismissed as a figment of the imagination, as the height of folly. Today materialism has invaded all spheres. It is not only ingrained in the West, but has also invaded the East. There, however, it assumes another form. One consequence of oriental materialism might well be that mankind will fail to recognize the higher aspects of the Christ-revelation. And then will follow what I have often spoken of here, and which I must repeat again and again, namely, that materialistic thinking will have a purely materialistic conception of the manifestation of Christ. It might well be that, under the influence of spiritual-scientific truths, people might venture to speak of a future manifestation of Christ and yet believe that He will appear in a physical body. The result would simply be another form of materialism, a continuation of what has already existed for centuries.

People have always exploited this false materialism. Indeed certain individuals declared themselves to be the new Messiah. The last well-known case occurred in the seventeenth century, when a man called Sabbatai Zevi of Smyrna announced that he was the new Messiah. He made a great stir. Not only those who lived in his immediate environment made pilgrimages to visit him, but also people from Hungary, Poland, Germany, France, Italy and North Africa. Everywhere Sabbatai Zevi was regarded as the physical incarnation of a Messiah. I do not propose to relate the human tragedy that befell the personality of Sabbatai. In the seventeenth century no great harm was done. At that time man was not really a free agent, although he could recognize intuitively—which was a kind of spiritual feeling—what was the truth. But in the twentieth century it would be a great misfortune if, under the pressure of materialism, the manifestation of Christ were to be taken in a materialistic sense, implying that one must look for His return in a physical body. This would only prove that mankind had not acquired any perception of, or insight into the real progress of human evolution towards a higher spirituality.

False Messiahs will inevitably appear and, thanks to the materialism of our time, they will find popular favour like Sabbatai in the seventeenth century. It will be a severe test for those who have been prepared by Spiritual Science to recognize where the truth lies, to know whether the spiritual theories are really permeated by a living, spiritual feeling or whether they are only a disguised form of materialism. It will be a test of the further development of Spiritual Science whether Spiritual Science will develop a sufficient number of people who are able to understand that they must perceive the spirit in the spirit, that they must seek the new manifestation of Christ in the etheric world, or whether they will refuse to look beyond the physical plane and expect to see a manifestation of Christ in the physical body. Spiritual Science has yet to undergo this test. There is no doubt that nowhere has the ground been better prepared to recognize the truth on this very subject than in Scandinavia where the Northern mythology flourished.

The twilight of the Gods embraces a significant vision of the future, and I now come to a theme which I have already touched upon. I have already told you that in a folk community which has so recently left its clairvoyant past behind it, a clairvoyant sense is also developed in its guiding Folk Spirit in order that the newfound clairvoyance can again be understood. Now if a people experiences the new epoch with new human capacities in the region where Teutonic mythology flourished, then this people must realize that the old clairvoyance must assume a different form after man has undergone development on the physical plane. The old clairvoyance was temporarily silenced; man lost for a while the vision of the world of Odin and Thor, of Baldur and Hodur, of Freyr and Freyja. But this world will return again in an epoch when other forces meanwhile have been at work upon the human soul. When man gazes out into the new world with the new etheric clairvoyance he will realize that the forces of the old Gods no longer avail. If the old forces were to persist, then the counter-forces would range themselves against that force whose function in olden times was to develop man's capacities to a certain level. Odin and Thor will be visible again, but now in a new form. All the forces opposed to Odin and Thor, everything which has developed as a counter-force will once again be visible in a mighty tableau. But the human soul would not progress; it would not be able to resist injurious influences if it were subject solely to the forces known to the old clairvoyance. Once upon a time Thor endowed man with an ego. This ego has been developed on the physical plane, has evolved out of the Midgard Snake which Loki, the Luciferic power, has left behind in the astral body. That which Thor was once able to give and which the human soul transcends, is in conflict with that which proceeds from the Midgard Snake. This is depicted in Nordic mythology as the conflict between Thor and the Midgard Snake. They are evenly matched, neither can prevail. In the same way Odin wrestles with the Fenris Wolf and does not prevail.² Freyr, who, for a time, moulded the human soul-forces, had to succumb to that which had been given from out of the Earth forces themselves to the ‘I’, which meanwhile had been developed on the physical plane. Freyr was overcome by the flaming sword of Earth-born Surtur.

All these details which are set down in the Twilight of the Gods will find their counterpart in a new etheric vision which’ in reality points to the future. But the Fenris Wolf, symbol of the relics of the old clairvoyance, will live on in the future. There is a very deep truth concealed in the fact that the struggle between the Fenris Wolf and Odin still persists. There will be no greater danger than the tendency to cling to the old clairvoyance which has not been permeated with the new forces, a danger which might tempt man to remain content with the manifestations of the old astral clairvoyance of primeval times, such as the soul pictures of the Fenris Wolf. It would again be a severe trial for the future prospects of Spiritual Science, if, perhaps in the domain of Spiritual Science itself, there should arise a tendency to all sorts of confused, chaotic clairvoyance, an inclination to value clairvoyance illuminated by reason and spiritual knowledge less highly than the old, chaotic clairvoyance which is denied this prerogative. These dark and confusing relics of the old clairvoyance would wreck a terrible vengeance. Such clairvoyance cannot be challenged by that which itself stemmed from the old clairvoyant gift, but only by that which, during the period of Kali Yuga, has matured in a healthy way in order to give birth to a new clairvoyance. The power given by the old Archangel Odin, the old clairvoyant powers, cannot save man; something very different must supplant them. These future powers however, are known to Teutonic mythology; it is fully aware of their existence. It knows that the etheric form exists in which shall be embodied what we are now to see again—Christ in etheric form. He alone will succeed in banishing the dark and impure clairvoyant powers which would confuse mankind if Odin should not succeed in overcoming the Fenris Wolf which symbolizes the atavistic clairvoyance. Vidar who has been silent until now will overcome the Fenris Wolf. We learn of this too in the Twilight of the Gods.

Whoever recognizes the significance of Vidar and feels him in his soul, will find that in the twentieth century the power to see the Christ can be given to man again. Vidar who is part of the heritage of Northern and Central Europe will again be visible to man. He was held secret in the Mysteries and occult schools—the God who should await his future mission. Only vague intimations of his image have been given. This may be seen from the fact that a picture has been found in the vicinity of Cologne and no one knows whom it represents. But it is clearly a likeness of Vidar.

Throughout the period of Kali Yuga were acquired the powers which shall enable the new men to see the new manifestations of Christ. Those who are called upon to interpret from the signs of the times what is to come are aware that the new spiritual investigation will re-establish the power of Vidar who will banish from the hearts and minds of men all the dark and confusing relics of the old clairvoyance and will awaken in the human soul the new clairvoyance that is gradually unfolding.

When the wondrous figure of Vidar shines forth to us out of the Twilight of the Gods we realize that Teutonic mythology gives promise of future hope. We feel ourselves to be inwardly related to the figure of Vidar, the deeper aspects of whose being we are now striving to understand. We hope that those forces which the Archangel of the Teutonic world can contribute to the evolution of modern times will be able to provide the core and living essence of Spiritual Science. One part only of the development of mankind and the spirit—one part of a greater whole—has been realized for the fifth post-Atlantean epoch; another part has yet to be accomplished. Those members of the Nordic peoples who feel within them the elemental and vital energies of a young people will best be able to contribute to this development. This will to some extent be implanted in the souls of men; but they themselves must be prepared to make a conscious effort. In the twentieth century one may fall by the wayside because man must to a certain extent have free choice in determining his goal which must not be pre-determined. It is therefore a question of having a proper understanding of the goal ahead. If, then, Spiritual Science reflects the knowledge of the Christ Being, and if we start from a true understanding of this Being whom we look for in the very core of the European peoples themselves, if we set our future hopes on this understanding, then we shall not be motivated by any kind of personal predilection or temperamental predisposition.

It has sometimes been said that the name we give to the greatest Being in the evolution of mankind is of no consequence. He who recognizes the Christ Being will not insist on retaining the name of Christ. If we understand the Christ Impulse in the right way we would never say: a Being plays a part in the evolution of mankind, in the life of the peoples of the West and the East and this Being must conform to man's predilections for a particular truth. Such an attitude is not compatible with the teachings of occultism. What is compatible with occult teachings is that the moment one recognizes that this Being should be given the name of Buddha, we should unhesitatingly abide by our decision irrespective of whether we agree with it or not. Fundamentally it is not a question of sympathy or antipathy, but of the factual truth.

The moment the facts are open to other interpretations we should be prepared to act differently. Facts and facts alone must decide. We have no wish to introduce Orientalism and Occidentalism into what we look upon as the life-blood of Spiritual Science; if we should discover in the realm of the Nordic and Germanic Archangels a source of potential nourishment for true Spiritual Science, then this will not be the prerogative of a particular people or tribe in the Germanic countries, but of the whole of humanity. What is given to all mankind must be given; it may, it is true, originate in a particular region, but it must be given to the whole of humanity. We do not differentiate between East and West. We accept with deep gratitude the surpassing grandeur of the primeval culture of the holy Rishis in its true form. We accept with gratitude the Persian culture, the Egypto-Chaldean and Graeco-Latin cultures, and with the same objectivity we also accept the cultural heritage of Europe. We are compelled by the needs of the situation to present the facts as they really are.

If we incorporate the total contributions which each religion has made to the civilizing process of mankind into what we recognize to be the common property of mankind, then the more we do this, the more we are acting in accordance with the Christ principle. Since this principle is capable of further development we must abandon the dogmatic interpretation of the early centuries and millennia when the initial stages of the Christ principle were only imperfectly understood. We do not look to the past for future guidance. We do not seek to perpetuate the Christ of the past; we are chiefly concerned with what can be investigated by means of spiritual perception. To us the essential element in the Christ-principle does not belong to the past—however much tradition may insist upon this—but to the future. We endeavour to ascertain what is to come. We do not rely so much on historical tradition which was fundamental to the Christ Impulse at the beginning of the Christian era; we do not attach much importance to the external and historical approach. After Christianity has passed through its growing pains, it will develop further. It has gone forth into foreign lands and sought to convert the people to the particular Christian dogmas of the age. But we profess a Christianity which proclaims that Christ was active in all ages and that we shall find Him where so ever we go, that the Christ-principle is the highest expression of Anthroposophy. And if Buddhism acknowledges as Buddhists only those who swear by Buddha, then Christianity will be the faith that swears by no prophet because it is not subject to a religious Founder attached to a particular people, but recognizes the God of all mankind.

Every Christian knows that the focal point of Christianity is a Mystery which became manifest on the physical plane at Golgotha. It is the perception of this Mystery which leads to the new vision I have described. We may also be aware that the spiritual life at the time of the Mystery of Golgotha was such that the Mystery could only be experienced in the form it was experienced at that time. We refuse to submit to dogmas, even those of a Christian past. If a dogma should be imposed upon us, irrespective of its source, we would reject it in the name of the true Christ-principle. However many may try to force the historical Christ into the Procrustean bed of a confessional creed, however many may declare that our vision of the future Christ is mistaken, we shall not allow ourselves to be led astray when they declare that He must be after this or that fashion, even when it comes from the lips of those who ought to know who Christ is. Equally, the idea of the Christ Being should not be limited or circumscribed by Eastern traditions, nor be coloured by the dogmas of Oriental dogmatism. What is taught out of the true sources of occultism concerning the evolution of the future must be free and independent of all tradition and authority.

It is a source of wonder to me how much agreement there is amongst the people assembled here. Those, not of Norse extraction, who have come here, have repeatedly said to me in the last few days how free they feel in their relations with the people of the Scandinavian North. It is proof, if proof were needed, that we are able, though some may not be conscious of it, to understand each other at the deepest levels of spiritual knowledge and that we shall understand each other, especially in those matters I emphasized at the last Theosophical Congress in Budapest and which I repeated during our own General Meeting in Berlin when we had the great pleasure of seeing friends from Norway amongst us. It would be disastrous for Spiritual Science if he who cannot yet see into the spiritual world were obliged to accept in blind faith what he is told. I beg of you now, as I begged of you in Berlin, never to accept on authority or on faith anything I have said or shall say. Even before one has reached the stage of clairvoyance it is possible to test the results of clairvoyant vision. I beg of you not to accept as an article of faith whatever I have said about Zarathustra and Jesus of Nazareth, about Hermes and Moses, Odin and Thor, and about Christ Jesus Himself, nor to accept my statements as authoritative. I beseech you to abjure the principle of authority, for that principle would be deleterious to our Movement.

I am sure, however, that when you begin to reflect objectively, when you say, “We have been told so and so; let us investigate the records accessible to us, the religious and mythological documents, let us check the statements of the natural scientists”, you will realize how right I am. Avail yourselves of every means at your disposal, the more the better. I have no qualms. All that is given out of Rosicrucian sources can be tested in every way. Armed with the most materialistic criticism of the Gospels, verify what I have said about Christ Jesus; verify it as thoroughly as possible by all the means at your command on the physical plane. I am convinced that the more thoroughly you test it, the more you will find that what has been given out of the sources Of the Rosicrucian Mystery will correspond to the truth.

I take it for granted that the communications given out from Rosicrucian sources will be tested rather than believed, tested not superficially by the superficial methods of modern science, but ever more conscientiously. Take the latest achievements of natural science with its Most recent techniques, take the results of historical and religious research, it is all one to me. The more you test them, the more you will find them confirmed from this source. You must accept nothing on authority. The best students of Spiritual Science are those who take what is said as a stimulus in the first place and test it by the facts of life itself. For in life too, at every stage of life, you can test what is given out from the sources of Rosicrucianism. It is far from my intention in these lectures to lay down dogmas and claim that the facts are such and such and must be believed. Verify them by an exchange of views with people of able and active mind and you will find confirmation of what has been said as a prophetic indication of the future manifestation of Christ. You need only open your eyes and verify it objectively; we make no appeal to belief in authority. This need to test everything received from Spiritual Science should become a kind of basic attitude permeating our whole approach.

I should like to impress upon you, therefore, that it is not anthroposophical to accept a statement as dogma on the authority of this or that person; but it is truly anthroposophical to allow oneself to be stimulated by Spiritual Science and to verify what is communicated by life itself. Then, whatever Might colour in any way a truly anthroposophical view will cease to exist. Neither Eastern nor Western predilections must be allowed to colour our view. He who speaks from the point of view of Rosicrucianism accepts neither Orientalism nor Occidentalism; both appeal to him equally. The inner nature of the facts alone determine their truth. He must bear this in mind, especially at such an important moment as this when we have indicated the Folk Spirit who rules over the Northern lands. Here dwells the Teutonic mythological Spirit; even though his presence is not felt, his influence is more widely diffused in Europe than one imagines. If a conflict were to arise between the peoples of the North it could not arise because one people disputed the contributions to the common weal. Each people must practice self-knowledge and ask itself: how can I best contribute to the common weal? Then, that which leads to the collective progress of all, to the common welfare of mankind, will be harvested. The sources of what we are able to contribute lie in our individual characteristics. The Teutonic Archangel will bring to the whole field of culture in the future what he is most fitted for in accordance with the capacities he has acquired which we have already outlined. By virtue of this inherent power he is able to ensure that what could not yet be presented in the first half of the fifth post-Atlantean epoch may play its part in the second half, namely, that spiritual element which we were able to recognize in a germinal, prophetic form in the Slav philosophy and in the national sentiment of the Slavonic peoples. This preparatory stage lasted for the first half of the fifth post-Atlantean age. At first, all that could be achieved by way of philosophy was a highly sublimated spiritual perception. This must then be grasped and permeated by the vital energies of the people so that it may become the common property of all mankind and may be realized in all aspects of our earthly life. Let us try to come to an understanding on this subject, for then this somewhat dangerous theme will have caused no great harm if all who are assembled here from the North, South, East, West and Centre of Europe feel that this theme is really important for the whole of humanity, that the larger nations no less than the smaller isolated groups have each their appointed mission and have to contribute their share to the whole. Often the smallest national fragments have most important contributions to make because it is given to them to preserve and nurture old and new motifs in the soul-life. Thus, even though we have made this dangerous topic the subject of our lectures, it will serve to foster the basic sentiment of a community of soul amongst all those who are united under the banner of Anthroposophical thought and feeling and of Anthroposophical ideals.

Only if we should still react out of sympathy and antipathy, if we have no clear understanding of the essence of our Anthroposophical Movement, could misunderstandings arise from what has been said. But if we have grasped the underlying spirit of these lectures, then the ideas presented may also help us to make the firm resolution to harbour the high ideal—each from his own standpoint and from his own background—to contribute to the common goal that which is inherent in our mission. We can best achieve this through our individual initiative and our natural predisposition. We can best serve mankind if we develop our particular talents so as to offer them to the whole of humanity as a sacrifice which we bring to the progressive development of culture. We must learn to understand this. We must learn to understand that it would not redound to the credit of Spiritual Science, if it did not contribute to the evolution of man, Angel and Archangel, but were to support the convictions of one people at the expense of another. It is no part of Spiritual Science to assist in imposing the confessional beliefs of one continent upon another continent. If the religious teachings of the East were to prevail in the West, or vice versa, that would be a complete denial of Anthroposophical teaching. What alone accords with Anthroposophical teaching is that we should unselfishly dedicate the best that is in us, our sympathy and compassion, to the well being of all mankind. And if we are self-contained, and live, not for ourselves but for all men, then that is true Anthroposophical tolerance. I had to add these words by way of explanation for this somewhat delicate subject might otherwise offend national susceptibilities.

Spiritual Science, as we shall realize more and more clearly, will bring an end to the divisions of mankind. Therefore now is the right moment to learn to know the Folk Souls, because the province of Spiritual Science is not to promote antagonism between them, but to call upon them to work in harmonious cooperation. The better we understand this, the better students of Spiritual Science we shall be. On this note we shall end for the time being the course of lectures given here. For the knowledge we gather must ultimately find an echo in our feelings and our thinking and in the Anthroposophical goal we set before us. The more we practice this in our lives, the better Anthroposophists we are.

I have found that many of those who have accompanied us to Oslo have received a most favourable impression which they hasten to express in the words, “how much at home we feel here in the North!” And if higher spiritual forces are to be awakened in mankind, which we shall certainly see realized in the future, then to use the words of Vidar, the Aesir who has been silent until now, he will become the active friend of cooperative work, of cooperative endeavour, for which purpose we have all assembled here. With this object in view let us take leave of one another after having been together for a few days, and let us always remain together in spirit with this intention. Irrespective of where we students of Spiritual Science come from, whether from near or far, may we always meet together in harmony, even when we discuss amongst ourselves the particular characteristics of the peoples inhabiting the various countries of the Earth. We know that these are only the several tongues of flame which will mount together into the mighty flame upon the altar—the united progress of mankind—through the Anthroposophical view of life which lies so close to our hearts and is so deeply rooted in our souls.

• 1. Chapter 40 of Germania. See also the lecture given by Rudolf Steiner in Basle, 12.xii.1916, entitled Christmas at a Time of Grievous Destiny. The Festivals and their Meaning. Vol. 1. Christmas. (Rudolf Steiner Press).
• 2. On the day of Ragnarok (the Twilight of the Gods) Odin is swallowed up by the Fenris Wolf. For the relation between Odin and the Fenris Wolf, see >Appendix.