The Rudolf Steiner Archive

In the Middle Ages, we can trace a mystical current from Meister Eckhart to Jakob Böhme. Goethe descended into the depths of mystical wisdom. A merely scholarly explanation of Goethe's works is not sufficient. Goethe was a profound connoisseur of mysticism in all its depth. In his gospel, his “Faust”, he provided a picture of his theosophical or mystical worldview.

The theosophist is convinced that man carries a core within himself that is soul, that is spirit. Giordano Bruno was also convinced that the soul and the spirit have a significance that extends beyond the material. That is the conviction of the theosophist. Theosophy elevates religion to wisdom; it elevates faith to knowledge. That there is a God-man in man, who has emerged from the divine womb, develops and returns to the Godhead, is taught by theosophy. It sees in nature an expression of the divine origin.

From his youth, Goethe sought the God in nature and the reflection of the divine being in his own heart. He saw in natural products an expression of the divine spirit. The other science is concerned only with the sensual realm; it knows nothing of the spiritual realm. Man is placed [in nature] and wages his battle in this physical world. Goethe describes [in “Faust”] the great human struggle that leads man to his higher development, through which man gains insight into the spiritual and intellectual world and recognizes that he is forming a divine self, a divine ego. Goethe wants to suggest that the struggle is rooted in the spiritual world, in the prologue in heaven. The struggle takes place between good and evil. It is the battle of spiritual world powers. When the mystic ascends to the highest world, he speaks of the music of the spheres in the sense of the Pythagoreans; he speaks of the fact that this highest world is a world of tones and harmonies.

In the starry sky, the mystic sees the creative world spirit in resounding harmony.

The sun sounds in the old way,

says Goethe. The world is the expression of the divine world thought. The thoughts of men are replicas of the divine world thought.

What floats in fluctuating appearance
is fastened with lasting thoughts.

Faust wants to recognize the spiritual. Spirits are in the world; the human spirit, the planetary spirit, the spirit of the solar system, Goethe quotes the earth spirit. The physical earth is only the expression of a real earth spirit. Goethe's description of the Earth Spirit is appropriate. If we study life on Earth, in its arising and passing away, we find an Earth Spirit that is very different in nature from the spirits of other planets. Working on the divinity of immortal clothing is actually the task of the Earth Spirit.

When we look at the whole striving Faust, we recognize that he wants to penetrate more and more into his inner self. We can only know ourselves when we go through experience. Faust goes through the whole world scene. This is shown in the first part. Theosophy teaches that man acquires human abilities through experience and ascends to higher levels of existence. Faust has experienced everything that a human being, who is a sensual and intellectual being, can learn about. But he wants to know what lies beyond that.

Goethe was convinced that man can approach the highest source of knowledge only as a prepared, purified human being. Faust first goes through all the individual sensual experiences, through the experiences of the lower self. The tempting forces are now represented in Mephistopheles. Only by overcoming resistance does man make himself perfect, better.

When Faust has gone through the struggle of life, he remembers that the earth spirit is at the same time an expression of the divine spirit. This shows him the kinship of man with all of nature and then leads him to self-knowledge. This is the expression of how man is led from the transitory to the lasting. But man must first gain experience. Faust succumbs to temptation. He becomes the seducer. Afterwards, we see him in the deepest contrition and depression, as the inner self cannot come out.

The second part shows a transition in which the spiritual world moves into the sensual world. Goethe shows us how Faust's inner being is stirred when he listens to the spiritual world. Again, the sounding spiritual world appears, in harmony with all mysticism.

Faust is to ascend inwardly to the heights of humanity. We are led to the imperial court. We are shown how Faust, as a human being, works not only for himself but also for the lower self of many people. Faust creates sensual prosperity for people. Faust undergoes a greater lesson, but still within sensuality. He is to be led higher. Faust should be able to show something that cannot be achieved with the senses. What was originally alive is still present in the spirit. The spiritual archetypes are present somewhere. The tempter has been able to lead him through the sensual world. Mephistopheles has the key to the eternal depths of things, to the spiritual world, but not the power to penetrate it himself. That is why he gives Faust the key to the realm of the mothers.

Mysticism throughout the ages has always described the highest soul as feminine. The mystic imagines the whole world as a fertilizing father. The soul is the eternal feminine, which becomes ever more mature through fertilization from outside. The highest soul-spiritual realm is where the deity originally resided. It is the realm of archetypes, of mothers.

The theosophist recognizes that the deepest essence is expressed in three forms. Faust finds the glowing tripod. It corresponds to the deepest essence of man, which the theosophist calls “Atma, Budhi, Manas”. These are the three highest principles of man.

The realm of the Mothers contains the archetypes of all things. Faust is able to bring up the archetypes of all things. Faust has brought up the spirit from Paris and Helena.

How human beings live together as body, soul and spirit is wonderfully depicted in the second part of “Faust”. One may only approach the spirit in purity, not with desire. Man must first be purified from desires, from longing. Faust must still be purified and gain higher insights. This will be explained in more detail. Faust returns to the laboratory. The homunculus is the soul. The spirit dwells with the mothers, the sources of spiritual life. The soul is presented in the homunculus. The soul dwells in the physical body, [like the homunculus in the glass vial], but is itself immortal. It can perceive through the physical body with the senses. The mystic knows through his practical experience of incorporeal vision.

The soul's eye is clairvoyant. The homunculus lacks physical properties, but not soul properties. The homunculus sees Faust's dream. The vivid way in which Goethe describes the homunculus, how he longs for embodiment, for penetration into the physical world, shows how the soul lives in the soul world with such properties as those possessed by the homunculus. The human body in its connection with soul and body is presented here.

In the classical Walpurgis Night, we are told how the homunculus [begins to embody itself] in the lowest realm and develops through all the realms of nature. As the homunculus develops from the mineral kingdom up to the plant kingdom, it is said, to hint at this:

It grunts so.

Then, when sexual life begins, Goethe lets Eros appear. Finally, Homunculus crashes into the shell carriage of Galathea. He has passed through all the realms of nature and connects with the spirit and becomes human.

Now that body, soul and spirit are connected, Helena can appear in the flesh. In Helena, the feminine is presented to us. In her outward form, Helena is to show Faust the soul. It is a development of Faust towards the soul. Then self-knowledge occurs for Faust, a mystical experience. This arises from the fact that in the moments of celebration of life, man can look into a spiritual world. Then he gives birth to the divine spirit within him. In Faust this is represented by the birth of Euphorion. Man unites with his higher self - the feminine, Helena. The son of both is Euphorion. Euphorion represents the way in which each person, in this or that way, gives birth to the spiritual within themselves. For one person it is poetry, for another mystical contemplation. This knowledge of the higher worlds in the solemn moments of life is individual.

When man returns to everyday life and then remembers what he has born in the festive moments of life, then he hears the words:

Let me not, Mother, in the gloomy realm,
leave me alone!

Faust is still not ready for the mystical life to become the cornerstone of his being. But Goethe himself defined his Faust as a mystic. He said to Eckermann about the second part of “Faust”: “For the initiate, the deeper meaning is noticeable.

Faust finally gains the opportunity to live as a selfless person. He wants to become a messenger of divine cosmic activity. But he still clings to the outer, sensual view. He is not yet above all sensuality. He once again causes destruction - destruction of the hut. Now the last step to ascent follows. He still makes progress in doing so. Even when a person has reached a higher level of development, he is still preyed upon by base thoughts and worry. Through worry he grows blind. His outer, sensory perception fades away. But a bright light shines within. His inner sense has been opened. In Faust, Goethe presents everything that a person can recognize and understand. He shows what the soul will be at the beginning and at the end. At the beginning, there is the innocent Gretchen – at the end, Gretchen is once again the feminine in man, the soul. At the pinnacle of development, there is the inadequate event. Faust can see what cannot be seen with the senses. In Faust, we have the development from the lower self to the higher self.

Last time I talked to you about the moon flying out of the earth and how that is connected to life on earth in the first place. I can already imagine that you will have many questions. We can deal with them next Saturday. Think about some of them by then. But today I still have a few things to discuss. Some questions may arise.

We have said: As long as the moon was inside the earth, what can be called the reproductive power of animal beings was quite different than later, after the moon had flown out. I have told you that in the time when the moon was still inside the earth, the moon gave the earth those forces that are, so to speak, maternal forces, feminine forces. So we can imagine that there was a time when the moon was still inside the earth. I will sketch this out for you very schematically.

When the moon was still inside the earth, it was not in the center, but a little to the outside (see drawing, left). If you look at the Earth today, you will also notice that on one side, more towards where Australia is located, there is a lot of water on the Earth, while on the side where Europe and Asia are located, there is a lot of land. So the Earth actually does not have land and water equally distributed, but the Earth is such that on one side it actually has the most land and on the other side the most water. So the material on Earth is not evenly distributed (see drawing $.149, right). It was also not evenly distributed when the moon was still inside the Earth. The moon was just lying on the side where the Earth has the inclination to be heavy. Of course, if there is a solid material, it is heavy there. So I have to draw it the way I have marked it there with white chalk.

Now you have to imagine that at that time fertilization took place in such a way that the moon, which was inside the earth, gave these giant creatures the strength to, so to speak, provide reproductive material. You can't say that back then the animals would have laid real eggs. These giant oysters were actually just a slimy mass themselves, and they just secreted a piece of themselves. So that such a gigantic oyster, as I described to you last time, which could originally have been as large as the whole of France, had a mighty shell on which one could have walked around, and towards the interior of the earth a mass of slime. The lunar forces worked on this slime, and a piece of it was secreted. That then swam further into the earth. And when the sun shone on it again – I have explained this to you vividly using the example of the dog – an egg shell was formed, and because this egg shell was formed, the slimy mass of the oyster was again inclined to secrete a piece of itself, and then a new animal could arise. So the female forces came from the moon, which was in the earth, and the male forces from the sun, which shone on the earth from the outside. Now, gentlemen, I am describing a very specific time, the time when the moon was still inside the earth.

Now you have to imagine the following. Today, when the moon is outside, outside the earth, it has a completely different effect. You also know that when carbonic acid is inside a person – I told you this last time – it has a completely different effect than when it is outside, where it is a poison. If you recall animal reproduction today, you must say: the animals have to produce eggs, and these eggs must then be fertilized in some way. So what the moon used to give when it was inside the earth is now in the animals. The animals have these lunar forces within them.

And the moon also gives forces from the outside. I told you last time: even poets know that the moon gives forces to the earth. But these are forces that stimulate the imagination, that make you more alive inside. These are forces that no longer affect reproduction, but that radiate in from the outside and can no longer effect reproduction at all.

So you have to imagine it: what the moon was able to give the earth when it was still inside, these reproductive powers, the animals have appropriated them, inherited them, and now they plant them from one animal to another. So when you look at the eggs of the animals, you have to say to yourself: the lunar forces are inside. But those lunar forces are still inside that worked when the moon was still in the earth. Today the moon can no longer do much other than stimulate the head. So today the moon works on the head. But in those days it worked precisely on reproduction. You see, that is a considerable difference. It makes a big difference whether something is inside the earth or outside of it.

Reproduction is a very strange thing. But again, we have to say that all understanding of nature depends on understanding reproduction. Because through it, the individual animals and the individual plants still arise today. If it were not for reproduction, everything would have died long ago. If you want to understand anything about nature, you have to understand reproduction. But reproduction is something peculiar on earth.

Just imagine: the elephant has the peculiarity of only being able to produce a single young at around fifteen or sixteen years of age. Take an oyster, on the other hand; it is a small, slimy animal. If you imagine this as being huge, you will have roughly the same creatures that I showed you for that time. So, you can learn something from an oyster. But the oyster is not like the elephant, which has to wait so many years to produce a young one. A single oyster can produce a million oysters in a year. So an oyster has a different relationship to reproduction than an elephant.

Now, gentlemen, another interesting animal is the aphid. You know that it occurs on the leaves of trees and can be found as a rather harmful population of the plant world. People suffer a lot from it. An aphid is, as you know, much smaller than an elephant, but it can produce several thousand million offspring in just a few weeks – a single aphid! An elephant, for example, needs about fifteen or sixteen years to produce a single offspring, but the aphid can reproduce in just a few weeks to produce several million from a single individual.

And then there are tiny animals called vortices. If you look at them through a microscope, they are just a tiny lump of mucus, and they have a thread that they wriggle along. They are very interesting animals, but they consist only of a tiny lump of mucus, like if you took a thread out of an oyster, and they swim around like that. These little Vorticelles are now able to produce a hundred and forty trillion offspring in four days – a single one! – so many zeros would be needed to write it on the blackboard. The only thing that can compete with that now is Russian currency!

So you see, there is a considerable difference in reproductive capacity between an elephant, which has to wait fifteen or sixteen years to produce a single young, and such a small Vorticella, which in four days multiplies to such an extent that one hundred and forty trillion offspring grow.

So you see, there are really very significant natural secrets here. And there is a very interesting French tale, which on the surface doesn't have much to do with it, but inwardly it does. There was an important French poet — his name was Racine. And this Racine, it took him seven years to write a play like “Athalie”. So he wrote a play like 'Athalie' in seven years. And in his time there was another poet who was terribly proud compared to Racine and said: Racine needs seven years to write a play; I write seven plays in one year! And so he came up with a fable, a story, and this story, this fable goes: the pig and the lion were once arguing; and the pig, who was proud, said to the lion: I have seven young ones every year, but you, lion, you only produce one in a year. — Then the lion said: Yes, but the only one is a lion, and your seven are pigs. And with that, didn't Racine want to brush the poet aside. He didn't exactly want to tell him that his plays were pigs, but he compared them, because he said: Well, you do seven plays like that every year, but in seven years I do one Athalie – which is world-famous today.

You see, you can say: Even in a fable like that, in a story like that, there is something to be said for taking fifteen or sixteen years, like an elephant, to have a young one, rather than being a Vorticelle, which reproduces in four days to have a hundred and forty trillion young. People already talk a lot about the fact that rabbits have so many young; if they only started talking about the Vorticelle – it's impossible to imagine such a reproductive capacity!

Now, we have to find out why such tiny animals produce so many young, while it takes an elephant so long.

Now I have told you: the sun is the actual basis for fertilization. So, even today, we still need the sun for fertilization. And I have also told you: if there is a heavenly body outside, like the moon, it only affects the head at most, but no longer affects the abdominal organs, so no longer directly affects the reproductive powers. Today, the reproductive powers must be inherited from one being to another. But, gentlemen, in a certain sense, what happens in today's reproduction is still dependent on the moon. And I will explain this to you in the following way, by going back to the sun again.

You see, we have to ask ourselves: Why does an elephant need fifteen or sixteen years to develop its reproductive ability to the point where it can have a calf? Now you all know that the elephant is a pachyderm, and because it is a pachyderm, it takes so long. A thick skin allows the sun's forces to pass through it less strongly than if you were a plant louse and were very soft and the sun's forces could get in everywhere. So the elephant's low fertility is actually related to its thick skin.

You can also tell by the fact that Think back to those huge floating oysters. Yes, a second oyster would never come into being if it only depended on the sun shining on that scale armor, on that thick skin! But this oyster, as I told you, releases a little mucus; the mucus does not yet have an oyster shell, so the sun can come upon it. And by drying the mucus and thereby creating a new oyster, it has a fertilizing effect on that oyster. Yes, when the sun's rays come from the outside, gentlemen, they can only create shells. How is it that the forces of the sun can still have a fertilizing effect?

You see, we have to look at something else to help you understand how the story actually fits together. You may know that when the farmers have harvested the potatoes, they dig quite deep pits and put the potatoes in them. Then they cover the pits again. And then later, when the winter is over, they dig up the potatoes from these pits again, because they have remained good in there. If they had simply kept the potatoes in the cellar, they would have perished. They stay quite good in there.

Where does this actually come from? It is a very interesting thing. The farmers don't know much about it. But, gentlemen, if you were a potato yourself and were buried in this pit, you would actually feel extremely good in there, if you didn't need something to eat. You see, the warmth of the sun in summer remains in there, and what the sun shines on the earth in summer, that draws more and more downwards. And if you dig into the earth in January, the warmth of the sun and all the other solar forces from summer are still there at a depth of one and a half meters.

That is the strange thing. In summer, the sun is out and warms from the outside, and in winter, the sun's power moves down and can be found further down. But it cannot go very deep down; it flows back up again. If you were a potato and were lying down there, you would be quite comfortable; you wouldn't need to heat up, because first of all there is still the warmth from the summer inside, and secondly it comes up quite warmly from below because the solar forces radiate back again. And these potatoes are actually terribly comfortable. It is only there that they really enjoy the sun. In summer they don't get much of the sun, it's even unpleasant for them. If they had heads, they would get headaches when the sun shines on them; it is actually unpleasant for the potatoes. But in winter, when they are buried in the earth, they can really enjoy the sun.

From this you can see that the sun does not only work when it shines on something, but it continues to work when its energy is absorbed and stopped by something.

Yes, gentlemen, now a peculiarity occurs. I have told you: When a body is outside the earth, it has a killing effect, either - like carbonic acid - like a poison, or like the sun here, which produces dandruff when it shines on it; it hardens the living being on which it shines. But in winter, it is not true that the sun works from the outside; it works from inside the earth. There it leaves its strength behind, working in the interior of the earth. And there it also renews the reproductive forces in the interior of the earth, so that the reproductive forces today, in our time, also come from the sun, but not from direct sunlight, but from what remains in the earth and then radiates back in winter.

It is a very interesting thing. It is just like when we breathe in carbon dioxide: then it is a poison. But when the carbon dioxide is inside our body and goes through the blood, we need it. Because if we had no carbon, we would have nothing at all inside us. We need it inside; then it is beneficial; from the outside it is a poison. Sunlight from the outside causes peeling in animals; sunlight absorbed from within and reflected back generates life and makes the animals capable of reproduction.

But, gentlemen, now imagine that you are not a potato but an elephant. You would have an awfully thick skin and would only let a little of the warmth that the earth has from the sun in. That is why it would take you an awfully long time to produce an elephant calf if you were an elephant. But imagine you were a plant louse or an oyster; in that oyster you would be just a mass of mucus near the earth's surface. The elephant is not such a mass of mucus. The elephant is closed off on all sides by its skin, so it lets this warmth, which comes from below, into itself only very slowly.

Now, you see, it is like this: animals like aphids, which also live close to the ground and on plants, have no thick skin at all; they can absorb what evaporates from the earth with the spring with terrible ease, so their reproductive powers are always quickly refreshed. And the vortices even more so, because they live in the water and water retains the warmth of the sun much more intensely, so that the stored solar warmth in the vortices produces the hundred and forty billion at the right season; that is, when they have absorbed enough of what the warmth of the sun is in the water, they can reproduce themselves terribly quickly. So we can say: Today, the Earth gives its beings the ability to reproduce by storing the forces of the sun within itself during the winter.

Now let us move on from there to the plants. You see, with plants it is like this: you know that plants also reproduce through so-called cuttings. So when a plant grows out of the earth, you can cut a cutting somewhere. You have to cut it out properly, then you can plant it and it will grow into a plant. Certain plants reproduce in this way. Where does that come from? The reason why plants have the power to reproduce even through a piece of themselves is because they have the seed in the earth during the winter. That is a very important thing for plants. If you want to somehow encourage plants to grow properly, it is the case, isn't it, that they actually have to be in the ground during the winter. They have to grow out of the ground at all. There are summer fruits, and we could talk about them later. But in the main, the plants have to develop their seeds in the soil, and then they can grow. Sometimes you can also make bulbous plants grow in water, but you have to take special measures for that, don't you. In nature, it is mainly the case that plants have to be placed in the soil and have to get their strength to grow from there.

What happens, gentlemen, when a seed is placed in the earth? There this seed is really placed in the beneficence of absorbing these forces given by the sun to the earth. The plant seed, in particular, really absorbs these forces that come from the sun into the earth.

With animals, it is much more difficult. Those animals that are actually in the earth, such as earthworms and the like, also easily absorb this power. That is why they all reproduce very prolifically, all the animals that are either very close to the earth or in the earth. Worms are also such that they have an awful lot of offspring, and for example just such worms, which unfortunately can also get into the human intestines, produce an awful lot of offspring, and man must constantly exert his own powers so that these worms do not produce an awful lot of offspring. So that if you have worms inside you, you have to use almost all your vital forces to kill these horror stories that you have inside you.

Yes, but plants are able to grow out of the ground (see drawing); down there is the root, then they grow out of the ground, and then they have the leaves, then they develop the flowers and new seeds. But, gentlemen, you know very well that when the flower begins to develop, the plant no longer grows upwards. That is very interesting. The seed of the plant, the germ, is placed in the soil; the stalk grows out of it, leaves, green leaves, and then the flower comes. There the growth is stopped, and the plant now quickly produces the seed. If it did not produce the seed quickly, the sun would use all its strength on these petals, which would be infertile. The plant would get a huge, beautiful flower at the top, with many colors, but the seed would not be able to develop. The plant finally gathers all its strength to produce the seed quickly.

You see, the sun that comes from outside has the peculiarity of making plants beautiful. When we find beautiful plants in the meadow, it is the external sun with its rays that brings out these beautiful colors. But it would make the plants die with it, just as it makes the oyster die with the oyster shell, dries up.

That is why you can see this all over the world. You can see this effect of the sun particularly well when you come to hot, equatorial regions; there all the birds are in the most wonderful colors. That is the effect of the external sun. These feathers are all beautifully colored, but they no longer contain any life force. The life force is most dead in the feathers.

And so it is with the plant. When it grows out of the ground, it has abundant life force. Then it loses more and more of it and in the end it has to gather all its strength; it still puts the very little bit of life force into the seed. And the sun makes beautiful leaves, colorful flowers, but in doing so it kills the plant. There is nothing of reproductive capacity in the colored petals.

But what does the plant do when its seed is placed in the earth? It does not just allow itself to be placed in the earth, but it brings forth growth in the leaves; it brings that forth. If I draw something green, the forces of the sun, that is, warmth, light and so on, develop it. So the forces of the sun rise up in the plant. The plant takes these with it in the seed, while the solar forces that come from outside kill the plant, so that a very beautiful flower arises. But in the middle of it all there is still the seed, which comes from the solar warmth stored up in the middle of winter. The seed does not come from this year's sun. That is just a misconception. The beautiful blossom comes from this year's sun; but the seed comes from the solar warmth of the previous year, which still has the strength that the sun first gave to the earth. The plant carries this through its entire body.

This would not be so easy for animals. The animal depends on the fact that this solar warmth comes more from outside, more from the earth, and is only refreshed. This is because the animal does not absorb the forces of the sun as directly as the plant. But the plant carries the warmth of the previous year's sun through its own body up to the seed in the flower, which has accumulated in the earth.

If you look at this story correctly – it is extraordinarily interesting, wonderfully interesting – then you say to yourself: plants and animals reproduce. They could not reproduce if the sun did not work. If there were no sun, they could not reproduce. But the sun, which is out there in the sky, apart from the earth, it is precisely what kills the ability to reproduce. It is the same as with carbonic acid: when we inhale carbonic acid, it kills us; when we have it inside us, it invigorates us. When the earth receives the sun's rays from outside, its animals and plants are killed; when the earth can give the animals and plants from its interior what is in the sun, they are invigorated and stimulated to reproduce. You can see that in plants; they develop seeds capable of reproduction only from the power of the sun, which they take with them from before, from the previous summer. What makes the plant beautiful this year comes from this year's sun. It is like that in general: the inner life grows from the past, and one becomes beautiful through the present,

Now, gentlemen, the elephant with its thick skin, but the little warmth from the earth and the little sun inside, which he gets from the earth, would be of little use to him, because he is a pachyderm. These forces do not pass through him so easily. He must have stored up a great deal of his own semen from earlier. He has stored up lunar forces. He needs them, of course, for maternal, for female reproduction. He has stored them up. The moon has emerged from the earth, and the animals that reproduce have the lunar forces within them.

You see, there is something that must be taken into account. Of course, someone could come and say: There is such a stupid fellow who says about the former, the earlier lunar forces, that such old forces still live in the eggs, in the reproductive forces. This stupid fellow claims that the present reproductive forces are from the past. – I would simply say to that person: Have you never seen that something that is alive now has something in it that is from the past? – I would show him a boy who looks so much like his father that he is, as they say, the spitting image. Yes, if you then go back – the father could even have already died; someone could have known the father when the father himself was a boy as small as the boy is now, and the person in question could say: Yes, the boy is the spitting image of his father. – But he looks just like him, the way the father was when he himself was a little boy. What you saw there thirty or forty years ago is still in the little boy now! The forces of the past are always still in what lives in the present. And so it is with the reproductive forces. What is in the present comes from the past.

You know, it was considered a particularly strong superstition that the moon should affect the weather. Well, there is also a great deal of superstition in that. But once upon a time there were two scholars in Germany, at the University of Leipzig, one of whom – his name was Fechner – said to himself: perhaps there is a grain of truth in this superstition that the moon affects the weather. So he made a note of what the weather was like at full moon and what the weather was like at new moon, and found that There is a difference; it rains more when the moon is full than when it is new. That is what he found out. You don't have to believe that yet. Such notes are not very convincing. In real science, you have to work much, much more precisely. But he did say that you just have to continue such investigations and see if it doesn't come out that the moon affects the weather.

Now at the same University of Leipzig was another man who thought he was much cleverer – Schleiden was his name. He said: Now even my colleagues are starting to talk about the moon having an effect on the weather. Gosh, that's not true, we have to fight against that with all our might! – Then the Fechner said: Well, the dispute will remain between us men, but we also have women. – You see, that was still in earlier times. When the two university professors lived in Leipzig, the university professors' wives still had an old custom in the city. They put their troughs, their vats, in the rain to get water to wash in. They collected it because water was not easy to come by in old Leipzig. There were no water pipes back then. So Professor Fechner said: Yes, our wives should sort this out. Professor Schleiden and Professor Fechner should do it this way: so that they always get the same amount of rainwater, Professor Schleiden can put out her troughs at the new moon, and my wife can put out her troughs at the full moon! — He said to himself: according to my calculations, she will then get the most rainwater.

Well, you see, the women didn't go along with it. They didn't want to go along with their husbands' science. They couldn't be convinced at all. So it came about in a curious way that a person, even when science is in the form of a man, does not believe in it, like Mrs. Schleiden, and does not say to herself: I get just as much water at the new moon as at the full moon. Instead, she wanted to put out her watering troughs even at the full moon, despite her husband's terrible ranting against Fechner.

That is something that proves nothing. But, you see, it is strange that even today, high and low tides are still connected with the sun and moon. So that one can say: tides occur quite differently during one quarter of the moon than during any other quarter of the moon. That is connected. But, gentlemen, it does not happen because the moon shines on the sea somewhere and that causes a flood, but that is an old story.

When the moon was still inside the earth, it developed its powers and caused the tides. And the earth still has these remnants of the forces themselves, through which the tide arises. No wonder, the earth is already doing it independently. Today it is a superstition to believe that the moon has an effect on the earth. But it once had an effect on the earth when it was still inside, when everything still had an effect on the earth; and the earth is still in this context inside. That is why it determines the tides. But that is only seemingly the case. Just as I look at my watch, I also say: it throws me out at ten o'clock to the hall. — So today the phases of the moon coincide with the tides, because once they were interdependent.

And so it is with the reproductive powers, insofar as they depend on the moon, insofar as they are feminine. And so it is with the reproductive powers, insofar as they depend on the sun, that is, they come from the solar power that is inside the earth.

But all the animals that reproduce so prolifically, up to the trillions, that is, those that can use these solar forces stored up by the sun through the earth, are lower animals. The higher animals and humans have these reproductive powers protected within. Some of the solar power still comes in and constantly refreshes these powers. Without this refreshment, they would not be there either. But from what solar power is inside the earth today, they would not be able to have their reproductive powers properly.

The plant can have them because it carries what lives in the earth from winter into summer through its own body. The plant has the reproductive power from the previous year.

But the elephant cannot have them from the previous year. It has it from a time millions of years ago, and it has it in its reproductive seed, which it in turn inherits from the elephant father to the elephant son. There it is inside. But from what time does it have it inside! Well, just as the plant has the reproductive power of the previous year within it, so the elephant has the reproductive power of millions of years within it. That is why the plant and the lower animals can reproduce from it, because they can still use the power stored up by the earth. These are tremendously strong reproductive powers. Those animals that depend on storing very ancient forces within themselves can only reproduce weakly.

But let us now go back to the time when there were such giant oysters: No sooner had such an oyster reached the point of being illuminated by the sun than it lost its inner strength and could only use the one that came from the earth. But it could still use it because the oyster was open at the bottom. When this oyster was as large as present-day France, it was open at the bottom and could absorb the earth forces that came from the sun. When these animals had then transformed themselves into megatheriums, into ichthyosaurs, when the sun shone on them from above, and they were no longer open from below, they were dependent on the reproductive power that they had within themselves, which was at most refreshed by the sun.

Yes, gentlemen, there must have been a time when animals acquired reproductive powers that they could not get when the sun shines from outside. There must have been a time when the sun was inside the earth, when not just a little of the sun's energy came into the earth, which remains in the earth in winter, for example, for the potatoes; but there was a time when the whole sun was inside the earth.

Now you will say: But the physicists say that the sun is so terribly hot, and if the sun were inside the earth, it would have burned everything. — Yes, gentlemen, you only know that from the physicists. But the physicists would be extremely astonished if they could see what the sun really looks like. If they could build a balloon and go up there, they would not find that the sun is so hot, but the sun is full of life forces, and it develops heat as the sun's rays pass through air and everything. That's where it develops heat first. So when the sun was once inside the earth, it was full of life forces. It could not only give the little life force that it can give today, but when the sun was once inside the earth, these living beings, animals and plants that were there at the time, could get enough of what the sun gave them, because the sun was inside the earth itself. But then these oysters did not develop any shells either, but were just slime.

And now imagine: there was the Earth, the Moon in it, the Sun was inside the Earth, oysters developed that had no shells, but were slime. Mucus formed; it smeared off, separated, and an oyster formed again, and again an oyster formed, and so on. But they were so huge that they could not be distinguished from each other. They were adjacent to each other. What must the earth have looked like back then? It was similar to our brain, where the cells also lie next to each other. There, too, one cell lies next to the other; only that they die, whereas in the past, when the sun was inside the earth, oyster cells, huge cells, were one next to the other, and the sun developed its powers, which it was constantly developing because it was inside the earth. Yes, gentlemen, now consider this: there was the earth (see drawing), here a giant oyster, there another giant oyster, again one, all such giant slime balls next to each other, and they were always reproducing. And today's oysters reproduce so quickly that they can have a million offspring in a short time; the oysters of that time reproduced even more quickly. Gosh, no sooner had the old oyster arrived than the young were already there, and they had young of their own and so on. The old ones had to dissolve again. If someone had looked at it from the outside, how this huge lump of earth was there like a big brain, of course much softer, much slimier than a brain today, how a giant oyster reproduced so quickly - but each one could have had a million offspring again - he would have seen: everyone had to defend themselves against the others because they bumped into each other. And if someone had come, an especially curious one, and had watched from a foreign star, he would have seen: There below, floating in space, is a giant body, but it is all life, constantly producing life, not just consisting of millions of nested oysters, but constantly reproducing. And what would he have seen? Exactly the same thing – only on a gigantic scale – as can be seen today when a human being's tiny egg is examined in the early stages! There, too, it is only a very small-scale process. There are also these small cell mucus vesicles that multiply rapidly.

166 otherwise the human being would not be able to reach his size in the first few weeks in which he is carried. The cells are so small that they have to multiply very quickly. If you had looked at the earth at that time, you would have seen the image of the earth: a giant animal, and within it the forces of the sun and the moon, in the whole earth inside.

You see, I have now shown you how to go back to the time of the earth's development when the earth, sun and moon were still one body. But, gentlemen, I would like to say: in Faust, if you have read or ever read it, Gretchen, who is sixteen years old, says to Faust when he is explaining his religion: “The pastor also says something like that; but it is a little different.” So you could also say: “Yes, the professors also say something like that, but it is a little different.” You say: “Once the sun was one body with the earth and the moon.” — That's what they say; because they say, isn't it: This sun, it was a giant body; then it turned, and then the earth split off as it turned. Then the earth turned further, and then the moon split off again. —- So basically, they also say that all three were once one body.

Then people come and say: That can be proved; it is already being proved to schoolchildren. It can be demonstrated terribly nicely. You take a small drop of oil – which floats on water – and then you take a sheet of card and cut out a small circle, push a pin through the top; afterwards you put it into the water and turn the head of the pin. The little oltröpfelchen split off and go around like that. There you have it, they say, there you see it: that happened once in the world! There was a huge gas ball in the world, just gas; but the story turned, and it was mobile. And then the outer things were just split off, our earth from the sun, just as these oltröpfchen were split off. They can prove that in school. And the children, who believe in authority, say: It happened quite naturally; there was once a huge ball of gas that was rotating, and that's how the planets were split off. We saw it ourselves, how the droplets were split off.

But now you must also ask the children: Did you see the schoolmaster up there turning the pinhead? So you have to imagine a giant schoolmaster who turned the gas ball at that time, otherwise the planets would not have been able to split off! — The giant schoolmaster - in the Middle Ages he was depicted: that was the Lord God with the long beard. That was the giant schoolmaster, and these people forget him.

But it is no explanation to assume a giant gas ball that rotates, and that could only rotate if a giant world schoolmaster had once existed. That is no explanation. But, gentlemen, it is an explanation when you come to the conclusion that the sun and the moon were connected to the earth and that it moved itself. That could move. A ball of gas cannot move by itself. But what I have explained to you here could move. In those days it did not need a world school master, but it was alive in itself. The Earth was once a living being, and indeed one such as a seed is today, and it contained the Sun and the Moon. The Sun and the Moon emerged from the Earth, leaving their inheritance behind, so that today the germinating power, protected in the maternal and paternal bodies of the human being, these powers, which once could come directly from the Sun, still reproduce and today develop the animals, the seeds and eggs in themselves, carry the ancient solar power in their egg and seminal fluids, carry it within themselves as an inheritance from ancient times, from the times when the earth itself still had the sun and moon within it.

You see, that is a real explanation, and only if you understand it that way can you really understand. Then you realize that there was once a time when the moon flew out and the earth flew out of the sun with the moon. We will discuss this matter further next Saturday at nine o'clock. It will still be a bit difficult, but nevertheless I believe that history looks like this so that you can understand it.

I. Excerpt from a Dutch brochure

The above was the title of a lecture given by Rudolf Steiner in Amsterdam on Thursday evening in the “Van het Nut” building.

The speaker, introduced to his audience as the General Secretary (Chairman) of the German Section of the Theosophical Society, began by describing the concept of Theosophy. Theosophy wants to be a movement to deepen our spiritual life. And it is fair to say that Theosophy in our time represents what we perceive as a great movement in the whole cultural world.

The speaker then points out the growing internationalism and the continued disappearance of the walls between people and people, between nations and nations, over the centuries. In the material field, we see the banker, the industrialist, the merchant playing an important role here. But all of this as material phenomena are consequences of the existence of common ideas, the internationalization of ideas.

What we saw in earlier centuries (and even now) in the religious sphere, dividing one person from another and one people from another, is magnificently bridged by Theosophy, and this is only possible because the theosophical spiritual current extends to the deepest foundations of spiritual life.

It is not the theosophical attitude that says, “How is it possible that we have come so wonderfully far,” and looks back with a certain pity at the old “childlike” beliefs.

We in Theosophy have completely turned away from the delusion that we can look down on what humanity has achieved in earlier times.

In order to show the relationship between Goethe, the poet, and Hegel, the philosopher, and the theosophical view of life, the speaker will present the latter in a few basic principles:

The first principle is that this visible world is based on an invisible world; secondly, that man can get to know a supersensible world behind the sensual world. But: the supersensible world cannot be reached with ordinary sensual perception. Theosophy is not concerned with magic, with superstition, with falling back into old fantasies. The one who perceives not only the facts of the material world, but also the spiritual causes of it, becomes aware of a higher faculty within himself.

Dr. Steiner then gives a favorite example of a person who was born blind and underwent an operation. A world of perception opens up for him. An infinity of light and color flows into his eye that now sees, of which the person previously had no concept and could not form an idea. As a citizen of the lower nature kingdoms through his lower nature, the human being belongs on the other hand through his higher nature to the realm of the higher worlds, from which his being is built. And so the human being stands with his inner being between two realms.

Now we see the life of the individual human being playing out externally between birth and death, and we see how he becomes richer and richer in experience through the perception of the external world. And we ask ourselves: What is it and where is it that the human being has taken in during all this time? What we have absorbed is transformed by death into a seed for a different development. The sum of our life experiences has reached our soul, and at the moment of death the fruit of life presents itself as a seed. In a new life, in a new embodiment, the seed unfolds. We can perceive this in the development of a person from the moment of birth.

What we perceive cannot be explained by this one life alone. Just as the plant germ leads us to an earlier plant, so this spiritual soul germ leads us to an earlier spiritual life. This is what is usually called reincarnation.

Each life enriches the soul with the fruits of life, and each life the person enters richer: Everything we have within us, we have acquired in previous lives. And we also know that the thoughts living in this world are the fruit of earlier human development. But we see that both the old fairy tales and myths and what we currently call our science are only forms of human development – and that we will later achieve other and higher forms of this development.

When we survey all this, we are able to build a bridge to the poet Goethe and to the philosopher Hegel. From the very beginning, we find a basis for theosophical feelings in the whole being of Goethe. Even as a boy, Goethe was trying to find his own divine spiritual nature through his spiritual experiences.

The seven-year-old boy cannot recognize the external religious forms of his time as his own, so he builds himself an altar on a lectern and places stones and plants from his father's geological collection on it: natural products that he perceives as expressions of divine life. And then he wants to light a sacrificial fire, and he lets the first rays of the rising sun fall through a burning glass and ignite the sacrificial candle on the altar he has erected himself.

As an artist, too, he seeks nothing but the great life of the supersensible world, for example on his Italian travels. He also says that art is the most worthy interpreter of the spiritual world. One should also look at his letters to Winckelmann, where he describes his view that everything that exists in nature in terms of order, harmony and measure is reflected in man, where it exults to the highest peak of perfection.

Schiller writes to Goethe: “Dearest friend, I have been watching the course of your spirit for a long time, albeit from afar.” — “You are taking a difficult path, but you will surely find it... etc. From the very beginning, Goethe feels that he was born out of the spiritual-cosmic nature.

That Goethe recognized the spiritual in man is shown not only by a poem from the 1790s, “The Mysteries,” in which he speaks of the Rosicrucian symbol: the black cross with the red roses; he gives his creed even more beautifully in the fairy tale of the beautiful lily and the green snake and in his Faust poem. The speaker refers to Goethe's letters to Eckermann, where he says that his Faust can be viewed from two perspectives: firstly, it is something for people in the theater, but then there is also something in it for the initiate who sees the spiritual life behind the sensual life of man. Those who do not have that, the dying and becoming, remain only a dull guest on this dark earth.

Then the speaker points out other things that are so well known to most people, but understood by so few, and certainly not by most commentators on Goethe: in the prologue, where Goethe speaks of the “harmony of the spheres” and the heavenly choirs; in the reappearance of the figure of Helen in the second part, Helen who had already died; and finally on the homunculus, with which he wants to imply nothing other than that which is human, from embodiment to embodiment: the soul: He was all too happy to be embodied.

The speaker is briefer with regard to Hegel, namely because of the already advanced time of the assembly. Hegel is a contemporary and in many respects the student of Goethe. He understood everything about Goethe, except for the theosophical basis. Hegel shows how far one can come who does not know the above-mentioned foundations of Theosophy.

Take a glass of water: you can only draw water from it if it is in it. And man can only draw wisdom from a world that is itself built of wisdom. Hegel strove to prove this.

Hegel recognizes the world of ideas as a coherent spiritual world, independent of nature, and he calls this world pure logic. For Hegel, “logos” has the meaning of: the great original plan of the world, the sum of the ideas that underlie this world.

The speaker then points out the well-known systematics of Hegel and follows how he speaks of the three sides of the ideas: - the idea in itself - the idea in nature, spread out in space and time, where it will become self-aware, descending into different forms, to humans and further - then the idea, returning to its own pure essence, having become self-aware.

But, says the speaker, Hegel carries within himself all the limitations of his time. We must not see the philosophical lines alone, nor consider the “world of ideas” as something absolute. (The speaker seemed to mean: not as a concrete thing).

For Hegel, the scientific view of the world had become an absolute, and one always has the feeling that Hegel means that when man has grasped the world of ideas, humanity has come to its end. Hegel knew nothing of the infinity of forms through which the world of ideas gradually becomes conscious in successive lives, and that man must learn the logos of feeling as well as the logos of idea to live and experience. From Hegel's philosophy, a kind of materialism emerged.

[After speaking] tirelessly for almost two full hours with great mental strength, this extraordinary speaker concluded his lecture with the apt words of Goethe:

If the eye were not solar,
how could the sun delight us?
If the soul were not divine,
how could the divine delight us!

II. Report in the “Algemeen Handelsblad” of March 7, 1908

Theosophy, Goethe and Hegel.

The above topic was discussed yesterday evening at the 'Nutsgebouw' in a large public meeting convened by the Dutch Section of the Theosophical Society, with Dr. Rudolf Steiner, Secretary General of the German Section, as the speaker.

The speaker – an interesting figure: a sharply defined, ascetic thinker with deep, sparkling black eyes and long, matt black hair swept back; on top of that, a talented speaker – began his talk with a summary of the essence of Theosophy and its teachings.

He spoke of the possibility, so familiar and encouraging to those who have immersed themselves in theosophical ideas, but still so shocking, imposing, not to say fearsome, for novices, that man outgrows the physical, sensually perceptible world that surrounds him directly and moves and develops on a supersensible level of existence, thus elevating itself above itself; the possibility that man, not through magic or with the help of all kinds of superstition, but by cultivating the faculties of the soul that lie dormant within him, seeks and finds the spiritual foundations on which his sensual existence is based.

Dr. Steiner went on to speak of the doctrine of reincarnation, according to which the human soul, gathering life experience in a series of lives, grows in abilities, faculties and aspects, unfolding again and again in a new life as an effect, a consequence, a result of previous lives, and then, enriched by new experience, moving back to a state of condensation and concentration to finally fight his way up from the world of unconscious feeling, from which it was born, through the world of ideas or conscious feeling, to that world plan where the unity of knowledge and will will be born from the consciousness of ideas and the human soul will return to the eternal-spiritual core of existence from which the universe emerged.

The boy Goethe was already aware of this eternal spiritual core of existence. He built himself an altar of plants and minerals to glorify all creation, and he lit the incense candle on it in the sun, the eternal greatest manifestation of the eternal God.

Having also reached male puberty, he did not stop searching for the transcendental foundations of all that exists. Traveling in Italy and admiring ancient art treasures, he wrote to his friends in Weimar about his discovery of the “necessity of creativity-God”.

And also: “I suspect that the ancient Greeks created a work of art according to the same laws by which nature also performs its creative work, laws [that] I am on the trail of.”

And later, still in his work on Winckelmann, he wrote: “Everything that nature possesses in terms of order, harmony and measure is summarized in man.

Other great fundamental ideas on which Theosophy is based also dominated Goethe and are expressed in his works.

Thus, his unfinished work “The Mysteries,” dating from 1780, is an apt summary of theosophical ideas, where the doctrine of reincarnation is recognized in this beautiful image: “From the mouth of this pilgrim flows wisdom, as from a child's lips.

And again, in the fairy tale of the green snake and the beautiful lily, but especially in the second part of “Faust,” we find recognition of this teaching and other apt interpretations of Goethe's theosophical ideas.

Without going into detail, we could not follow the speaker in his quotations. We will just mention his surprising explanation of the enigmatic “homunculus figure” from the second part of Faust as a human soul on the path to reincarnation.

Dr. Steiner also sensed the great fundamental thoughts of the world that Goethe had “secreted into the poem” in Hegel's philosophy. He too recognized God, the Logos — this word traced back to its original meaning — in the “original idea of the world”. He saw the sum of ideas underlying the sensually perceptible existence, which thus becomes an image of the “spirit in itself”. And in the isolated subjective spirit of the human being, Hegel saw and honored the macrocosm reflected as microcosm.

But Hegel's absolutism, born of the worldview limitations of his time, prevented him from going further. The continuous development of the human soul as a microcosm until unity with the cosmic core is achieved is not recognized by him. But this does not detract from the greatness – now mostly misunderstood greatness of his basic idea, which was purely theosophical, like Goethe's when he wrote:

If eyes did not see the sun,
How could light delight us then.
If in us were no God's power,
How could divinity delight us then.

With this quotation Dr. Steiner ended his lecture, which was listened to with great interest by the numerous audience of ladies and gentlemen.

The purpose of this lecture is to expand and deepen what was said in the preceding lecture.

The difference between Occult Brotherhoods before and after Christianity is that before the advent of Christianity their chief mission was to guard the sacred tradition; afterwards, it was to form and mould the future. Occult science is not abstract and dead but active and living.

Christian occultism is derived from the Manicheans whose founder, Manes, lived on the Earth three hundred years after Jesus the Christ. The essence of Manichean teaching relates to the doctrine of Good and Evil. In ordinary thought, the Good and the Evil are two irreducible qualities, one of which—the Good—must destroy the other—the Evil. To the Manicheans, however, Evil is an integral part of the cosmos, collaborating in its evolution, finally to be absorbed and transfigured by the Good. The great feature of Manicheism is that it studies the function of Evil and of suffering in the world.

To understand the development of humanity, it must be viewed in its whole range. Only so can we see its high ideal. To believe that an ideal is not necessary for action is a great error. A man without ideals is a man without power. The function of an ideal in life is like that of steam in an engine. Steam comprises in a small area a vast expanse of ‘condensed space’—hence its tremendous power of expansion. The magic power of thought is of the same nature. Let us then rise to the thought of the ideal of humanity as a whole, guided by the thread of its evolution through the epochs of time.

Systems like that of Darwin are also seeking for this guiding thread. The grandeur of Darwinian thought is not disputed, but it does not explain the integral evolution of man. It only sees the lower, inferior elements. So it is with all purely physical explanations which do not recognise the spiritual essence of man's being. Theories of evolution based entirely on physical facts, attribute to man an animal origin because science has established that in fossilised man the brow is lacking. Occultism, knowing that physical man is but an expression of etheric man, sees something very different. At the present point of time, the etheric body of man has practically the same form as his physical body, although extending a little beyond it. But the farther back we go in history, the greater is the difference in size between the etheric head and the physical head. The etheric head is found to be much larger. Especially was this so in the period of earthly development which precedes our own. The men living at that time were Atlanteans. Geologians, indeed, are beginning to discover traces of ancient Atlantis, of the minerals and flora of this ancient continent now submerged under the ocean that bears its name. Traces of man himself have not yet been discovered but that is only a matter of time. Occult prophecies have always preceded authentic history.

The frontal part of the human head began to develop in the European races which followed those of Atlantis. The focus-point of consciousness in the Atlanteans lay outside the brow, in the etheric head. Today it lies within the physical head, a little higher than the nose.

Nifelheim or Nebelheim (the land of mists) in Germanic mythology is the country of the Atlanteans. In that age the Earth was hotter and still enveloped by vaporous clouds. The continent of Atlantis was destroyed by a series of deluges, as a consequence of which the terrestrial atmosphere cleared,—Then and only then came the blue sky, the storm, rain, the rainbow. That is why the Bible says that when Noah's Ark had come to rest, the rainbow, the “bow in the cloud” was a new token of alliance between God and man.

The ‘I’ of the Aryan race could only be consciously realised when the etheric body was centralised in the physical brain. Not until then could man begin to say: ‘I.’ The Atlanteans spoke of themselves in the third person.

Darwinism has made many errors in regard to the differentiation expressed by the races actually existing on the Earth. The higher races have not descended from the lower races; on the contrary, the latter represent the degeneration of the higher races which have preceded them. Suppose there are two brothers—one of whom is handsome and intelligent, the other ugly and dull-witted. Both proceed from the same father. What should we think of a man who believed that the intelligent brother descends from the idiot? That is the kind of error made by Darwinism in regard to the races. Man and animal have a common origin; the animals represent a degeneration of the one common ancestor, whose higher development comes to expression in man.

This should not give rise to pride, for it is only thanks to the lower kingdoms that the higher races have been able to develop.

Christ washes the feet of the Apostles. That is a symbol of the humility of the Initiate in face of his inferiors. The Initiate owes his existence to those who are not initiated. Hence the deep humility of those who truly know in face of those who do not. The tragic aspect of cosmic evolution is that one class of beings must abase themselves in order that the other may rise. In this sense we can appreciate the beauty of Paracelsus' words: “I have observed all beings—stones, plants, animals—and they seem to me nothing but scattered letters, man being the word, living and whole.”

The animals are crystallised passions.

In the course of human and animal evolution the inferior descends from the superior.

The contradictions in man, the way in which the elements mingle in him, constitute his karma, his destiny.

Just as man has wrested himself from the animal so will he wrest himself from evil. But never yet has he passed through a crisis as severe as that of the present age.

The evil and the good are still within man just as in days of yore the animals were within him.

The aim of Manicheism is to sublimate men to be redeemers.

The Master must be the servant of all.

True morality flows from an understanding of the mighty laws of the universe.

And now we must go on to say something about the cases you have with you at Lauenstein.¹

I would like to speak first of that eldest boy of yours, who is sixteen years old, and in whom we can clearly recognise an inferiority occasioned by the failure of the I and astral body to penetrate the physical organisation. He was given into your care comparatively late; you did not, I think, have him with you until he was in his sixteenth year? So you have here a case with antecedents that have already undergone marked development. If the boy could have been taken in hand earlier on and given the advantage of Waldorf School education, then, in the time between the change of teeth and puberty, he would have experienced the principle of authority in the right way. Care would also have been taken, first of all, to watch all the time and see what things really interested him, and then, starting from these, to extend his field of interest. Had this been possible, and if in addition the boy could at the same time have been given lead in gently administered doses, then notwithstanding his inherent difficulties the boy's soul would be today on quite a different level. For it is plain, the boy has interests. He has moreover definite ability. You will however have seen from the quite simple test that we put to him, where the lad's trouble lies.

You will remember, I set him a comparatively simple sum in arithmetic—a problem in subtraction, put in the form that accords with the methods of Waldorf School education. For we always ask, you know: What have I to take from a given number in order to leave another given number as remainder: Thus, we do not, as is usually done in teaching arithmetic, give the minuend and subtrahend, but instead the minuend and the remainder, leaving the subtrahend to be found. This way of stating the problem puts the condition of mind and soul to severer test; on the other hand, the child is helped far more in his development when he has to tackle the problem in this form, than when it is put to him the other way round. As you saw, the boy was able to do the sum, but not able to do it at once. As soon as he had solved the problem, he came up to me with great delight; but it must have been an hour and a half later. He took thus an hour and a half to do the sum, and was happy and delighted when he had found the answer. There was therefore no doubt about it, the boy had the necessary ability, he was able to do the sum. All the members of his organism were in readiness to be directed to the task; there was, so to speak, no “fault in the contact”. The trouble with him is only that he needs longer time. And the reason for this is, that from the very outset his ether body and his physical body offer resistance; they fail to unfold the activity that is proper to them, in spite of the fact that the possibilities for the activity are there all the time.

Follow carefully how the boy's interests work. You will find they remain in the head organisation; they cannot make their way down into the rest of the body. This fact was clearly demonstrated in a little incident that took place during my visit. You saw how the boy came up to us with his little Kodak and wanted to take our photograph. He managed it quite well, carrying the whole thing through with intense interest. Afterwards I tried to suggest to him that he should make another exposure. This would have necessitated his going to fetch a new film; his interest would have had to reach beyond what lay immediately to hand. He resisted the idea, and nothing would persuade him to listen to it. When an interest seizes hold of him in the very movement, here and now—he is ready for it—he is “all there”: but if the situation requires that he should bring the interest down into his metabolism-and-limbs system, then at once his ether and physical bodies set up a powerful resistance. What should one do in such a case?

With a boy already in his teens, it is of course much more difficult than it would have been earlier; we should however set ourselves even now to intervene with our pedagogical therapy. Taking as our starting point things that the boy follows with a certain interest, we should go on from these, widening the circle of his interest in all directions. A great deal can be achieved by recognising and appealing to an entirely healthy instinct that the boy undoubtedly possesses—despite his difficulties. For you must realise that even in persons who are abnormal, healthy instincts are yet always present. And with this boy, you will find that as soon as you draw his attention to objects and processes that call for skilful handling, he will at once begin to experience a widening of his circle of interests.

The boy has, you see, difficulty in following the road that leads from the head organisation to the metabolism-and limbs organisation, and thence, as I have explained to you, out again beyond. This latter part of the journey he accomplishes only with great difficulty, since there is in him no capacity to perceive what is going on there. Even the slight measure of perception that is present in a normal human being is in his case lacking. Once, however, he can be brought to see, he has an object plainly before him, the skilfulness of his own limbs, the sight will fill him with joy. You must get him to do things which will bring this about. An excellent plan will be to give him Curative Eurythmy exercises, to be done with legs and hands, but especially taking care to see that the toes and fingers move with great energy. Then draw the boy's attention to these movements that are going on in his limbs, let him watch himself making the movements.

If it should happen that you have to do with younger children who already show signs of this kind of difficulty, where what has been decided upon by the head does not easily find its way down into the rest of the organism, try getting them to touch their feet with their head. In the case of the boy we are considering, it is too late for this, but you may any day receive into your Home quite little children with the same disability. Try it yourselves; you will find it is no easy matter! But for small children it is a very good exercise; they can be brought even to kiss their own toes. Another thing that never fails to help in such cases—and it could prove a real blessing even to your boy—is to get the child to hold a pencil between his great toe and the next, and with the pencil contrive to trace out some letters of the alphabet, and so have the enjoyment of discovering that he can write with his feet. It is quite possible that even at his age this boy of yours could receive very great benefit from such an experiment. For in cases such as his, Curative Eurythmy—and writing with the toes is a kind of Curative Eurythmy!—can be of the very greatest help. Whether also a course of treatment with lead will at his age afford him the help he stands in need of, we shall discover when we begin to make trial with it and note its effects.

All that I have been saying will have demonstrated to you the imperative need for a delicate and fine power of observation. The simple calculation that took the boy an hour and a half to make, the reluctance to go back into the house to fetch a new film—facts like these may seem trifling and insignificant, and yet it is just this kind of thing that we must learn to make the object of careful observation. As we come to do so, we shall realise what an invaluable aid it can be to the educator of backward children if he is sensitive to every little thing that happens with the child he wants to help.

And now you will be wanting to say to me: It looks as though the education of backward children is going to take up all one's time; one will have to be perpetually giving one's whole attention to the children, and will have no time left to meditate, no time in fact to do anything else whatever! That is not the case; and the esoteric nature of a life-work such as you are undertaking should not allow you ever to admit for a moment this point of view. What is wanted is not that you should all day long be constantly on the watch—not that at all, but rather that you should acquire a quick sense for characteristic happenings. If one has already learned how to watch quite a number of children and knows how to make the right use at every turn of one's powers of perception, it is, under certain circumstances, quite possible to carry out a thorough investigation of a single child in five or ten minutes. It does not depend at all on the length of time one devotes to the matter, but wholly on the degree to which one is able to unite oneself inwardly with the act of perception. If people would only realise that one has to really connect oneself inwardly with the phenomena in question then a great deal of time would be saved, especially for those who work in the professions.^E1

Now, there was at Lauenstein another boy, a typical case, a fifteen-year-old epileptic. You could see the same type in the boy we had here before us the other day; only, your boy at Lauenstein is several years older. The first thing that claims our attention in his case is the difficult situation created by the fact that he is at the age of transition to puberty. He has been castrated, has he not? Now what we are concerned with is the process of attaining puberty as it has to go forward in the whole organism. The fact that the boy has been castrated, means that in his case we have to reckon with a phenomenon that manifests in him with extraordinary vehemence—namely, the reaction that is induced as a result of this unnatural influence that has been brought to bear on the evolution of sex. The boy gives indeed every appearance of one in whom the transition to puberty is going to prove difficult. The gradual attainment of puberty is, as we have said, a process that belongs to the whole organism; and the sole significance that castration possesses for the boy at the present time consists in the reactionary influence it has in him upon the attainment of puberty.

The first thing to do therefore is to see that the boy is placed where he will be sure of being treated in the way that is right and necessary for boys who are attaining puberty—that is to say, where care is taken to provide conditions under which such boys have their interest aroused in all the processes that go on in the world in which they find themselves. Boys who are at the age of puberty urgently need Waldorf School education. This boy must not be left to the mercy of his own impulses and emotions; we must try to bring it about that he is continually occupied with something outside himself, and takes a keen interest in the objects and processes that he finds around him. Tell me, how is he getting on at school? Perhaps you can tell me this?

(S. “He can neither read nor write. During the past year we have not even made a beginning with school for him. Frau F. did once begin to teach him reading and writing; it was on the Montessori method, and he did not get on at all, he seemed unable to make any progress. His school attainments have really to be counted as nil.”)

He shows, you see, a certain obtuseness to external impressions. We shall here be under the necessity of applying Waldorf School education in the way we are accustomed to do with quite little children—taking our start, that is, from painting, and so providing the opportunity for the boy to put out into colour whatever is tormenting him inwardly. Get him to paint, and you will see what can be got rid of this way. And then you can go farther with him in whatever direction his own inclinations and abilities indicate.

There can moreover be no question but that we must intervene here also with our therapy. We have not, I think, up to now, prescribed any medicaments? The boy should have algae and belladonna. Therapeutical treatment will consist then of these two remedies. You probably understand in a general way the nature of algae injections, but you will do well to enter a little more deeply into the significance of them; for you should, you know, be ready to make use of them on your own responsibility, in individual cases. Why do we propose for this boy algae injections?

In the algae we have plants that have neither strongly developed root formation nor strongly developed flower formation. It is indeed almost as though flower and root had been telescoped. The leaf organisation is the main thing; everything else is produced from it. In algae therefore, since foliage preponderates, we find no very near relationship to the earth. Nor, on the other hand, is there any very near relationship to the outer cosmos. There is however a relationship to the watery and airy elements that are active immediately over the surface of the earth. Algae—and the same applies also to mushrooms—are plants that are, as it were, completely steeped in the interplay of air and water. And these two kinds of plants have in addition this characteristic in common, that they are strongly attracted to the minute quantity of sulphur which is to be found everywhere today in water as well as in air. Consequently, when these plants are introduced into the rhythmic organism of man, they are peculiarly adapted to restore harmony between astral body and ether body. And harmony between astral body and ether body is precisely what is lacking in a boy of this type.

In cases where we perceive a disturbance due to the ego organisation making too great demand upon the astral body and not allowing it to enter into the etheric body, we must have recourse rather to the mushroom type of plant. The algae, which come nearer to the ordinary plant, are to be used when the physical body and etheric body refuse to allow the astral body to enter—that is to say, when the disharmony is due not to an excessive attraction exerted by the ego organisation, but to a special resistance put up by the ether body.^E2

Then there was a girl you had at Lauenstein. Perhaps you would kindly describe her for us, in accordance with the indications I gave at the time?

(S.: “I too have seen this girl only on that one occasion—a girl with protruding lips. You pointed out that something very serious must have happened to her astral body between the ages of 3 and 4; the child must, you said, have had at that time a violent attack of itching and scratching. The mother confirmed afterwards that high temperatures had occurred at that age, accompanied by irritation and itching. For treatment, nicotiana enema was prescribed; and if that did not help, nicotiana injections were to be given. The girl is fifteen years old.”)

So we have here a girl who has attained the age of fifteen, and in whom we can see quite clearly that the astral organisation has made very weak connection with the organism as a whole. The girl is obviously of that type.^E3 One notices at once that the astral organisation is far too weak to restrain the ego in face of the temptation that always assails man when he eats—the temptation to enjoy the eating too much, to revel in the sweet and pleasant taste of the food. When the astral body is not sufficiently active in the lower region of the face, then the lips will be found to protrude noticeably—a symptom that is due to the excessive pleasure experienced in tasting food and also in the initial process of digestion, that takes place in the mouth. Phenomena such as these have far-back antecedents; obviously they cannot be making their appearance for the first time at this somewhat late stage of childhood. As has been said, I stated at the time that an irregularity must have occurred in the child's development about the 3rd or 4th year.

How can you learn to perceive such facts for yourselves? You can find your way to such perceptions if you set out to do so with the love that I have described to you and upon which you will remember I laid such stress. You must never say: In order to perceive such things, I should have to be clairvoyant. To say that betokens an inner laziness—a quality that must on no account ever be found in one who undertakes the task of education. Long before you attain to the clairvoyance that is required for spiritual research in general, you can beget in yourself the faculty simply to perceive what is really the matter. The power to do this can be born in you, if you approach with loving devotion all that shows itself in the child, and especially just those developments that come with abnormal conditions. What you say to yourself at that moment will be true. There is of course need here for esoteric courage. This esoteric courage can and does develop in man—provided only that one thing does not stand in the way.

It is strange, and at the same time significant, that these inner intuitions are so little noticed by the very people who are, comparatively speaking, well able to have them. Anthroposophists have many an opportunity to pay heed to such inner intuitions! For they have these intuitions, far more than is supposed, but they fail to attend to them—the reason being that in the moment when they should do so, they find themselves assailed by a vanity that is hard to overcome. With the discovery of faculties not known before, all manner of impulses that spring from vanity begin to crop up in the soul. Along with the other characteristics of our age that I described for you in my lecture yesterday, as well as on several other occasions, we have to reckon also a tendency to grow vain and conceited, for it is a tendency that is terribly prevalent in present-day mankind.

This is a matter that should receive serious consideration from those of the present-day Youth—and you yourselves are of course among the number—who are devoting their lives to some great and noble calling. There is in our time great need that young men and women should rise up among us and exercise a regenerating influence upon mankind; and what I am now going to say is not said out of misunderstanding of the Youth Movement of our day, nor from lack of understanding, but out of a true understanding of it. It is a necessity, this Youth Movement, it is something of quite extraordinary significance; for those older people who can understand it, the modern Youth Movement is interesting in the highest degree. Not a word shall be uttered here against it. Nor shall we attempt to deny that there is only too often a deplorable lack of readiness on the part of the older generation to understand this Youth Movement, and that a great many plans have suffered shipwreck just because the Movement has not been taken seriously enough, just because people have not troubled themselves to look into it sufficiently. But the Youth Movement does need to beware of one thing when it sets out to undertake specific practical tasks; and it is incumbent on those of us who have had experience in the matter to call attention to it, for it makes one seriously apprehensive for the whole future of the Movement. I mean a certain vanity that shows itself there on every hand.

This vanity is not so much due to a lack of education and culture, but is rather the consequence of an inevitable situation. For the will to action necessitates of course a strong development of inner capabilities, and then it follows all too easily that under the influence of Ahriman vanity begins to spring up in the soul. I have had opportunity in my life to make careful and intimate observation of persons who were full of promise—persons too of the most various ages of life—in whom one could see again and again how with the dawn of the Age that has followed Kali Yuga, vanity began to grow and thrive in their souls. It is not, therefore, only among the Youth that the vanity shows itself. What concerns us at the moment however is the special form of it that manifests in the Youth and that has in point of fact hindered them from developing the right and essential character that lies inherent in present-day Youth, waiting to be developed. Hence the phenomenon with which we are so familiar, this endless talk of “missions”, of great tasks, with all too little inclination to set to work upon the details, to take pains about the small things that require to be done in carrying out these tasks.

These will emphatically be need in the future for what has been described in simple words as devotion to detail.

Devotion to detail and to little things is something which the Youth of our time need to develop. They are far too apt to revel in abstractions; and this revelling in abstractions is the very thing that can then lure them with irresistible force into the snare of vanity. I do beg you to bethink yourselves of the difficulties that beset your path on this account. Make it a matter of esoteric striving to master this tendency to vanity; for it does indeed constitute a real hindrance to any work you undertake.

Suppose you want to be able to speak to some fellow human being from out of an intuitive power of vision. The things you need to behold in him are by no means written plain for all to see; and you may take it that statements made about backward children from the ordinary lay point of view are generally false. What you have to do is to see through what lies on the surface, see right through it to the real state of affairs. If therefore you want to come to the point of being able to say something to him out of intuitive vision, what do you need for that? You need to tell yourself with courage and with energy—not just saying it at some particular moment, but carrying it continually in your consciousness, so that it determines the very quality and content of your consciousness:—“ I can do it.” If, without vanity, in a spirit of self-sacrifice, and in earnest endeavour to overcome all the things that hinder, you repeat these words, not only feeling them, but saying them to yourself over and over again, then you will begin to discover how far you are able to go in this direction. Do not expect to find the development of the faculty you seek, by spinning out all manner of theories and thoughts. No, what you need to do is to maintain all the time this courageous consciousness, which develops quite simply of itself when once you have begun to fetch up from the depths of your soul what lies hidden there, buried (metaphorically speaking) beneath an accumulation of dust and rubbish.

Generally speaking, people are not able to achieve anything of this kind in the realm of pedagogy. They could do so if only they would set themselves seriously to bring to life within them a certain truth. Let me explain to you how this can be done.

Try to accustom yourselves to live your way every evening into the consciousness: In me is God. In me is God—or the Spirit of God, or what other expression you prefer to use. (But please do not think I mean just persuading yourself of this truth theoretically—which is what the meditations of the majority of people amount to!) Then, in the morning let the knowledge: I am in God shine out over the whole day. And now consider! When you bring to life within you these two ideas, which are then no longer mere thoughts, but have become something felt and perceived inwardly, yes, have even become impulses of will within you, what is it you are doing?

First, you have this picture before you: In me is God;

and on the following morning, you have this picture before you: I am in God (see Figure 3, right). They are one and the same, the upper and the lower figure. And now you must understand: Here you have a circle (yellow); here you have a point (blue). It doesn't look like that in the evening, but in the morning the truth of it comes to light. And in the morning you have to think: Here is a circle (blue); here is a point (yellow). Yes, you have to understand that a circle is a point, and a point a circle. You have to acquire a deep, inner understanding of this fact.

But now, this is really the only way to come to a true understanding of the human being! You remember the drawing I made for you, of the metabolism-and-limbs man and the head man (see Figure 1.). That drawing was nothing else than a realistic impression or record of what you have before you now in this simple figure for meditation. In the human being it becomes actual reality; the I-point of the head becomes in the limb man the circle—naturally, with modifications. Adopting this line of approach, trying, that is, to understand man inwardly, you will learn to understand the whole of man. You must, first of all, be quite clear in your mind that these two figures, these two conceptions, are one and the same, are not at all different from one another. They only look different from outside. There is a yellow circle; here it is too! There is a blue point; here it is too! Why do they look different? Because that drawing is a diagram of the head, and this a diagram of the body. When the point claims a place for itself in the body, it becomes the spinal cord. It makes its way in here

and then the part it plays in the head organisation is continued in the spinal cord. There you have the inner dynamic of the morphology of man. Taking it as your starting point, you will be able, by meditation, to build up a true anatomy, a true physiology. And then you will acquire the inner intuition that can perceive in how far the upper and lower jaws are limbs; for you will begin to see in the head a complete organism in itself, sitting up there on the top of the human being, an organism whose limbs are dwarfed and have—in process of deformation—turned into jaws. And you will come to a clear perception of how teeth and toes are in polarity to one another. For you have only to look at the attachments of the jawbones, and you can see it all there before you—the stunted toes, the stunted hands and feet.

But, my dear friends, meditation that employs such pictures as I have been giving can never take its course in the kind of mood that would allow us to feel: Now I am going to settle down to a blissful time of meditation; it will be like sinking into a snug, warm nest! No, the feeling must be continually present in us that we are taking the plunge into reality—that we are grasping hold of reality.

Devotion to little things—yes, to the very smallest of all! We must not omit to cultivate this interest in very little things. The tip of the ear, the paring of a finger-nail, a single human hair—should be every bit as interesting to us as Saturn, Sun and Moon. For really and truly in one human hair everything else is comprised; a person who becomes bald loses a whole cosmos! What we see externally—we can verily create it inwardly, if only we achieve that overcoming which is essential to a life of meditation. But we shall never achieve it so long as any vestige of vanity is allowed to remain—and vestiges of vanity lurk in every corner and crevice of the soul. Therefore is it so urgent, if you want to become real educators, and especially educators of backward children, that you should cultivate, with the utmost humility, this devotion in the matter of little things. And when you have made a beginning in this way in your own sphere, you can afterwards go on to awaken in other circles of the Youth Movement this same devotion to little things.

And then it will indeed become possible for you to receive, for example, indications that are afterwards verified from external evidence—as happened, you remember, in the case we are considering. And here I must say in connection with this very case, I have occasion to find grave fault. The same kind of thing happens only too often in connection with the various undertakings that have been begun within our anthroposophical movement. The situation was as follows. Here was a girl concerning whom I told you that a kind of abnormality must have occurred in her development between the third and fourth year. You question the mother, and the mother confirms that it was so. What did you do then? Please tell me, honestly and sincerely: What did you do, when the mother confirmed the fact? (Silence.) Please be esoterically honest and tell me the truth, you three: what did you do? (Silence.) If you had done the right thing, you would now be telling me: “We danced and jumped until we made a hole in the ceiling!” And the after-effect of this jumping for joy would be still expressing itself today—and not merely in words, it would be shining out from you like a light.

That is what you need—enthusiasm in the experience of truth. This enthusiasm is an absolute sine qua non: you cannot get on without it. For years it has been so terribly painful to me, the way the members of the anthroposophical movement stand there as if they were rooted to the spot—and the young too, almost as much as the old. But now consider what it means, That they can stand there so impassively. Look at Nietzsche! What a different sort of fellow he was—even if he did get ill from it! He made his Zarathustra become a dancer. Can't you become dancers—in the sense Nietzsche meant it? Why, you should be leading lives of joy—deep inner joy in the truth! There is nothing in the world more delightful, nothing more fascinating, than the experience of truth. There you have an esotericism that is far more genuine, far more significant than the esotericism that goes about with a long face. Before everything else—and long before you begin to talk about having a “mission”—there must be this living inner experience of truth.

The girl had, when three or four years old, an occult fever. It is even called that in the medical world—one of those instances where medicine has retained an earlier form of speech. When a doctor does not know what is the cause of a fever, he calls it an “occult” fever. This occult fever, then, made its appearance. During the period round about the third and fourth years, the astral body was particularly weak. The physical body and the ether body reacted to this and developed too strongly; and then the astral body was unable to keep up with them. It is exceedingly important that we take cognisance first of all of this fact: at the age of three the growth of the astral body suffered a significant check, the child's astral body became stunted and cramped within itself. I must come to its aid. It must receive help to make up for what has been lost; and this help can be given through education, by awakening the child's interest in many directions. Tell me now, how has it been with this girl at school?

(S.: “We are not having the girl with us in the Home, she will come only for treatment. She was in a school for giving special help to backward children up to the beginning of her sixteenth year, and can read and write, and work with numbers up to about a thousand. In all other respects we have really no knowledge of the girl, we had her there only in order for you to see her. Enema containing nicotiana was prescribed.”)

It will be important to treat this girl with Curative Eurythmy.^E4

As a result of the stunting of the astral body, a strong tendency to deformation has, you see, made its appearance in the upper organism. The child has about her an extraordinarily animal look, the reason being that all that part which belongs to the organs of mastication is deformed. We have already been making very careful tests here in the Clinic of the influence of nicotiana juice in counteracting deformation; and this girl is just a case in point, where it will be able to do its good work. So you see it will be possible right away to begin—slowly—to make some progress. The nicotiana juice is given by the mouth, to start with; and then one has to watch carefully—one must acquire an eye for such things—to see whether the organs of mastication are beginning to come more under the control of the organism. For, as it is, the organs of mastication lie almost entirely outside the realm of the child's control. They just hang there—limp. The child can thus be treated with nicotiana juice given by the mouth in suitable decimal of dilution, beginning with the sixth and going up to the fifteenth. If it should turn out that this does not work strongly enough, we shall have to resort to injection of nicotiana juice in a high potency into the circulation, so that it may make direct contact there with the astral body and enable us to achieve in this way what we failed to achieve when we administered nicotiana juice by ingestion.

I have also a further suggestion to make. The nicotiana juice is intended to work within the astral body and remain there, and it will perhaps be good if we try to prevent its influence from entering too powerfully into the ego organisation—if we try, that is, to arrest it before it reaches the ego organisation. This result can be induced by giving—not often, perhaps only once a week—a weak sulphur bath.

Tomorrow we will speak about the other cases that you have at Lauenstein, and I shall be particularly glad to be able to consider with you the interesting phenomenon of albinism, which we have opportunity to study in two of your children. One of them is fifteen years old and the other a much younger sister of hers. (Dr. Steiner asked Dr. Vreede [the original leader of the Mathematical-Astronomical Section at the Goetheanum] if she had drawn their horoscopes, and she handed them to him. The dates were 6th December, 1909, approximately 4 a.m., and 18th May, 1921, approximately 3 a.m., both at Jena.) How does Uranus stand? Did you not find any special constellations? (Dr. Vreede replied that she had—namely with Uranus and Neptune. In the case of the elder girl, Neptune was in opposition to Uranus.)

Such children always show two main characteristic peculiarities: fair hair; and poor sight, with the variation in the eyes. These are the essential phenomena of albinism. No more than a superficial study is required to discover that in albinos we have to do with an organisation that is very feeble at assimilating iron, but on the other hand assimilates sulphur with the greatest ease. The organisation resists iron; it resists dealing with it, and this applies especially to the periphery of the body; assimilation of iron stops short of the periphery. Sulphur, on the other hand, is driven to the periphery; and not only so, but driven even out beyond it. That is how it comes about that in the region of the hair, you see, all around, a sulphur-aura, which pales and bleaches the hair and takes the strength out of it. And in the eyes (which are formed comparatively independently, being built into the organism from without, in the embryo time)—in the eyes you have a still more striking manifestation of a sulphur-aura. Here it has the effect of fairly forcing the eyes to betake themselves out of the etheric into the astral. In such children we see the eye plucked right out of its “grotto”, the etheric body of the eye left disregarded and its astral body very much to the fore and fully engaged.

Very important questions arise at this point. If we consider the “forming” of man, we find that he stands in connection on the one hand with the telluric forces that divulge themselves to us in the substances of the earth, and on the other hand, with the whole cosmos. He is dependent on both. Both sets of forces are present in the individual process of evolution, as well as also in the stream of inheritance. Let us take first, in considering these two children, the stream of inheritance. Neither in the case of the father nor of the mother is there any indication of albinism. They are both perfectly normal human beings. There was however somewhere in the antecedents—was it a grandmother, of whom it is reported that she had signs of albinism? (Frl. Dr. K.: “It was a sister of the mother.”) An aunt, then. Albinism has been known in the family; that is all that need concern us at the moment. A tendency to albinism is present in the antecedents. And did you not tell me that there had been other cases in the Saal region, also at Jena? (Frl. Dr. K.: “Yes, two children; and one adult, aged thirty-two, who is already married. Of these three, in only one case had there been albinism before in the family history.”) It would seem, therefore, that albinism is in some way endemic to a certain part of the country, but meets also with many counter-influences. And so in fact it makes its appearance quite sporadically! Only under certain circumstances will an albino be born there. The equation will immediately suggest itself: How does it come about that an albino is born in a particular territory?

In the case of an albino we have, as we have seen, a sulphurisation process working outwards, so that little sulphur islets occur in the aura, in the periphery. And now we look round in the native environment of the children to see where we can find sulphur. The whole valley of the Saal abounds in iron sulphide. Iron and sulphur are thus present in combination. You can study first the presence of iron in the neighbourhood, and then again the presence of sulphur; and you can take special note of the whereabouts of the beautiful pyrites (iron sulphide). These delicate and lovely cubes of pyrites with their beautiful golden gleam are a characteristic product of the valley of the Saale. Other regions nearby yield gypsum. Gypsum is, as you know, calcium sulphate with 20 per cent water. So that here again we have an opportunity to study sulphur—this time in combination with calcium. This kind of study of the soil will throw light for us on all that lives in the atmosphere etc.; and so we shall have first of all to give ourselves to the study of that which comes out of the ground and is connected with the absorption of sulphur and iron. For we have here a territory that is also very rich in iron, and the question arises: How does this opposite relationship come about in this territory in regard to earth and man, in the earth has a great power of attraction for iron, while the human being cannot attract iron at all, or only with difficulty? What constellations must be present to cause the human being to be particularly disposed to reject the iron and accept the sulphur?

Here we come into the realm of the cosmic; we have to set about investigating the constellations that were present at birth (we cannot of course do it for conception). And this will lead us to ask whether there were not in the case of these children who are albinos, quite special constellations, constellations moreover that can only seldom occur. We shall have to find what we can learn, not from the planets that move more quickly, but from the constellations of the planets that take a long time to revolve, such as Saturn and Uranus. You see, therefore, to what kind of questions such cases will lead us. We must first find the right questions to ask; when once we have the questions, then we are ready to begin our study.^E5

Now, for these children also, I would like to prescribe a little course of treatment, basing it on the indications I have given today. We will talk of that tomorrow.

I gather from a remark that was made to me this morning, that you are wanting something more than is contained in the lectures. These (you feel) go too much in the direction of “devotion to detail”—too much, that is, in the direction that you need! But I am really entirely ready to meet you in this matter, and propose to use here the new method I have been using with the workmen at the Goetheanum. For there I have allowed it gradually to come to this—that I ask them on what I am to speak; so that, ever since a certain date, the workmen themselves have been specifying the themes they want dealt with in the lectures. And now they can never complain that they do not get lectures on subjects they want to hear about.

• 1. Curative home in Jena-Lichtenhain, founded by Franz Löffler, Siegfried Pickert, and Albrecht Strohschein.
• E1. Rudolf Steiner visited Lauenstein on 18th June, 1924, almost immediately after the Home was opened. The children were brought to him; and having first had a good look at each in turn, talking with the child and enquiring into the history of the case, he explained to us how this or that condition had come about, and gave indications for therapeutical treatment and education.
  
  The explanations and advice given by Rudolf Steiner on the occasion of this visit were noted down, and provide in each case a most valuable addition to the words spoken by him in this course. Wonderful, above all, was the example Rudolf Steiner set us in the whole way in which he met the children, entering with loving and devout interest into every single detail of their condition. For the little group of us who were taking part together in these first beginnings of the work of Curative Education, the whole visit was a deep experience, and the memory of it continues to be cherished in the “Institutions for the Education and Healing of Children in Need of Special Care”. Some of the indications and instructions given by Rudolf Steiner will be added here as Notes to the Course.
  
  As regards this boy, Rudolf Steiner told us that he is lacking in brain sand (the calcareous concretions of the pineal body). The convulsions and the whole general condition must go back to some fright to which the mother had been subjected during pregnancy. (Enquiry afterwards confirmed this.) He added that one must, in such cases, always ask how things were with the mother during pregnancy. The convulsions, he said, were a secondary effect.
  
  For therapy, Rudolf Steiner prescribed injections of thyroid gland secretion. The medicament must enter the body in a centripetal direction, in order to evoke a reaction that works centrifugally. The preparation should still contain epithelial cells. On the day following the injection, the fever curve, also the pulse and the breathing, should be measured, quantitatively and qualitatively.
  
  In addition, the boy should drink a full glass of Levico water in the course of each day, diluted in the proportion 1:8.
  
  Curative Eurythmy: O, I (ee), L.
• E2. When this poor feeble-minded boy, who was as a rule excessively restless, was brought to Rudolf Steiner, he became for the moment quite peaceful and at rest, and the finer side of his nature, which was generally overlaid and hidden, suddenly revealed itself in a truly beautiful manner. Rudolf Steiner took particular interest in the boy's sense-perceptions, and proved to us that he cannot see far into the distance. When his bad teeth were alluded to, Rudolf Steiner pointed out that his finger nails also were soft and weak. The following notes of the conversation were made at the time: “Did you not notice anything particular about the mother? This is a case where we can see evidence of a remarkable karma. The astral body is over-ripe. Something is working in from the preceding incarnation. The time between death and new birth has been quite short, with the result that the soul has brought into this incarnation something of the astral body of the former incarnation. The boy still has even now strange dreams at night. This fact will reveal itself to you in strange and disconnected remarks that he makes after waking up. Supposing he has at some time or other seen snakes, then it may be that now he will see them coiling and uncoiling themselves. It is a case of a poor astral body, that has its seat mainly in the back of the head.” (Here Dr. Steiner laid his hand, with a gesture of the most intense interest, on the back of the boy's head, which was thickly covered with stubborn black hair. “This condition has to be met by introducing a counter-astrality; and that we can do by the use of algae. For algae draw in the astral forces of the surrounding air. Mushrooms do this still more; but we had better not begin with the strongest influences. All parasitic plants draw in astrality. By means of algae injections, healthy astrality will be attracted—astrality, that is, which is opposite in quality to the astrality already in the body; for there the astrality is bad.
  
  The therapy will therefore be: Algae inoculations D 5; Belladonna D 4, D 10, D 15, D 20, D 30.”
  
  Dr. Steiner was shown the record of the fits. The suggestion having been raised that their occurrence might be running parallel with the rhythms of the Moon, Dr. Steiner said that the influence of the Moon could not in this case be the direct cause of the fits; at the most, it could affect only the consciousness.
  
  Eurythmy should be done, especially with the legs.
• E3. Dr. Steiner said at Lauenstein: “She has a kink in her astral body; its form has no unity or coherence; above, it is weak, whilst below, it is stronger.”
• E4. At Lauenstein the following prescription was given: Nicotiana enema, a five per cent decoction, twice a week. If this does not help, then Nicotiana injections D 6. Curative Eurythmy: F, M, UT (oot), TU (too).
• E5When the children were brought to Rudolf Steiner at Lauenstein, he particularly enquired whether there had not been some weakness or debility in the mother. The mother declared that she had never been seriously ill, but admitted that she had suffered from chlorosis as a girl and had in general been very anaemic. Rudolf Steiner: “So the mother, you see, was evidently, earlier on, in a delicate state of health.” The father too had in his youth been weak and ailing. Their first child, at whose birth the mother was twenty years old and the father twenty-two, died young of pneumonia. The second was the elder of the girls we are considering. The third, a boy, is entirely normal. Then came, as fourth, the younger of our two albinos.
  
  Rudolf Steiner also made enquiries about the geological conditions of the district in which the children had been born. Information was given of the presence of pyrites and gypsum, to which allusion is made in the lecture. He then asked whether the people of the district were strikingly blond. This was denied; on the contrary, they are inclined to be dark. Lastly, he enquired whether the parents were relatives of one another; the answer was in the negative.
  
  Rudolf Steiner then explained to us the connection of the albinism with the sulphur. “These children”, he said, “are completely sulphurous. In them, sulphur processes are permeating the entire body.” The children are “all eye”; processes which ought to be going on in the eye alone are here taking place throughout the body. The quivering in the eyes and the furtive glancing hither and thither are due to oscillation between ether body and astral body.

In the two preceding talks I tried to explain the basic symbols in Goethe's profound fairy tale. We have seen, how Goethe, how the mystics of all times have given the truths which they counted among the deepest ones in characteristic coloured symbols.

Today you allow to me to add two other fairy tales: The New Melusine and The New Paris. It may seem that something unnatural, something worked out is in these fairy tales, but you will see, if you delve in these pictures that also here only an esoteric, mystic interpretation enables us to give an explanation.

Goethe inserted the fairy tale The New Melusine at a typical passage of Meister Wilhelm's Journeyman Years (1807, 1821, 1829). Who penetrates into Goethe's mind will never abandon himself to the superficial view that Goethe deals only with putting pictures next to each other like in a kaleidoscope, that it concerns a mere play with pictures. But he realises that Goethe expressed his most profound inside.

A man relates it who wants to develop his soul to higher capacities and, hence, “refrains from speaking as far as speech expresses something ordinary or accidental, however, another talent of speech has developed to him that has a intentionally prudent and pleasant effect.” Like this man, also Wilhelm Meister deals with secret societies, is directed by mysterious guides.

The man repeats and arranges the rich experiences of his life calmly. Imagination combines with it and gives life and movement to the events. He is a philosopher who speaks in this fairy tale to us, and at the moment when in the end of the story he gets the longing for developing his soul to a higher condition, he also understands the ideals of the philosophers.

Let now the fairy tale of The New Melusine pass our souls in its main trains which deeply lead us into Goethe's nature.

A young man gets to know a strange woman in an inn who deeply impresses him. He sees her carrying a small box and keeping it carefully. He asks whether he cannot do anything for her, to oblige her. She asks him to continue the journey with the small box instead of her because she has to stay here some days. However, he should always take a special room for the small box and close it with a special key, so that the door cannot be opened with any other key. He departs. On the way his money runs out; the lady appears and helps him. Again he spends the money; he believes that in the small box something could be that may be sold for money. He discovers a crack in the small box, looks into it, something bright gleams in it. He sees a chamber with many dwarfs, a girl among them. It exists in double figure (as lady and as dwarfish girl), outside in a big, inside in a small size. He is deeply horrified; the lady appears again, and he receives explanation about the small box. The lady says that her true figure is that of the dwarfish girl.

This race of dwarfs has been there long before the human beings, when the earth was still in the igneous state. It had not been able to hold their ground because a race of dragons waged war on them. To save the dwarfs a race of giants is created, however, these soon position themselves on the side of the dragons. Hence, for the protection of the dwarfs who withdrew into the mountains still a new race of the knights or the race of heroes as it is called in the original version had to originate. With it dragons and giants, on the one hand, dwarfs and heroes, on the other hand, face each other. However, the dwarfs become smaller and smaller, so that it became necessary that every now and then somebody of them comes to the upper world to get new force from the realm of the human beings.

The young man wants to combine with the lady, and after some other adventures she says to him that he himself must become a dwarf. She slips a ring on his finger, the young man becomes small like a dwarf and enters into the world which he has seen in the small box. Now he is united with the lady. But longing for the land of the human beings soon awakes in him, he gets a file, saws through the ring, shoots up suddenly and is a human being again.

Goethe makes an interesting remark at the end of the fairy tale when in the young man the longing awakes for being a human being again. This remark is important to understand the fairy tale. He lets the young man say: “now I understood for the first time what the philosophers might understand by their ideals by which the human beings are supposed to be tormented so strongly. I had an ideal of myself, and appeared to myself sometimes in the dream as a giant!”

We want to see now what Goethe wanted to say with this fairy tale. The race of dwarfs, created before dragons, giants and human being, leads us to the track. The people of the dwarfs “is still active and busy since time immemorial. But, in olden times, their most famous works were swords which pursued the enemy if one threw them to him, invisibly and mysteriously binding chains, and impenetrable shields. Now, however, they occupy themselves chiefly with things of comfort and finery.” There it is pointed to that which the mystics call the “sparklet” in the human soul, to the self of the human being, which God sank in the human body. This self of the human being had magic powers, secret magic forces once; now it serves to make the earth in all cultural works subject to the human being; in all that the human mind, the self works.

What is the small box? A world, a small world, indeed, but an entire world. The human being is a microcosm, a small world in a big one. The small box is nothing but a picture of the human soul. The human reason, the present consciousness, as we have got to know it in the Fairy Tale of the Green Snake in the wife of the old man, designs pictures of the whole big world, pictures on the small scale. What is summarised in the human soul as the sum of the thoughts? It is the spiritual spark. If we saw into the human soul, we would discover the spiritual spark with the seeds of the future stages. This spark was enkindled in distant past in the human being who was only gifted with a vague dream consciousness. This spiritual spark which smoulders in the human soul preceded all physical states. Compared with the future size, with the perfection of the human being is that which lives today in him only seed, only something dwarfish.

There were other human races once; before our age the Atlanteans and the Lemurians lived et etcetera In the middle of the third, the Lemurian race the endowment with the spiritual spark, with the consciousness occurred. The self is in the human being the seed of the eternal which is able to rise by development of the human being to self-conscious life.

This consciousness came from another world, preceded the origin of the human being and was there earlier than the other components of the human being (kama manas). This self-consciousness is paired with passion even today. The true philosopher strives for freeing the divine in the human being from the sensuous, so that it realises its divine origin; manas is released from kama. Then this released manas develops buddhi from itself, the consciousness of being in the divine world to strive then to atma.

We know that this spiritual entity of the human being experienced the most different forms. One of these stages is called that of the dragons. Also in the Secret Doctrine by H. P. Blavatsky we hear of igneous dragons as symbols of the time in which the human being descended from his higher spirituality .

The way through the raw physical figure is shown with the giants. The human being must be refined, he rises up to finer and finer figures, he becomes the hero, the knight. These spiritual knights have always tried to form an alliance with the ideal of true humanity; they should live with the dwarfs in good harmony. “And it is found that afterwards giants and dragons, as well as the knights and dwarfs have always held together.”

Now the woman tells “that everything that has been big once must become small and decrease; thus we are also in the case that we always decrease since the creation of the world and become smaller, above all the royal family.” Hence, a princess of the royal house must be sent “every now and then to the country to get married with an honourable knight, so that the race of dwarfs would be refreshed again and saved from total expiration.” For the later-born brother has been so small, “that the attendants have lost him even from the nappies and one does not know where he has got to.”

Now a ring is brought the ring is always a symbol of the personality and by this ring the dwarf becomes a human being and combines with the spiritual knight.

In what way does the race of dwarfs develop? It goes through the physical humanity, through the different states of consciousness. In what way does the present consciousness develop? By the law of the karmic human development. We consider it at an example at first. The child learns to read and write; the efforts, the exercises which it does, all that passes; what has remained is the ability to read and to write. The human being has taken up the fruit of his efforts. What was outside at first, in the physical nature, has become a part of his.

“You are tomorrow what you think and act today” or as the Bible (Galatians 6:7) expresses it: “everyone reaps what he sows.”

We are the products of past times. Our soul would be empty if it did not collect experience from the external world. The soul would die away if it did not take up the lessons from the outside world.

If we want to make the things which we experience really our own, we must process them. This is the law of evolution and involution by which we increase our being. We have to collect force from the surroundings. We collect experiences in the outside world to make them our spiritual property. Then the mind processes the experience, which he has collected to return over and over again to the outside world, in the hours of leisure. Our concepts would atrophy if we withdrew from the outside world. It is a spiritual respiratory process, a “giving and taking.” We develop our inside world outwardly, we soak up the outside world. Goethe showed this evolution and involution process in this fairy tale in important way. The words of the young man concerning the ideals point to it. Ideals are what is not yet, what should be realised in future. What the human beings lifts out above all is the possibility that he puts ideals, is the possibility to approach a higher future. Because the human being gives reality the possibility to grow into a higher future, he cares for idealism.

Goethe also nicely expressed this truth in the fairy tale The New Paris. In this fairy tale Goethe speaks of himself. You find it in the outset of Poetry and Truth. Shortly before, in Poetry and Truth, the young child Goethe tries “to approach the great God of nature, the creator and preserver of heaven and earth” setting up an altar. “Natural products should represent the world allegorically, about these a flame should burn and signify the human soul longing for its creator.” The boy lights the flame of the little aromatic candles in the light of the rising sun. But he damages some things, and concludes that “it is generally dangerous to want to approach God on such ways.” It was a certain fact to Goethe that one can approach the divinity only if the human being awakes the abilities slumbering in him as we could show that in the Fairy Tale of the Green Snake and the Beautiful Lily. Also in The New Paris he points to this way.

In the outset of the fairy tale, Goethe describes how the god Mercury appears to him as boy at Whitsun Sunday in the dream and gives him three nice apples, a red, a yellow and a green one. They change in his hand into precious stones and he sees three female figures in them for which he should select three worthy young men at Mercury's behest.

While he admires them, they disappear from him; the fourth female being appears, dances on his hand and gives him a slap on the forehead, because he wants to catch it, so that he loses consciousness.

When he awakes, he dresses himself festively to make visits and comes before the gate where he finds a strange gate in the wall. It has no key.

A man with a long beard opens from within; he resembles an Oriental, however, he crosses himself and shows in such a way that he is a Christian. He shows the marvellous garden to the boy. From the bushes the birds shout quite clearly: “Paris, Paris”, then again “Narcissus, Narcissus.”

The new Paris now sees an even more marvellous garden behind a kind of living wall. He asks whether he is allowed to enter. The old man permits it, after he has taken off hat and sword. Led by the hand of the old man, he sees even more marvellous things. He sees behind a fence of swords and partisans an even nicer garden, surrounded by a canal. Now he must put on another robe; he receives a kind of oriental costume. Three strange ropes are shown to him as warning. Now the swords and partisans put themselves over the water and form a golden bridge, and he enters. Over there the girl meets him that he has had dancing on his hand and which has escaped from him. It leads him to the three young ladies from the apples who are dressed here in suitable garments and play certain instruments.

The girl who he has recognised as belonging to him refreshes him with fruits. He delights in marvellous music. Then he and the girl begin a game with little warriors. Against the warning he and the girl gets in zeal; he destroys her fighters; they hurl themselves into the water, this foams, the bridge bursts on which the play took place, and the boy finds himself sodden and thrown out on the other side.

The old man comes, threatens with the three ropes which should punish that who betrays his trust. The boy escapes, while he says that he is chosen to find three worthy young men for the three young ladies. Now he is politely led out of the door. The old man shows him different marks to find the gate again. The significance of their positions to each other points to the medieval astrology/astronomy.

When the boy returns, the gate is no longer there, the three objects, plate, well and trees are differently positioned to each other. However, he believes to note that after some time they have changed their positions a little bit, and he hopes that once all marks will coincide. He closes typically: “Whether I can tell to you what takes place further on, or whether it is expressly forbidden to me, I cannot say.”

The fairy tale, which is written in 1811, shows in every line that we have to search something deeper in it. Not without reason Goethe tied it on the legend of Paris, changed it in such a way not without reason. The legend of Paris and Helena, of the Trojan War, is known. Paris has to pass the apple to the most beautiful one of three goddesses; in return he wins Helena. Goethe reversed the matter, three, later four young women are there for whom the new Paris should choose the young men. The boy is led into a kind of mystery that is triply enclosed, he must always meet new conditions. A kind of war game develops, an image not a real war. Let us now pursue the fairy tale step by step.

While Goethe says that the contents of the fairy tale come from the god Mercury, he points to the fact that he perceives that which he experiences in this fairy tale as a message of the divinity. Mercury says to the young man that he were sent by the gods to him with an important order.

Goethe always wants to represent the states of human consciousness by women. In this fairy tale are also four young women who meet the young man immediately in the beginning, as sent from the god Mercury. Significantly, Mercury gives him apples at first. The apples change into wonderful precious stones, namely a red, a yellow, and a green one. Then the three precious stones become three beautiful young women whose clothes have the colours of the precious stones. However, they waft away from the young man when he wants to retain them. But instead of theirs a fourth young woman appears who then becomes his guide.

Also in The Fairy Tale of the Green Snake and the Beautiful Lily Goethe points to four states of consciousness of the human soul using four female figures. In The New Paris these four women are characterised even more intimately by the mystic colours which they wear. If we want to understand the nature of these women closer as well as the colours which they wear, we have to look at states of consciousness which the human being has presently, and those which he can acquire to himself developing his soul forces.

Today, humanity lives on the earth in the mineral cycle; the human being is related to the mineral by means of his physical body. All substances that are found in the physical human body in chemical compounds may they be salts, sorts of lime, metals et etcetera-, are also found outside in nature. The human soul lives within this physical body. From incarnation to incarnation the human soul lives a life between birth and death again and again in a body that it receives at birth or already at conception.

In every incarnation, the human soul has to go through a plenty of experiences. It thereby becomes richer and richer. One can also say that it thereby becomes purer and purer, because the soul living originally in raw desires and impulses appears then within a cultural world in a new body again, lives differently in this cultural world than, for example, within a body that belongs to a savage tribe. The human soul lives now in kama-manas, that is in a spirituality that is still used, indeed, to satisfy the impulses and passions of the human being. But more and more the longing also arises in the human soul to ascend to a higher spirituality. This soul state is expressed in esotericism with the red colour which shines through from within no dead red colour , a bright one, illuminated from within. The red colour signifies the consciousness for the astral world in the initiatory knowledge. If the human being takes his soul contents, his inner soul-life less and less from the physical surroundings, if he kindles an internal, spiritual life in his soul, this life of the human soul is signified yellow, again a bright, beaming yellow colour.

If the human being has achieved to live no longer in his narrow stubbornness, if he feels linked in sympathy with the whole world, if he feels like merging in the universe, this state of the human soul is signified in esotericism with a nuance of green, with a bright green colour. This is the colour which shows the human soul in the aura if the single consciousness pours out itself in the whole world.

Thus these women who are also precious stones, are signs of that which the young man should make of his soul. The present consciousness that leads us to all knowledge produces the connection with these soul conditions. It is symbolised by the fourth figure, by the small figure that “steps dancing to and fro“ on the finger points of the young man. This is the usual reason. The human being penetrates to something higher with the help of his present consciousness, it is the guide in the sanctum. Only the fourth state of consciousness that is represented by the girl already exists; the other three exist only as rudiments, are to be developed. There is something that appears like remembrance in the soul; something lives in the soul that points back to former states. At especially ceremonious moments the human being penetrates into these former soul conditions. The young man has got a particular order from Mercury. Goethe points here to his mission. He remembers former initiations.

In the fairy tale it is now told how the young man is led in miraculous way to a place that he has not entered up to now nay, at which he has never looked in the surroundings well-known to him. An old man meets him, leads him in the inside of a nice garden; at first he leads him within the garden in the round of an external circle. Birds call to the young man, the chatty starlings in particular; “ Paris! Paris!” the ones call and “Narcissus! Narcissus!” the others. The young man would also like to penetrate into the inside of the garden, he asks the old man for it; this accepts his request only on condition that he takes off his hat and sword and leaves them behind.

After it the old man leads him closer to the centre of the garden. There he finds a golden lattice. Behind it he sees a gently flowing water which shows a big number of golden and silver fish in its clear depths. He wants to go further to find out the state of the centre of the garden. The old man accepts it, but only on new conditions: the young man must change. He receives an oriental garment which he likes. Besides, he notices three green little ropes, any tied in a special way, so that it seems to be a tool to just not very desired use. On his question for the meaning of the ropes the old man says that it is for those who betray his confidence which one would be ready to give them here. Now the old man leads him to the golden lattice; these are two rows of golden spits, an external one and an internal one; both fall mutually, so that a bridge originates on which the young man comes now into the centre. Music sounds from a temple, and when he enters it, he sees three female figures sitting in a triangle; the miraculous music sounds from their instruments. Also the little guide is there again and takes care of the young man.

These are three fields of existence in which the boy is gradually introduced by the old man. He enters into the first region, the astral world, coming from the world of the everyday life; there he finds the animals who call to him. But he wants to go further into the centre of existence. Something in his soul pushes him that he should develop higher and higher. He brings the disposition of this rise with him since his birth; there he has come from a world, in which he was a psychic-spiritual being, into the darkening of his psycho-spiritual being caused by the physical world. But the urge for the spirit has remained awake in his soul it points the soul to the fact that there is something that it remembers at solemn moments of life. There also the memory of former stages of existence appears and that from these a mission results for the present stage of existence. The boy feels that this mission is based on experiences of his former incarnations. “I once received the initiation,” he has brought this initiation from former stages of existence with him. The memory of a previous initiation appears in him he got in a previous life. There the master took him also with the hand and led him from stage to stage. There he also had to perform the symbolic action: taking off the hat and sword. He had to take off everything that connects him with everyday things of life in the physical world. Somebody who ascends to a chela, to a spiritual student has always to do that; in his inside he has to do it. This is why he/she is called a “homeless human being;” he has put away what the usual human being calls his home. This does not mean tearing out from life; he/she stands firmly on his/her position, but his/her own life is lifted out from the surrounding world.

When he wants to be led by the master further on, he gets to the second stage; he has to completely get changed to put away all clothes of his present existence. He is fitted with a new set of oriental clothes. This is an indication that all impulses to attain new wisdom have come from the East to humankind. (Ex Oriente lux.)

The boy in his oriental clothes is endowed with the ancient wisdom which the old man with the lamp represents in the Fairy Tale of the Green Snake and the Beautiful Lily; he is endowed with a soul capacity remembering ancient initiatory states. He is led to the river that the soul world separates from the real spiritual world. The river of passions, the astral world, does not rage and roar, it is the “gently running waters which let see a big number of golden and silvery fish in its clear depths which gently moved to and fro, partly single ones, partly shoals of them.” This is an image how the human being can find valuable knowledge instead of raging passions if he has quietened down the astral world in himself.

Swords tilt downwards across the river separating the astral world from the internal, the spiritual realm. The human being has to sacrifice what he has, otherwise, for his protection. He has to sacrifice his personal ego; it has to become the bridge to the spiritual realm. He has to experience the “dying and growing.” Two rows of swords, an internal and an external row, tilt downwards and form the bridge which the boy crosses. This is an image of the fact that a lower and a higher ego-consciousness must join with each other to make the transition into the spiritual world possible to the human being.

Now we can also see why this fairy tale bears the name: The New Paris. It is Paris about whom the Greek mythology tells that before his birth the parents were scared by the prophecy that the fire of the boy, who is born, consumes everything. Hence, he is abandoned after his birth; a bearess nurses him for five days. He grows up and after various adventures he is recompensed, he got married to Helena. However, Helena is synonymous with Selene the daughter of the light of wisdom. Selene is the symbol of the moon. Thus the Greek mythology shows the union of the human being with the consciousness which should lead him to higher and higher stages in the marriage of Paris with Helena.

Narcissus is the other word which the chatty starlings called to the boy. About Narcissus it is told that he is the son of the river god Kephissos and a nymph. So Narcissus is not of earthly, but of supernatural origin.

One tells also that he once saw his image in the mirror of a spring. This delighted him so much that he always stared at himself only. He rejected all temptations of a nymph, approaching him, and he completely sank into his own image.

Narcissus is a symbol of the human ego which wants to insist on its separate existence, on its own self. If the human being remains concluded in his ego, hardens in his ahamkara, if he is not able to get out of his own little human being, if he looks always only into himself, has fallen in love with his own ego, then he does not get beyond himself, then he loses the consciousness that his ego has its real home in a spiritual world, then he cannot ascend to his spiritual home, he remains “a dull guest on the dark earth.” Then he cannot develop the higher consciousness in himself which leads him upwards, he must pine away. Only somebody who can combine with the higher female principle in his soul will thereby ascend. Paris gets married to the daughter of the light, to Selene-Helena. However, Narcissus fell in love with his own nature and rejects the union with the spiritual being, which approaches him as a nymph.

While the birds call the boy: “Paris – Narcissus,” he finds himself faced with the choice: what do you want to bear in yourself, the Paris nature or the Narcissus nature? This question is put to everybody who wants to become a chela, a spiritual student. Everybody must choose the way himself which his soul has to go.

The boy chooses the way of Paris, according to the urge working from a former incarnation in his soul; he wants to become the “new Paris.” Hence, he must also get to know the so-called threats of initiation if he chooses the way of initiation. They are shown symbolically with three ropes. In the initiatory schools, the ropes, which lie around the neck of the neophyte, show different symbols. Among other things, they represent the threefold nature of the human being in the world. What is due to this threefold nature of the human being laces itself around his neck if he breaks the confidence which is put in him with the initiation.
Since the young man wants to become the “new Paris,” he is allowed to be led by the old man who leads him over the bridge. He comes into the second circle which is flowed around by the river, the water of the astral world. There he finds a wonderful garden which appears to him like an image of heaven on earth. In the midst of this wonderful garden, he sees the innermost centre, a temple surrounded by porticoes from which a heavenly music issues forth. He has arrived at the region of the spiritual world which manifests itself sounding: in the region of the creative world word, which sounds through the world as the sphere-harmony. Here he finds the three women again who were sent to him by the god Mercury at first.

In the image which now the boy experiences is expressed what the human being can experience if he has attained the stage of initiation. The human being is able there to receive messages from higher worlds.
The woman in red turns first to the boy; the red stone gives him the strength that he can have insight in the spiritual world. This is the first stage of initiation. The second stage is not mere imagination, but life in the spiritual world. Indeed, there the human being still feels as a special being, he feels as a spirit among spirits, but still separated. He feels, so to speak, like a sound which is not yet part of a symphony. This stage is shown in the yellow robe.

Then the human spirit learns to adapt itself in the sphere-harmony, it learns to regard itself as a member of the spiritual world, as a sound that resonates in the world symphony. Then the human being gains the green stone; this represents the woman in green pictorially. You read in the fairy tale about this woman in green: “she was that who seemed to care mostly for me and to turn her play to me; however, I was not able to figure her out ..., she could behave howsoever, she gained little from me, because my small neighbour ... had completely taken me in for herself ... and although I saw the sylphids of my dream and the colours of the apples quite clearly in those three ladies, I probably understood that I would have no cause to retain them.”

Although the boy gets insight in those lofty realms by initiation, he feels that he has hard to work for the life in them. At first he must still dispute with his small guide, the fourth woman, the human reason.

This happens by a war game. You read in the fairy tale: the little one led the boy to the golden bridge; there the war game should take place. They put up their armies. Against the warning he and the girl get into zeal, the boy overcomes the troops of the little lady, “which running forth and back disappeared toward the wall finally, I do not know how.”

The Paris of the Greek mythology is the cause of the Trojan War, in which symbolically the decline of a human race and the rise of the new race is shown in which the ego of the single human being has to show its effectiveness. “The new Paris” is victorious in a fight which is, actually, a game that is only the image of a fight, which is nothing that has external reality. This war game between the human reason and that in the human being which carries the consciousness that issues from the divine is not anything that has external reality; it is something that lives only in spirit that is in such a way that it takes place like in the mirror image of spiritual events in the human soul. Goethe should announce the higher things which he beheld not in life but in the art. He should speak in mental pictures, in images.

After the fight, the boy meets the old man again, his first guide, and now the consciousness of his own deepest nature is kindled within him with such certainty that he can call the words to the old man which should live from now on in his inside. “I am a darling of the gods!” he calls. But he still wants to live with that what he requests from the old man as reward: he wants his guide, the small creature. He wants to lead his life as a human being striving for knowledge in such a way that the good human reason becomes his guide at first.

Then he is outdoors. The old man “indicated some objects at the wall, beyond the way, at the same time pointing backward to the little gate. I understood him well; he wanted that I memorise the objects to find the little gate again which shut behind me all of a sudden. I noticed thoroughly what faced me. Above a high wall, I saw the branches of ancient walnut-trees. ... The branches reached up to a flagstone; however, I could not read the inscription on it. It rested on a corbel; a niche in which an artificially worked well poured forth water from bowl to bowl... that disappeared in the ground. The well, the inscription, and the walnut-trees stood vertically about each another.”

The young man stands outdoors; looking back he remembers the experiences of his previous incarnation, and at the same time he looks at a moment in future. A second initiation follows after this one which he remembers; once the spiritual initiation followed the initiation of wisdom.

In the image of the tree, the flagstone with the inscription, the well from which the water flows, a symbol of knowledge is dressed which found its expression in mediaeval times in old astrological mysticism. It gives the boy the view to the future: if the same constellation of the stars happens again which allowed you to find the place where the human being is initiated, if the constellation of the stars in the future recurs for you, the gate is opened to you again, and then the initiation on higher level is repeated for you.

He looks at a moment of reality where he will live through what he has experienced as a prelude with the initiation. He looks at a distant future in which he appears on the scene and explains what he has experienced in former incarnations.

A certain constellation existed at the moment when he was initiated. These signs must recur if on a higher level the initiation is possible. Then the gate is visible again, and it depends on the permission, whether one is able to tell more about the future events.

One must take into consideration this fine mood, the intimate forces which play a role there speaking about this fairy tale.

As we see, Goethe also depicts the evolution of the human soul in these both fairy tales. On the one side, he expressed his conviction of soul development in his Fairy Tale of the Green Snake and the Beautiful Lily in coloured pictures which is valid to all human beings, on the other side, he puts the initiation of the higher secrets before our souls in these both fairy tales, The New Melusine and The New Paris, a Fairy Tale of a Boy, as it was commensurate with his own nature. An individual way of his own soul development is represented by Goethe in these two fairy tales. His whole later soul striving adequate to Goethe's attitude is included in the Fairy Tale of a Boy in particular.

In a fragment, The Journey of Megaprazon's Sons it was begun in 1792, but was not continued , Goethe likewise wanted to show a developmental way of the human soul. Also this fragment indicates the greatness of what he had to say, also here he points to a constellation. “Venus” and “Mars” are the last words of it which are kept to us.

A father sends his seven sons on a far journey in foreign countries that are not discovered by others. These are the seven basic members of the human being which theosophy refers to. The father gives his sons the wish with them: “happiness and welfare, good courage and glad use of the forces.” Every son has received own talents from nature; now he should apply them and seek his happiness and perfection by means of them, every brother in his way. In this fragment, The Journey of Megaprazon's Sons, the journey to the spiritual land of ancient wisdom should be shown that the human being can attain if he develops that from the basic members of his nature which is predisposed as rudiments in them; if he attains higher states of consciousness by this development. A found piece of the plan of the spiritual journey shows how Goethe wanted to depict this voyage.

So we have done some looks only at Goethe's most intimate inside and have discovered more and more profundities which shine through his marvellous poems.

So it is comprehensible if his contemporaries looked up at him like to a signpost to unknown worlds. Schiller and some others, they have recognised or, nevertheless, have anticipated what lived in him. However, many have passed without understanding him. The German still has a lot to do to exhaust what is manifested in his great spirits. But the words can apply to them only too well, which Lessing (1729–1781 expressed about Klopstock (1724–1803, German poet):

Who does not praise Klopstock?
But does anybody read him? No.
We want to be praised less
But be read all the more.

Our great spirits want to be recognised, and then they lead to intense spiritual deepening.

They also lead to the world view which theosophy represents. Wilhelm von Humboldt, one of those who anticipated what lived in Goethe's soul welcomed the first translation of the Bhagavad Gita (1823) with the deepest understanding. “It is worthwhile”, he says “to have lived so long to take these treasures up in oneself.”

Thus those human beings who learnt from Goethe were prepared for the theosophical world view.

Oh, a lot can still be learnt from Goethe!

One spring day in 1860, an autocratic Hungarian magnate, a certain Count Hoyos, who owned several large estates in Austria, dismissed his game-keeper, because this game-keeper, Johannes Steiner wanted to marry Franziska Blie, one of the Count's innumerable housemaids. Perhaps the old Count had a foreboding as to what a great spiritual revolution would be born of this marriage. (The baroque palace of Hom, where it happened, is still in the possession of the Hoyos family, and stands today just as it was one hundred years ago.) So Johannes Steiner had to look for another occupation, and got himself accepted as a trainee telegraphist and signalman by the recently opened Austrian Southern Railway. He was given his first job in an out-of-the-way request stop called Kraljevic (today in Yugoslavia), and there his first child, Rudolf, arrived on February 27, 1861. On the same day the child was taken for an emergency baptism to the parish Church of St. Michael in the neighboring village of Draskovec. The baptismal register was written in Serbo-Croat and Latin, and the entry still can be read today as of one Rudolfus Josephus Laurentius Steiner. “Thus it happened,” Rudolf Steiner writes in his autobiography, “that the place of my birth is far removed from the region where I come from.”

In later life, particularly in his lectures on education, Steiner frequently made the point that the most prodigious feat any man achieves at any time is accomplished by him in the first two or three years of his life, when he lifts his body into the upright position and learns to move it in perfect balance through space, when he forms a vital part of his organism into an instrument of speech and when he begins to handle and indeed to fashion his brain as a vehicle for thought. In other words, when the child asserts his human qualities which set him dramatically apart from the animals.

This initial achievement the boy Rudolf performed in Kraljevic. Kraljevic (meaning King's Village) is situated in the western outskirts of the vast Hungarian plain, the Puszta. Even today endless fields of maize and potatoes extend in every direction, and the solemn monotony of the country is more enhanced than relieved by the lines of tall poplars flanking the primitive, dead straight roads. It is basic three-dimensional space at its severest, domed over by the sky, which local people say is nowhere else so high nor so blue as over the Puszta. One might almost say that nature provided laboratory conditions in which the boy learned to stand, to walk, to speak and to think. One could justifiably say of Rudolf Steiner what the biographer, Hermann Grimm, said of Goethe: “It seems as if Providence had placed him in the simplest circumstances in order that nothing should impede his perfect unfolding.”

From the severity of the Puszta the family moved, when the boy was two years old, into one of the most idyllic parts of Austria, called “the Burgenland” since 1921. Comprising the foothills of the eastern Alps, it is of great natural beauty, very fertile, and drenched in history. It takes its name from the many Burgen, i.e. castles which at different times of history were erected on nearly every hill. During recent excavations coins bearing the head of Philip of Macedonia, the father of Alexander the Great, have been found near Neudörfl, where the Steiners now settled, and where a daughter and a younger son were added to the family.

The management of the Austrian Southern Railway seems to have taken a sympathetic view toward the promising boy, and agreed to move father Steiner as stationmaster to several small stations south of Vienna, so that the eldest son was able to attend good schools as a day student, and finally in 1879 could matriculate at the Technical University of Vienna, then one of the most advanced scientific institutions of the world. Until then Rudolf Steiner's school life had been fairly uneventful, except that some of his masters were rather disturbed by the fact that this teen-ager was a voracious reader of Kant and other philosophers, and privately was engrossed in advanced mathematics.

In his first year at the University Rudolf Steiner studied chemistry and physics, mathematics, geometry, theoretical mechanics, geology, biology, botany, and zoology; and while still an undergraduate two events occurred which were of far-reaching consequence for his further development.

In the train in which the young student travelled daily to Vienna he frequently met a curious personality, an herb-gatherer, who turned out to be a latter-day Jacob Boehme. He was filled with the most profound nature lore to which he had first-hand access. He understood the language of plants, which told him what sicknesses they could heal; he was able to listen to the speech of the minerals, which told him of the natural history of our planet and of the Universe. In the last winter of his public life, in December 1923, Steiner provided something of a historic background for this wisdom, notably in his lectures on the Mysteries of Eleusis. Steiner immortalized the herb-gatherer in his Mystery Dramas, in the figure of “Father Felix.” But “Father Felix” was instrumental in bringing Steiner together with a still more important and mysterious personality.

“Felix was only the intermediary for another personality,” Steiner tells us in his autobiography, “who used means to stimulate in the soul of the young man the regular systematic things with which one has to be familiar in the spiritual world. This personality used the works of Fichte in order to develop certain observations from which results ensued which provided the seeds for my (later) work ... This excellent man was as undistinguished in his daily job as was Felix.”

While these fateful meetings occurred on the inward field of life, a very consequential relationship developed on the outward field. The Technical University of Vienna provided a chair for German literature, which was held by Karl Julius Schröer, a great Goethe enthusiast and one of the most congenial interpreters of Goethe. Schröer recognized Steiner's unusual gifts, and anticipated that he might be capable of doing some original research in the most puzzling part of Goethe's works, i.e. his scientific writings.

Only two years ago, Dr. Emil Bock, of Stuttgart, Germany, one of the most eminent Steiner scholars, discovered the correspondence between Professor Schröer, Steiner, and the German Professor Joseph Kürschner, who was engaged in producing a monumental edition of representative works of German literature from the 7th to the 19th century. In the first letter of this correspondence, dated June 4, 1882, Schröer refers to Steiner as an “undergraduate of several terms standing.” He says that he has asked him to write an essay on Goethe and Newton, and if this essay is a success, as he thinks it will be, “we have found the editor of Goethe's scientific works.” Steiner was then twenty-one years of age. Schröer's letter is reminiscent of the letter Robert Schumann wrote to the great violinist Joachim, after he had received the first visit of the then twenty-one year old Brahms: “It is he who was to come.”

The introductions and explanatory notes to the many volumes of Goethe's scientific works which Steiner was now commissioned to write were much ahead of their time. They blazed a trail into the less familiar regions of Goethe's universal genius which only today begins to be followed up by other scholars.

The young Steiner wrote these, his first works, in outward conditions of great poverty. The family lived in two rooms, which are still shown today. The larger one of the two was kitchen, dining, sitting and bedroom for the parents and his younger brother and sister, and off this larger room a few steps led into a narrow, white-washed, unheated cubicle where the young Steiner worked as in a monk's cell. No wonder that a Viennese celebrity of the time refers to him in his memoirs as one “who looked like a half-starved student of theology.”

However, this first literary success led to Steiner's call to the central Goethe Archives at Weimar, where despite his youth he now became one of the editors of the great Standard Edition (Sophien Ausgabe) of Goethe's Complete Works. This concentrated occupation with Goethe, continued for seven years in Weimar, from 1889 to 1896, had a profound effect upon the unfolding of Steiner's own mind and philosophical consciousness. Goethe was the catalyst which released new mental and spiritual energies in Steiner s own personality. It was during these years that Steiner's fundamental philosophical works were conceived and written.

In 1886 he published An Epistemology of Goethe's World Conception. In 1891 his small concentrated thesis on Truth and Science earned him his Ph.D. In 1896 his comprehensive Philosophy of Spiritual Activity opened a completely new approach to the understanding of the human mind and the nature of thought. It represents the first really fresh step in philosophic thought and in the philosophic interpretation of the human consciousness since Kant. It is no wonder that in those years Steiner began to be looked upon in Germany as “the coming philosopher” upon whom before long the mantle of the dying Nietzsche would fall. But his genius led him a different way.

In his thirty-sixth year—“Nel mezzo del cammin di nostra vita,” as Dante calls it, Steiner moved to Berlin, and the next seven years were perhaps the most dramatic period in his life. His new position in Berlin was that of editor of the weekly, Das Magazin für Litteratur, founded in 1832 (something equivalent to the London Saturday Review). He wrote the leading article and the dramatic reviews, occupying in Berlin a position somewhat similar to that of Bernard Shaw (who was five years his senior), with his weekly dramatic criticism in the Saturday Review. This assignment brought Steiner into close social contact with the intellectual and artistic élite of Berlin at the time, and for some years he pitched his tent among them. In the last years of his life, during rare moments of relaxation, he would at times tell stories of this exciting and often amusing period.

Side by side with these literary circles, or perhaps in polarity to them, Steiner was also drawn by objective interest and personal attraction into the camp of Haeckel and the militant monists. To move in this manner abreast of the spirit of the time would be a most interesting experience for anyone. For Steiner it was more. And I must now touch upon that side of his life about which I shall have to speak presently in greater detail. From childhood while for others such “being involved in this or that fashion of thought would be no more than an ideology,” for anyone standing in the spiritual world it means, as Steiner says in his autobiography, that “he is brought close to the spirit-beings who desire to invest a particular ideology with a totalitarian claim.” Steiner refers to his experience as a “Soul's Probation” which he had to undergo. (He later chose The Soul's Probation as the title of one of his Mystery Dramas.) He speaks of the “tempests” which during those years in Berlin raged in his soul, a rare expression in the otherwise very even and dispassionate style of his autobiography. At the end of those “forty days in the wilderness”—which were in fact four years—the thunderclouds lifted, the mist cleared, and he stood, to use his own phrase. “in solemn festival of knowledge before the Mystery of Golgotha.” He had come to a first-hand experience of Christ and His active presence in the evolution of the world.

We have now reached the point where we must venture into the great unknown: Steiner the seer, the Initiate.

It is a plain fact that in some form or other spiritual knowledge has existed throughout the ages. Secret wisdom has never been absent from human history. But in Steiner it assumed a totally new form. In order to appreciate this revolutionary novelty, we must first have a picture of the old form.

The faculty of spiritual perception and secret wisdom is obtained through certain organs in the “subtle body” of man, to borrow a convenient term from Eastern Indian medicine. In Sanscrit these organs are called “chakrams,” generally translated into English as “lotus flowers.” They fulfill a function in the “subtle body” similar to our senses in the physical body. They are usually dormant today, but can be awakened. We can disregard for the moment the rites of Initiation which were employed in the Mystery Temples of the ancient world, and confine ourselves to the survival of more general methods which today are still practiced in many parts of the world. They all have one thing in common: they operate through the vegetative system in man, through bodily posture, through the control of breathing, through physical or mental exercises which work upon the solar plexus and the sympathetic nervous system. I realize that I am presenting a somewhat crude simplification. But nevertheless I am giving the essentials.

Steiner broke with all this. He began to operate from the opposite pole of the human organism, from pure thought. Thought, ordinary human thought, even if it is brilliant and positive, is at first something very weak. It does not possess the life, say, of our breathing, let alone the powerful life of our pulsating blood. It is, shall we say, flat, without substance; it is really lifeless. It is “pale thought,” as Shakespeare called it.

This relative lifelessness of our thoughts is providential, however. If the living thoughts filling the Universe were to enter our consciousness just as they are, we would faint. If the living idea in every created thing simply jumped into our consciousness with all its native force, it would blot us out. Fortunately, our cerebro-spinal system exerts a kind of resistance in the process; it functions like a resistor in an electric circuit; it is a sort of transformer, reducing the violence of reality to such a degree that our mind can tolerate it and register it. However, as a result, we see only the shadows of reality on the back wall of our Platonic cave, not reality itself.

Now one of the magic words in Steiner's philosophy with which he attempts to break this spell, is “Erkraftung des Denkens.” It means putting force, life into thinking, through thinking, within thinking. All his basic philosophic works, notably the Philosophy of Spiritual Activity, and many of his exercises, are directed to this purpose. If they are followed, sooner or later the moment arrives when thinking becomes leibfrei, i.e. independent of the bodily instrument, when it works itself free from the cerebrospinal system.

This is at first a most disturbing experience. One feels like a man who has pushed off from the shore and who must now strive with might and main to maintain himself in the raging sea. The sheer power of cosmic thought is such that at first one loses one's identity. And perhaps one would lose it for good, if it were not for a fact which now emerges from the hidden mysteries of Christianity. One does not finally lose one's identity because He Himself has walked the waves and extended a helping hand to Peter who ventured out prematurely. Gradually the waves seem to calm down, and a condition ensues which Steiner expresses in a wonderful phrase: “Thinking itself becomes a body which draws into itself as its soul the Spirit of the Universe.”

This is a stage which, broadly speaking, Steiner had attained at the point of his biography which we have reached. Now he made a discovery which was not known to him before. He discovered that this “living thinking” could awaken the chakrams from “above,” just as in the old way they could be stimulated from “below.” Thought which at first in the normal and natural psychosomatic process “died” on the place of the skull, but which through systematic exercises had risen again to the level of cosmic reality, could now impart life to the dormant organs of spiritual perception which have been implanted into man by Him who created him in His image. From about the turn of the century Steiner began to pursue this path with ever greater determination, and gradually developed the three forms of Higher Knowledge which he called Imagination: a higher seeing of the spiritual world in revealing images; Inspiration: a higher hearing of the spiritual world, through which it reveals its creative forces and its creative order; Intuition: the stage at which an intuitive penetration into the sphere of Spiritual Beings becomes possible.

With these unfolding powers Steiner now developed up to his death in 1925, in twenty-five momentous years, that truly vast and awe-inspiring body of spiritual and practical knowledge to which he gave the name “Anthroposophy.” (Incidentally, this word was first coined by Thomas Vaughan, a brother of the English mystical poet, Henry Vaughan, in the 17th century.) Anthroposophy literally means wisdom of man or the wisdom concerning man, but in his later years Steiner himself interpreted it on occasion as “an adequate consciousness of being human.” In this interpretation the moral achievement of Steiner's work, his mission, his message to a bewildered humanity which has lost “an adequate consciousness of being human,” to which Man has become “the Unknown,” is summed up. This monumental work lies before us today and is waiting to be fully discovered by our Age—in some 170 books and in the published transcripts of nearly 6,000 lectures.

Three characteristic stages can be observed in Steiner's anthroposophical period. In a lecture given at the headquarters of the German Anthroposophical Society at Stuttgart (on February 6, 1923) he himself described these stages. Stage one (approximately 1901-1909): to lay the foundation for a Science of the Spirit within Western Civilization, with its center in the Mystery of Golgotha, as opposed to the purely traditional handing down of ancient oriental wisdom which is common to other organizations such as the Theosophical Society. Stage two (approximately 1910-1917): the application of the anthroposophical Science of the Spirit to various branches of Science, Art and practical life. As one of the milestones for the beginning of this second stage Steiner mentions the building of the Goetheanum, that architectural wonder (since destroyed by fire) in which his work as an artist had found its culmination. Stage three (approximately 1917-1925): first-hand descriptions of the spiritual world. During these twenty-five years of anthroposophical activity, Steiner's biography is identical with the history of the Anthroposophical Movement. His personal life is entirely dedicated to and absorbed in the life of his work.

It was during the last of the three phases that Steiner's prodigious achievements in so many fields of life began to inspire a number of his students and followers to practical foundations. Best known today are perhaps the Rudolf Steiner Schools for boys and girls, which have been founded in many countries and in which his concept of the true human being is the well-spring of all educational methods and activities. There are some seventy Steiner schools in existence with well over 30,000 pupils. A separate branch are the Institutes for Curative Education which have sprung up both in Europe and Overseas, and whose activities have been immensely beneficial to the ever increasing number of physically and mentally handicapped children and adults. Steiner's contributions to medical research and to medicine in general are used by a steadily growing number of doctors all over the world, and his indications are tested and followed up in a number of research centers and clinics. Another blessing for humanity flowed from his method of Biodynamic Agriculture, by which he was able to add to the basic principles of organic husbandry just those extras which, if rightly used, can greatly increase both fertility and quality without those chemical stimulants which in the long run poison both the soil and its products.

In the field of Art there is hardly an area he did not touch with the magic wand of creative originality. The second Goetheanum which replaced the first one destroyed by fire shows the massive use of reinforced concrete as a plastic material for architecture a generation before this use was attempted by others. Steiner's direct and indirect influence on modern painting with the symphonic use of color, on sculpture, on glass-engraving, on metal work and other visual arts is too far-reaching for anyone even to attempt to describe in condensed form. Students and graduates of the Steiner schools for Eurythmy and for Dramatic Art have performed before enthusiastic audiences in the cultural centers of the world, ably directed by Marie Steiner, his wife.

To those who have been attracted to this present publication by its title and its reference to Christianity, it will be of particular interest to hear that among those foundations which came into being during the last phase of Steiner's anthroposophical work was a Movement for Religious Renewal, formed by a body of Christian ministers, students and other young pioneers who had found in Rudolf Steiner “a man sent from God,” able to show the way to a true reconciliation of faith and knowledge, of religion and science. This Movement is known today as “The Christian Community” and has centers in many cities in the Old and New World. Apart from the inestimable help this Movement received from him in theological and pastoral matters, Rudolf Steiner was instrumental in mediating for this Movement a complete spiritual rebirth of the Christian Sacraments for the modern age and a renewal of the Christian priestly office.

Christianity as Mystical Fact and the Mysteries of Antiquity holds a special place in the story of his remarkable and dedicated life. The book contains the substance of a series of lectures Rudolf Steiner gave in the winter of 1901–1902 in the “Theosophical Library” of Berlin at the invitation of the President, Count Brockdorff. This series had been preceded by another on the German mystics from Master Eckhardt to Jacob Boehme (published in the Centennial Edition of the Written Works of Rudolf Steiner under the title Mysticism at the Dawn of the Modern Age) in which Steiner had ventured for the first time to present publicly some measure of his spiritual knowledge.

After these lectures on the mystics which was something of a prelude, Christianity as Mystical Fact now ushered in a new period in the understanding of the basic facts of Christianity as well as in Steiner's own life.

Compared with the free flow of spiritual teaching on Christianity offered by Steiner in his later works, the book may appear somewhat tentative and even reticent in its style. But it contains as in a nutshell all the essential new elements he was able to develop and unfold so masterfully in his later years.

Steiner considered the phrase “Mystical Fact” in the title to be very important. “I did not intend simply to describe the mystical content of Christianity,” he says in his autobiography. “I attempted to show that in the ancient Mysteries cult-images were given of cosmic events, which occurred later on the field of actual history in the Mystery of Golgotha as a Fact transplanted from the cosmos into the earth.”

It will not be out of place to round off this biographical sketch with a few personal reminiscences of the last four years of his life when I met Steiner as man and Initiate among his friends and students, and saw quite a good deal of him.

What was Rudolf Steiner like?—In the first place there was nothing in the least pompous about him. He never made one feel that he was in any sense extraordinary. There was an astonishing matter-of-factness about him, whether he spoke at a business meeting of the Anthroposophical Society, presided over faculty meetings of the Waldorf School^*, lectured on his ever increasing discoveries in the spiritual field, or spoke in public discussions on controversial subjects of the day.

I attended small lecture courses of less than fifty people, heard him lecture in the large hall of the first Goetheanum, was present at large public meetings when he expounded his “Threefold Commonwealth” ideas in the electric atmosphere of the Germany of 1923, during the occupation of the Ruhr and the total collapse of the German Mark. He was always the same: clear, considerate, helpful, unruffled. In those days he could fill the largest halls in Germany, and his quiet voice was strong enough to be heard without artificial amplification in the last rows of the gallery.

His hair remained jet black to the end; I cannot remember a strand of grey in it. His brown eyes, they sometimes had a shimmer of gold in them, looked with sympathy upon everything. And he possessed a wonderful buoyancy of carriage.

From 1913 Steiner lived permanently at Dornach, near Basel, Switzerland, in a house known locally as “Villa Hansi.” However, he spent most of his time in his studio, which was really nothing but a simple wooden building adjoining the large carpentry-shop where much of the woodwork of the first Goetheanum was prefabricated. In this studio he received an unending stream of callers. One would, perhaps, be shown into the room by a helping friend, but at the end he would always conduct one to the door himself. He put one at ease with such courtesy that one was in danger of forgetting who he was. And he gave the impression that he had no other care nor interest in the world than to listen to one's immature questions.

He would sit on a simple wicker chair, his legs crossed, perhaps occasionally moving one foot up and down. On the lapel of his black coat one might see a slight trace of snuff, because he indulged in the Old-World pleasure of taking snuff, but he neither drank nor smoked. I have never met anyone, and I am sure I shall never meet anyone who seemed so constantly at rest and in action simultaneously, all the time perfectly relaxed and absolutely alert.

The last summer of his life, in 1924, was the most prolific of all. He gave specialized courses on agriculture, on curative education, on Eurythmy. Then followed a summer school in August at Torquay in England; and when he returned to Dornach in early September, he increased his activities still further and gave as many as five, sometimes six different lectures each day. There was a daily course on the New Testament Book of Revelation for the priests of the Christian Community, another on pastoral medicine for priests and doctors combined, another on dramatic art, where I remember him one morning acting singlehanded the whole of Dantons Tod, a drama of the French Revolution by the German writer, Buchner. On another morning he acted the Faust fragment by Lessing. And in addition to all this, he also held lectures for the workmen of the Goetheanum.

Besides these specialized courses, the general lectures and other central activities of the Goetheanum School for the Science of the Spirit continued without interruption.

But the inevitable moment approached when even his resilient body showed the strain of his immense work. Sometimes for the period of a whole week he would hardly sleep more than two hours each night. I believe that he knew what he was doing. He well knew why he burned the candle not only at both ends but also in the middle.

My last memory of him is of the night when I was privileged, together with another friend, to keep vigil at the foot of his bed on which his body was laid out. It was the night before his funeral. The bed stood in his simple studio where he had been confined during the last six months of his life. Looking down on him was the great wooden statue of Christ which he had carved and nearly finished. Even in the literal sense of the word he had laid down his life at the feet of Christ.

The dignity of his features was enhanced by the marble whiteness of death. In the stillness of the night, with only a few candles burning, it was as if ages of human history converged to do homage. With a deep sense of reverence I wondered who he was. I am wondering still.

ALFRED HEIDENREICH

London, England
August 1961

• *. The first Rudolf Steiner School was called the “Waldorf School” because it was sponsored hy the Waldorf Astoria Cigarette Factory in Stuttgart, Germany, and its managing director, Dr. Emil Molt.

In diverse quarters today, people speak of the need for an answer to certain educational questions thus far unanswered. The many endeavors in modern education clearly show this. What I am hoping to convey to you today, at the request of this country’s Anthroposophical Society, is not mere theoretical knowledge. The practical application of spiritual-scientific knowledge that comes from the anthroposophical viewpoint of the human being has already demonstrated its value—at least to a certain extent.

In 1919 Emil Molt took the first steps to open a free school, and he asked me to take care of the practical matters and direction of the school. Thus, the spiritual-scientific knowledge of the human being and the world, which it is my task to represent, became naturally the basis of the education practiced in this school. The school has existed since 1919 and currently offers twelve grades. Students who entered the twelfth grade this summer will take their final exams next year so they can enter a university or other places of higher education. The school offers everything pertaining to the education of children from the elementary school age (that is, after the age of six) until the boys and girls begin higher education.

This school’s practices, which are the outcome of a spiritualscientific worldview, was never intended to revolutionize any previous achievements in the field of practical education. Our goal is not to think up new radical methods, such as those tried in special rural boarding schools, where the creation of very particular conditions was believed necessary before teaching could even begin. Our aim is to continue along the educational paths already marked by enlightened educators at the beginning of the twentieth century. This we attempt not only on the basis of human knowledge during the various stages of earthly development, but out of insight into the whole of human nature in the widest and most comprehensive way possible. This insight includes not only the various physical happenings of earthly life between birth and death, but also what lives and manifests during life as the eternally divine in the human being. It is important to us that we add to what has already been achieved by educational reformers, and also that we offer what can be contributed from a wider, spiritual viewpoint. Furthermore, there is no intention of putting utopian educational ideas into the world—something that, as a rule, is far easier to do than creating something based fully on practical reality. Our aim is to achieve the best possible results under any given circumstances.

Achieving this goal means that the actual conditions one faces, whether urban or rural, must serve as a foundation for the human being that results from a genuine and true art of education, so that students can eventually find a way into current and future social and professional life situations, which will certainly become increasingly complex. This is why Waldorf education offers an education that is strictly practical and methodical, meaning that, essentially, its program can be accomplished in any type of school, provided that the fundamental conditions can be created. So far, events have shown that we have made at least some progress in this direction.

We opened our school under auspicious circumstances. Initially, the manufacturer Emil Molt began it for the children of the workers in his factory. There was, of course, no difficulty in enrolling them. Also, we received children whose parents were interested in the anthroposophical point of view. Still, we began with only one hundred and thirty students. Today, four years later, after the school has grown from eight to twelve grades, we have almost eight hundred students and a staff of over forty teachers. Here in Holland, there have recently been efforts to open a similar small school—but more on that later. There is some hope that the methods used in Stuttgart will also prove worthwhile in Holland. Steps are also being taken in Switzerland to begin such a school, and in England a committee has been formed to start a Waldorf school.

After these introductory remarks I would like to speak about the meaning of Waldorf pedagogy. It is based on a penetrating knowledge of the human being, and on the teachers’ ability, with the help of special preparation and training, to perceive the development and unfolding of their students’ individualities, week by week, month by month, and year by year. From this point of view, the question of Waldorf education has to be seen, primarily, as a question of teacher training. I will try to outline in sketchy and unavoidably abstract form what can be done on the basis of such knowledge of the human being. This abstract form, however, can only be a description. It is important that what is said becomes flesh and blood, so to speak, in the teachers and that this deepened knowledge of the human being arises from practice and not from theory, and thus becomes applicable in a school.

When we observe the growing child, we can easily overlook the significance of changes connected with three fundamental life stages. We may notice various changes during a child’s development, but usually we fail to comprehend their deeper significance. We can distinguish three fundamental stages of human development until about the twentieth year, when formal education ends, or makes way for more specialized education. The first period, which is of a homogeneous nature, begins at birth and ends with the change of teeth around the seventh year. The second life stage begins at the time of the second dentition and ends at puberty. During the third stage, we are concerned with sexually mature young people who nowadays often tend to feel more mature than we can actually treat them if we want to educate them properly. This stage lasts until around the twenty-first year.

Let’s look more closely at the child’s first period of life. To the unbiased observer, a child at this stage is entirely an imitating being, right into the most intimate fibers of the spirit, soul, and physical being; and above all, the child at this stage is a being of will. One will notice that the child becomes, during development, increasingly open to impressions that come from the environment, and pays more and more attention to external things and happenings. But it is easy to deceive oneself in believing that the child’s increasing attentiveness to the external world is due to an awakening of a conceptual life, something that, at such an early age, is not true at all. At no other time in all of life will the human being, due to inborn instinct and drive, want to be freer and more independent of the conceptual realm than during these early years before the change of teeth. During these years the child really wants to repel everything connected with conceptual life in order to freely follow the inclinations of inner nature. The child’s will, on the other hand, tends to merge with the surroundings, to the point where the will manifests physically. Nothing seems more obvious than a child’s tendency to imitate exactly through limb movements the habitual gestures or postures of surrounding adults. This is because the child feels an overwhelming urge to continue in the will sphere what is happening in the environment, right down to fidgeting. In this sense, the child is entirely a being of will. This is true also of the child’s sense perception. We can easily see that the child at that age is a being of will, even in sense perceptions—something that we must learn to see in order to become competent educators. Allow me to give some details:

Among the various sense perceptions are our perceptions of color. Very few people notice that there are really three different elements living in color perception. As a rule one speaks of “yellow” or “blue” as a color perception, but the fact that there are three elements to such a perception usually escapes notice. First, human will is engaged in our relationship to color. Let’s stick with the example of yellow and blue. If we are sufficiently free from psychological bias, we soon notice that the color yellow works on us not only as a perception in the narrower sense of the word, but also affects our will. It stimulates the will to become active in an outward direction. This is where some very interesting psychological observations could be made. One could detect, for instance, how a yellow background, such as in a hall, stimulates an inclination to become outwardly active, especially if the yellow shimmers with a slightly reddish tint. If, however, we are surrounded by a blue background, we find that the stimulus on the will is directed inward, that it tends to create a pleasing and comforting mood, or feelings of humility, thus exerting a tendency toward inner activity. In this case too, interesting observations can be made, for example, that the impression created by blue is related to specific glandular secretions, so that in this case the will is an impulse stimulated by blue and directed inward.

A second element in our investigation of the effects of color perception may be the observation of the feelings stimulated by the color. A yellow or reddish-yellow color gives an impression of warmth; we have a sensation of warmth. A blue or blue-violet color creates an impression of coolness. To the same degree that the blue becomes more red, it also feels warmer. These examples, then, show the impressions of yellow and blue on the life of feeling. Only the third response represents what we could consider the idea of yellow or blue. But in this last element of our mental imagery, the elements of will and feeling also play a part.

If we now consider the education of children from the perspective of an unbiased knowledge of the human being, we find that the will impulses of children are developed first through color experiences. Young children adapt their physical movements according to yellow’s outward-directed stimulation or with blue’s inward-directed effect. This fundamental trend continues until a child loses the first teeth. Naturally, feelings and perceptions always play a part as well in response to color, but during this first life stage the effect of color on the will always predominates.

During the second life stage—from the second dentition to puberty—the experience of esthetic feelings created by color is superimposed over the existing will impulse. Thus, we can see two things: With the change of teeth, something like a calming effect in relation to color stimulation, or in other words, an inner calming from the viewpoint of the child’s innate desire to “touch” color. During the time between the change of teeth and puberty, a special appreciation for warm and cold qualities in color comes into being. Finally, a more detached and prosaic relationship to the concepts yellow or blue begins only with the beginning of puberty.

What thus manifests in color perception is present also in the human being as a whole. One could say that, until the second dentition, the child has a kind of natural religious relationship of complete devotion to the surroundings. The child allows what is living in the environment to live within. Hence, we succeed best at educating (if we can call raising children during these early years “education”) when we base all our guidance on the child’s inborn tendency to imitate—that is, on the child’s own inward experience of empathy with the surroundings. These influences include the most imponderable impulses of human life. For example, if a child’s father displays a violent temper and cannot control his outbursts, the child will be markedly affected by such a situation. The fits of temper themselves are of little significance, because the child cannot understand these; but the actions, and even the gestures, of the angry person are significant. During these early years the child’s entire body acts as one universal sense organ. In the child’s own movements and expressions of will, the body lives out by imitating what is expressed in the movements and actions of such a father. Everything within the still impressionable and pliable body of such a child unfolds through the effects of such experiences. Blood circulation and the nerve organization, based on the conditions of the child’s soul and spirit, are under this influence; they adjust to outside influences and impacts, forming inner habits. What thus becomes a child’s inner disposition through the principle of imitation, remains as inner constitution for the rest of the person’s life. Later in life, the blood circulation will be affected by such outwardly perceived impressions, transformed into forces of will during this most delicate stage of childhood. This must be considered in both a physical sense and its soul-aspect.

In this context, I always feel tempted to mention the example of a little boy who, at the age of four or five, was supposed to have committed what at a later stage could be called “stealing.” He had taken money from one of his mother’s drawers. He had not even used it for himself, but had bought sweets with it that he shared with his playmates. His father asked me what he should do with his boy, who had “stolen” money! I replied: “Of course one has to note such an act. But the boy has not stolen, because at his age the concept of stealing does not yet exist for him.” In fact, the boy had repeatedly seen his mother taking money out of the drawer, and he simply imitated her. His behavior represents a perfectly normal attempt to imitate. The concept of thieving does not yet play any part in a child of this age.

One has to be conscious not to do anything in front of the child that should not be imitated; in all one does, this principle of imitation has to be considered. Whatever one wants the child to do, the example must be set, which the child will naturally copy. Consequently, one should not assign young children specially contrived occupations, as is frequently done in kindergartens; if this must be done, the teachers should be engaged in the same activities, so that the child’s interest is stimulated to copy the adult.

Imitation is the principle of a healthy education up to the change of teeth. Everything has to stimulate the child’s will, because the will is still entirely woven into the child’s physical body and has the quality of an almost religious surrender to the environment. This manifests everywhere, in all situations.

With the change of teeth, this attitude of surrender to the environment transforms into a childlike esthetic, artistic surrender. I should like to describe this by saying that the child’s natural religious impulse toward other human beings, and toward what we understand as nature, transforms into an artistic element, which has to be met with imagination and feeling. Consequently, for the second life period, the only appropriate approach to the child is artistic. The teacher and educator of children in the primary grades must be especially careful to permeate everything done during this period with an artistic quality. In this respect, new educational approaches are needed that pay particular attention to carrying these new methods into practical daily life.

I don’t expect the following to create much antagonism, since so many others have expressed similar opinions. I have heard it said more often than I care to mention that the teaching profession tends to make its members pedantic. And yet, for the years between seven and fourteen, nothing is more poisonous for the child than pedantry. On the other hand, nothing is more beneficial than a teacher’s artistic sense, carried by natural inner enthusiasm to encounter the child. Each activity proposed to children, each word spoken in their presence, must be rooted, not in pedantry, and not in some theoretical construct, but in artistic enthusiasm, so that the children respond with inner joy and satisfaction at being shaped by a divine natural process arising from the center of human life.

If teachers understand how to work with their students out of such a mood, they practice the only living way of teaching. And something must flow into their teaching that I can only briefly sketch here. I am speaking of a quality that addresses partly the teachers’ understanding and partly their willingness to take the time in their work, but mainly their general attitude. Knowledge of the human being has to become second nature to teachers, a part of their very being, just as the ability to handle paints and brushes has to be part of a painter’s general makeup, or the use of sculpting tools natural to a sculptor. In the teacher’s case, however, this ability has to be taken much more earnestly, almost religiously, because in education we are confronted with the greatest work of art we will ever encounter in life—which it would be almost sacrilegious to refer to as merely a work of art. As teachers, we are called on to help in this divine creation. It is this inner mood of reverence in the teacher that is important. Through such a mood, one finds ways to create a more and more enlivening relationship with the children.

Remember, at school young students must grow into something that is initially alien to their nature. As an example, let’s take writing, which is based on letters that are no longer experienced esthetically, but are strung together to make words and sentences. Our contemporary writing developed from something very different, from picture writing. But the ancient picture writing still had a living connection with what it expressed, just as the written content retained a living relationship with its meaning. Today we need learned studies to trace back the little “goblin,” which we designate as the letter a, to the moment when what was to be expressed through the insertion of this letter into one or the other word was inwardly experienced. And yet this a is nothing but an expression of a feeling of sudden surprise and wonder. Each letter has its origin in the realm of feeling, but those feelings are now lost. Today, letters are abstractions.

If one has unbiased insight into the child’s mind, one knows how terribly alien the abstractions are that the child is supposed to learn at a delicate age, written meaning that once had living links with life, but now totally bereft of its earlier associations as used in the adult world today.

As a result, we in the Waldorf school have endeavored to coax writing out of the activity of painting and drawing. We teach writing before we teach reading. To begin with, we do not let the children approach letters directly at all. For example, we allow the child to experience the activity of painting—for example, the painting of a fish—however primitive the efforts may be. So the child has painted a fish. Then we make the child aware of the sound that the thing painted on paper makes when pronounced as a word; we make the child aware that what was painted is pronounced “fish.” It is now an easy and obvious step to transform the shape of the fish into the sound of the first letter of the word F-ish. With the letter F, this actually represents its historical origin. However, this is not the point; the important thing is that, from the painted form of a picture, we lead to the appropriate letter.

The activity of painting is naturally connected with the human being. In this way we enable children to assimilate letters through their own experience of outer realities. This necessitates an artistic sense. It also forces one to overcome a certain easygoing attitude, because if you could see Waldorf children using their brushes and paints, you would soon realize that, from the teacher’s perspective, a measure of personal discomfort is inevitable in the use of this method! Again and again the teacher has to clean up after the children, and this demands a certain devotion. Yet, such minor problems are overcome more quickly than one might assume. It is noteworthy to see how much even young children gain artistic sensibility during such activities. They soon realize the difference between “smearing” paint onto paper somewhat haphazardly, and achieving the luminous quality of watercolor needed to create the desired effects. This difference, which may appear downright “occult” to many adults, soon becomes very real to the child, and such a fertile mind and soul experience is an added bonus in this introduction to writing.

On the other hand, teaching children to write this way is bound to take more time. Learning to write a little later, however, is not a disadvantage. We all suffer because, as children, we were taught writing abstractly and too early. There would be no greater blessing for humanity than for its members to make the transition to the abstract letters of the alphabet as late as the age of nine or ten, having previously derived them from a living painterly approach.

When learning to write, the whole human being is occupied. One has to make an effort to move the arms in the right way, but at the same time one feels this activity of the arms and hands connected with one’s whole being. It therefore offers a beautiful transition, from the stage when the child lives more in the will element, to the second stage when the element of feeling predominates. While learning to read, the child engages primarily the organs used to perceive the form of the letters, but the child’s whole being is not fully involved. For this reason, we endeavor to evolve reading from writing. A similar approach is applied for everything the child has to learn.

The important point is for the teacher to read what needs to be done in teaching within the child’s own nature. This sentence is symptomatic of all Waldorf pedagogy. As long as the teacher teaches reading in harmony with the child’s nature, there is no point in stressing the advantages of one or another method. What matters is that teachers be capable of perceiving what needs to be drawn out of the child. Whatever we need in later life always evolves from what was planted in our childhood.

To sense what wants to flow out of the inner being of the child, to develop empathy with the child between the ages of seven and fourteen, are the things that give children the right footing later in life. In this context, it is especially important to develop mobile concepts in students of that age. Flexible concepts based on the life of feeling cannot be developed properly if teachers limit their subject to include only what a child already understands. It certainly appears to make sense to plead that one should avoid teaching a subject that a child cannot yet comprehend. It all sounds plausible.

On the other hand, one could be driven to despair by textbooks delineating specific methods, and by books intended to show teachers what subject to teach in their object lessons and how to do it so that students are not instructed in anything beyond their present comprehension. The substance of such books is often full of trivialities and banalities; they fail to allow that, at this age, children can glimpse in their own souls what is not sense perceptible at all outwardly, such as moral and other impulses in life. Those who advocate these observational methods do not recognize that one educates not just on the basis of what can be observed at the child’s present stage, but on the basis of what will develop out of childhood for the whole of future life.

It is a fact that, whenever a child of seven or eight feels natural reverence and respect for a teacher who is seen as the gateway into the world (instinctively of course, as is appropriate to this age), such a child can rise inwardly and find support in the experience of a justified authority—not just in what the teacher says, but in the way the teacher acts, by example. This stage is very different from the previous one, when the principle of imitation is the guiding factor until the change of teeth. The early imitative attitude in the child transforms later into inner life forces. At this second stage of life, nothing is more important than the child’s acceptance of truths out of trust for the teacher, because the child who has a proper sense of authority will accept the teacher’s words could only be the truth. Truth has to dawn upon the child in a roundabout way—through the adult first. Likewise, appreciation for what is beautiful and good also has to evolve from the teachers’ attitudes.

At this stage of life, the world must meet the child in the form of obvious authority. Certainly you will not misunderstand that, having thirty years ago written Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom, I am speaking against human freedom. But even the most liberated of individuals should have experienced in childhood the infinitely beneficial effects of being able to look up to the authority of an educator as a matter of course—to have experienced through this respect for authority the gateway to truth, beauty, and goodness in the world. All this can be observed, week by week and month by month.

The child becomes the book where one reads what is needed. In this way one develops a profound sense for what to do with the child, for example, at any significant moment in the child’s life. One such moment is between the ninth and tenth years. Anyone who has become a natural authority for the child will inevitably find, through observing the child, that, between nine and ten, a significant change occurs that can be expressed in many ways. At this point in development, children need something fairly specific, but are not at all conscious of what they need.

Here is the situation: Until this stage children have experienced the authority of their educators entirely unconsciously and instinctively. Now more is required; the students now want to feel reassured that their feeling toward the authority of the teachers is fully justified, given their more mature and critical gift of observation. If at this point a teacher succeeds in keeping the aura of natural authority alive, then later in life, perhaps in the child’s forty-fifth or fiftieth year, there will be times when memories reemerge. Therefore, what was accepted at one time on trust during childhood days, maybe at the age of eight or nine, is considered again, but now with the maturity of one’s life experience. Such a memory may have been slumbering deeply for decades in the unconscious, and now resurfaces to be assessed from the perspective of mature life experience. Such an occurrence is immensely fertile and stimulates a wealth of inner life forces.

What is the secret of remaining young in mind and soul? It is certainly not a nostalgic attitude of reminiscences about “the good old days of youth, when everything used to be so beautiful and not at all how life is now.” It is the inner transformation of the experiences of our young days that keeps us young and makes us valuable to other human beings. This inner transformation represents the fruit of what was planted at one time into our souls when we were children. Impulses that are closely linked to human life and to our bodies are transformed in remarkable ways.

I would like to give just one example of such a transformation. There are people who, having reached a very old age, radiate a wholesome atmosphere on others in their company. They do not even need to speak words of wisdom; simply through their presence, they radiate a feeling of inner well-being on those around them so that their company is always welcome. They spread a kind of blessing. Where does this gift originate?

When we study, we consider only the years of childhood and schooling. In this way, education remains merely an external study. To study it in depth demands an extension of one’s observations and interest over the entire span of life—from birth to death. And if we observe human life from the viewpoint of the kind of education I advocate, we find that this gift of blessing is rooted in an earlier natural veneration for one’s educators, experienced during childhood. I would like to go even further and say that no one can spread arms and hands in inner admiration and reverence, in blessing, unless one has learned to fold hands in admiring or reverent prayer as a child. Over the course of human life, the inner experience of veneration is transformed into an ability to bless at a time of life when such blessing can affect others beneficially.

Once again, only when we include an entire lifetime in our observations can we practice a truly living education. In this case, one would not want to teach children rigid or fixed concepts. If we were to bind a child of five for a time in a tight-fitting garment that would not allow further growth—I am speaking hypothetically of course, for this does not happen—we would commit a dreadful and heinous crime in the child’s physical life. But this is just what we do to the child’s soul life when we teach definitions intended to remain unchanged, definitions that the child’s memory is expected to carry, fixed and unaltered, throughout life. It is most important that we give the child only flexible ideas and concepts, capable of further growth—physical, soul, and spiritual growth. We must avoid teaching fixed concepts and instead bring concepts that change and grow with the child. We should never nurture an ambition to teach children something to be remembered for all of life, but should convey only mobile ideas. Those who are serious about learning the art of education will understand this.

You will not misunderstand when I say it is obvious that not every teacher can be a genius. But every teacher can find the situation where there are some boys and girls to be taught who, later in life, will show much greater intelligence than that of their current teachers. Real teachers should always be aware that some of the students sitting before them may one day far outshine them in intelligence and in other ways. True artists of education never assume that they are intellectually equal to the children sitting before them.

The basis of all education is the ability to use and bring to fulfillment whatever can be gained from the arts. If we derive writing and reading from painting, we are already applying an artistic approach. But we should be aware also of the immense benefits that can be derived from the musical element, especially for training the child’s will. We can come to appreciate the role of the musical element only by basing education on real and true knowledge of the human being.

Music, however, leads us toward something else, toward eurythmy. Eurythmy is an art that we could say was developed from spiritual-scientific research according to the demands of our time. Out of a whole series of facts essential to knowledge of the human being, contemporary science knows only one little detail—that for right-handed people (that is, for the majority of people) the speech center is in the third left convolution of the brain, whereas for those who are left-handed it is on the right side of the brain. This is a mere detail. Spiritual science shows us further, which is fundamental to education, that all speech derives from the limb movements, broadly speaking, performed during early childhood.

Of course, the child’s general constitution is important here, and this is much more significant than what results from more or less fortuitous external circumstances. For example, if a child were to injure a foot during the earlier years, such an injury does not need to have a noticeable influence in connection with what I now have in mind. If we inquire into the whole question of speech, however, we find that, when we appropriate certain impulses rooted in the limb system of speech, we begin with walking—that is, with every gesture of the legs and feet. Within the movements of the extremities—for instance in the feet—something goes through a mysterious inner, organic transformation into an impulse within the speech organs situated at the very front. This connection lives, primarily, in forming the consonants. Likewise, the way a child uses the hands is the origin of habitual speech forms. Speech is merely gestures that are transformed. When we know how speech is formed from consonants and vowels, we see the transformed limb movements in them. What we send into the world when we speak is a kind of “gesturing in the air.”

An artistic pedagogical method makes it possible for us to bring what can flow from real knowledge of the human being into education. Through such a method, those who will educate in the sense of this pedagogical art are made into artists of education. There is nothing revolutionary at the basis of this education—just something that will stimulate new impulses, something that can be incorporated into every educational system—because it has sprung from the most intimate human potential for development.

Naturally, this necessitates various rearrangements of lessons and teaching in general, some of which are still very unusual. I will mention only one example: If one endeavors to practice the art of education according to the Waldorf methods, the natural goal is to work with the life of the child in concentrated form. This makes it impossible to teach arithmetic from eight to nine o’clock, for example, as is customary in many schools today, then history from nine to ten, and yet another subject from ten to eleven, and in this way, teaching all the subjects in haphazard sequence. In the Waldorf school, we have arranged the schedule so that for three to four weeks the same main lesson subject is taught every day from eight to ten in the morning; therefore the students can fully concentrate on and live in one main lesson subject. If what has thus been received is forgotten later, this does not offer a valid objection to our method, because we succeed by this method in nurturing the child’s soul life in a very special way.

This was all meant merely as an example to show how a spiritual- scientific knowledge of the human being can lead to the development of an art of education that makes it possible again to reach the human being, not by an extraneous means, like those of experimental pedagogy or experimental psychology, but by means that allow the flow of life from our own inmost being into the child’s inmost being.

When entering earthly life, human beings not only receive what is passed on by heredity through their fathers and mothers, but they also descend as spirit beings from the spiritual world into this earthly world. This fact can be applied practically in education when we have living insight into the human being. Basically, I cannot think of impressions more wonderful than those received while observing a young baby develop as we participate inwardly in such a gradual unfolding. After the infant has descended from the spiritual world into the earthly world, we can observe what was blurred and indistinct at first, gradually taking on form and shape. If we follow this process, we feel direct contact with the spiritual world, which is incarnating and unfolding before our very eyes, right here in the sensory world. Such an experience provides a sense of responsibility toward one’s tasks as a teacher, and with the necessary care, the art of education attains the quality of a religious service. Then, amid all our practical tasks, we feel that the gods themselves have sent the human being into this earthly existence, and they have entrusted the child to us for education. With the incarnating child, the gods have given us enigmas that inspire the most beautiful divine service.

What thus flows into the art of education and must become its basis comes primarily from the teachers themselves. Whenever people air their views about educational matters, they often say that one shouldn’t just train the child’s intellect, but should also foster the religious element, and so on. There is much talk of that kind about what should be cultivated in children. Waldorf education speaks more about the qualities needed in the teachers; to us the question of education is principally a question of finding the right teachers.

When the child reaches puberty, the adolescent should feel: “Now, after my feeling and willing have been worked on at school, I am ready to train my thinking; now I am becoming mature enough to be dismissed into life.” What meets us at this stage, therefore, is like a clear call coming from the students themselves when we learn to understand them. Anthroposophic knowledge of the human being is not meant to remain a theory for the mystically inclined or for idle minds. It wants to lead directly into life. Our knowledge of the human being is intended to be a practice, the aspect of real life closest to the human soul; it is connected most directly with our duty to the becoming human being. If we learn to educate in this way, in harmony with human nature, the following reassuring thought-picture will rise before us: We are carrying into the future something required by the future! Our cultural life has brought much suffering and complication to people everywhere; it is a reminder of the importance of our work in confronting the challenge of human evolution.

It is often said (ad nauseam, in fact) that the social question is really a question of cultural and spiritual life. Whenever we say that, it should make us aware that the roots of the difficulties in contemporary life are the inner obstacles, and that these must be overcome. Oh, how people today pass each other by without understanding! There is no love, no intimate interest in the potential of other human beings! Human love, not theories, can solve social problems. Above all, one thing is necessary to make possible the development of such an intimate and caring attitude, to effect again direct contact between one soul and another so that social ideas do not become merely theoretical demands: we must learn to harmonize social life in the right way by paying attention to the institution where teachers and children relate. The best seed to a solution of the social question is planted through the way social relationship develops between children and teachers at school. To educators, much in this art of education will feel like taking care of the seed, and through a realistic imagination of the future—it can never be utopian—what they have placed into the human beings entrusted to their care will one day blossom.

Just as we are meant to have before our eyes the entire course of human life when we educate children, with this same attitude we should view also the entire life of society, in its broadest aspects. To work as an educator means to work not for the present, but for the future! The child carries the future, and teachers will be carried, in the same way, by the most beautiful pedagogical attitude if they can remind themselves every moment of their lives: Those we have to educate were sent to us by higher beings. Our task is to lead our students into earthly life in a right and dignified way. Working in a living way with the children, helping them to find their way from the divine world order into the earthly world order—this must penetrate our art of education through and through, as an impulse of feeling and will, in order to meet the most important demands for human life today.

This is the goal of Waldorf pedagogy. What we have achieved in these few years may justify the conviction that a living knowledge of the human being arising from spiritual science can prove fertile for human existence in general and, through it, for the field of education, which is the most important branch of practical life.

In a series of lectures, we want to take in a general picture of the theosophical attitude and world view and that which can be considered the basis for our spiritual scientific work. And in doing so, we want to base these theosophical considerations on the Gospel of John. It will come about quite naturally that after a few lectures, light will be shed on the most remarkable piece of writing in the world. Because that is this Gospel of John. Today, let me point out what the Gospel of John actually is.

First, we need to create a basis for understanding the profound first chapter. When you read the gospel, you can be edified by the grandeur of the images, but as a person of the present, you can no longer really grasp what this gospel actually means. In the past, it was considered a record of how the real Christ Jesus lived on earth and what actually happened in Palestine. In more Protestant and modern research, it was later believed that John's gospel seems to contradict the other three gospels. The first three, the Synoptics, were therefore summarized. The fourth gospel is not considered to be of equal value because it was written much later. It contains nothing historical, but is a kind of poetic rendering, a poem in which the writer has set down what he thought of the life of Christ Jesus. This is the point of view of the so-called believer of the present day. With a certain amount of justification, the famous theologian Bunsen said: “If the Gospel of John is nothing more than the poetic outpouring of an individual, then with it the whole of Christianity falls.” All this research is based on the inability of the last four to five centuries to even understand what is meant by the Gospel of John.

Man and his views have changed, and today's man cannot imagine that the world can be viewed from a different point of view. What is really understandable to people today is sensory and intellectual knowledge. In the past, however, people still knew that there is another kind of knowledge. They knew that there are other senses and other sources of knowledge. Today's materialistic research is in stark contrast to the orthodox biblical believer with regard to this knowledge. This also applies to the Mosaic creation story. The believers take it literally, and modern research says: This can never be taken literally; we are dealing with long, long periods of time. The Bible believer and the natural scientist do not understand each other at all. They have sought a kind of compromise, trying to understand the whole story of creation allegorically, saying that it is only meant symbolically. How was the story of creation understood in church circles five hundred years ago? No one in the church originally said: this is what happened materially and visibly before our very eyes. To the medieval theologian, that would have seemed grotesque. The idea that the seven days of creation were to be taken literally only came in through materialism.

As a kind of lawful necessity, the materialistic world view swept over our earth, and the first thing this wave took hold of was religion. At first, it was not science that was grasped by the materialistic view, but the church. What used to be understood spiritually was now imbued with the materialistic attitude. Now science is fighting something that the materialistic world view has brought about.

One example of this is the concept of the Lord's Supper. In the 12th century, the church was shocked when people began to understand the Lord's Supper as if wine could actually turn into blood and bread into the actual body. The spiritual teaching of transubstantiation was forgotten.

nn So the spiritual meaning was lost bit by bit. The theologian of the 6th and 7th century still knew what was meant by the story of creation. When it says, “Adam fell into a deep sleep,” it refers to a dream vision through which Adam experienced the seven-day work as an astral process.

What happened in the distant past could no longer be grasped by the senses. But those who saw with their soul could grasp it in a higher spiritual state. But it then appears to them in images. So it was astral images that Adam saw in his dream during the seven days of creation; he looked back at the original world from which he came.

Thus, the religious documents were attributed to higher sources of knowledge. The fight against the Bible is based on misunderstandings. To take the Gospel of John literally in a materialistic sense is to misunderstand it. This is not to say that it should be taken symbolically. What is written in the Gospel of John cannot be experienced in this physical-sensual world any more than the work of the seven days, the story of creation, but only in a different state of consciousness. The author of the fourth Gospel describes what he perceived not within but outside of the physical body, in a different state of consciousness. The other three Gospels can still be taken literally, but the Gospel of John cannot. It is more true than true; it contains the deepest truth of Christianity. It sees the center of world evolution in Christ Jesus. For John, the Christ hidden in Jesus is an outstandingly high personality that can only be understood by soaring to a higher level of knowledge. To understand what is alive in the Gospel of John, it is necessary to recognize the deepest secrets of existence. To understand the human being and the leader of humanity, one must grasp the essence of the cosmos. The Gospel of John begins with words that are based on the whole secret of the world. The most peculiar thing about these words is that they not only appeal to our understanding, but also have a magical mental effect. They give us a picture of how the human being and the cosmos are connected.

The Gospel of John must be experienced. You have to take the first words as material for meditation, let them live within you. This is spiritual food for life. You have to say to yourself: This is material for me to live with for five minutes a day. These words will open your spiritual eyes and ears; you will experience the magical power of these words, which are forces, and you will experience them in astral images. Let me bring you closer to the soul of what the writer of the Gospel of John felt as an impulse, what he wanted to say. At first he was one who was a newborn according to his soul, one who had been awakened by the power of the insights that lie in the sentences: |

In the beginning was the Word, and the Word was with God, and the Word was God.
He was in the beginning with God.
All things came into being through Him, and apart from Him nothing came into being that has come into being.
In Him was life, and the life was the light of men.
And the light shined in the darkness, and the darkness comprehended it not.

That is the first part of the meditation. And this is the second part:

There came a man sent from God, whose name was John.
He came for a witness, to bear witness about the Light, that through him all might believe.
He was not the Light, but a witness about the Light.
For the true light that enlightens all men was coming into the world.
It was in the world, and the world was made through it, but the world did not recognize it.
It came to what was individual in people (it came to what was individual in the people who were “I” persons), but what was individual in people (the “I” persons) did not receive it.
But those who received it, through it they could reveal themselves as God's children.
Those who trusted in his name were not of blood, nor of the will of the flesh, nor of human will, but of God.
And the Word was made flesh, and dwelt among us, and we heard his teaching, the teaching of the only
Son of the Father, full of devotion and truth.

If you take the values of these words, not just their literal meaning, then they have infinite value. For example, it should read: “It came to the I-people” - instead of: “He came into his own.”

If you read these words, you have a brief outline of the theosophy of John and that which we also teach. So let us try to understand the very first words. To do this, a brief overview of the basic concepts of theosophy is necessary.

There are entities that are above human beings and no longer need a physical body. These are: the angels, the archangels, the first causes or causes, authorities, powers, dominions, thrones, cherubim, seraphim.

Verse 1: “In the first causes was the Word, and the Word was made life, and because it was creative, it was a god.” Everything, absolutely everything is the crystallized Divine Word, the spoken Word. Now man has the Word; later he will bring forth his own through the Word. The Primordial Beginnings are the entities that were already at the stage at the beginning of the evolution of the earth at which man will arrive at the end of the evolution of the earth.

Because John was able to feel this impulse, he had experienced in great astral visions what is contained in these sentences. But that was only the second thing in his soul, the first was the awakening of these powers. The third was now the following. We will try to understand it with an example. For example, you have a dream one night; it shows you a person you have never seen before. The dream gives you the certainty that you are not indifferent to this person; after a short time you will meet him. — This is how John felt about the experience of Christ. He had had astral visions in a dream state of what became history in Palestine. What his experiences were in higher worlds, his visions, then became experience in earthly life.

The meditation would be done in such a way that one morning a person begins to let the first words of the Gospel of John run through his soul every day. After months, after years, after decades he will experience something in his soul of what is contained in these words. The translation of these words is important: “It came as far as the ‘I’ people, but the ‘I’ people did not accept it.” If you go through these words, you will have a brief outline of theosophy in the Gospel of John: the theosophy that we teach. Hence its tremendous effect. Only those who first awaken these soul-spiritual powers within themselves will experience this.

Try to understand the very first words of the Gospel of John. To do this, a brief overview of the most elementary concepts of Theosophy is necessary.

Let us try it by starting from the bottom. If we look at the human being as he stands before us today, we can say that what we know something about today is the physical body, one limb only of the human being. Even the physical human body is permeated by other higher aspects of our being; that is why it looks as it appears to us now. If it were not permeated by other aspects of our being, it would be just a physical apparatus, with nothing moving it from within and nothing hurting it. Only the physical eye is like a physical apparatus. You must vividly keep in mind the possibility that man grows and that something hurts him, then you will recognize how the physical body is permeated with two other entities: one makes man grow, reproduce and nourish himself; this is done through his etheric body. The other is that he feels, that he has urges, desires and passions that come from his astral body. In order for the physical body to grow, it needs the etheric body. In order for it to feel, it needs the astral body. |

Hydrogen alone cannot represent water; it needs oxygen to do so. If hydrogen and oxygen separate again, we no longer have water; the connection is necessary here as well as there. If the human being is separated from his two other bodies, the physical body will immediately decay.

The sentient body, etheric body and physical body, these three elements of being go down to the animal. Man shares his physical body with the earth, the mineral; his ether body with the plants, and his astral body with the animals. We can also say: everything that requires growth and reproduction resides in the ether body; instincts, desire and pain sensations reside in the astral body.

At death, the physical body remains behind, the etheric and astral bodies initially remain together, and soon the etheric body also separates from the astral body. In sleep, the human being is literally a plant in the fullest sense: his body is still kept going only by the vegetative life, the etheric body. Normally, a person is unconscious and without will or desires when asleep. The few who retain their consciousness during sleep are the exceptions among humanity; they already represent a state that all people will reach in the future: they are the predisposed, predestined leaders and prophets of humanity.

How are dreams possible? How do they come about? There is a hidden potential in the astral body. When this ability is fully developed, consciousness arises.

To the physical body, to the etheric and astral bodies, one more is added. There is a word that differs from all others because it can only be said to oneself. It is the word “I”. This fact is of the utmost importance. Jean Paul's story gives us a beautiful example of the significance of this word. He describes how, as a very young boy, he stood under the door of his parents' house when suddenly the realization flashed through him: I am a self! It is a process in the hidden sanctum of the soul that pure natures feel particularly strongly as a mystery. The scope of this mystery was felt by the priests and sages of all times. It also underlies what the ancient Hebrews called the unspeakable name of God. The high priest would say the word “Joph” once a year to express the sound of the unspeakable. Joph is the “I”. Together with the bodies mentioned above, the “I” forms what is known as the Pythagorean tetrad.

The clairvoyant can see the higher bodies while fully conscious. It is a different matter with hypnosis. In this state, the hypnotized person sees what the hypnotist wants. The hypnotized person is subject to positive or negative suggestion, depending on whether they are led to believe that something is really there, that they feel something, for example, the sweet taste of a pear while biting into a potato, or that something is not there, for example, no people, no objects in the room, and so on.

This last state can be consciously brought about to make the etheric body visible. It is a higher kind of attention. Through a strong volitional act, you suggest the physical body away and then convince yourself that the space previously occupied by the physical body is not empty, but filled with a magnificent light substance, not comparable to anything earthly. In the heart and lung area, you can see wonderful movements of this light substance. This is the etheric body of the human being. The consciously clairvoyant person sees the etheric body protruding a little above the human body. In the case of horses, it protrudes much further.

The third thing that the clairvoyant can see, even if the etheric body is suggested away, is the astral body, which then appears as an elliptical cloud. There you can see the instincts and desires in the form of colored light formations, the bright yellow of developed intelligence and clear thinking, and the beautiful blue of piety and selfless sacrifice.

In addition to these three phenomena visible to the clairvoyant, there is a fourth one that is formed very differently in all people. In the space behind the bridge of the nose, one sees in the astral body a kind of hollow sphere of bluish color, similar to the core of a flame of light that appears blue through the yellow light envelope. In the undeveloped human being it is a small bluish oval; in the developed human being it appears as a blue glow.

Friendship, love, and religious feeling appear in green, blue, and blue-red; everything is in constant and intense motion while the etheric body is rotating.

If we now ask ourselves under what influences these four components of the human being have formed, the answer is that the physical body, which only reflects the life of the earth, is composed of the forces of the earth. The earth has an influence on it. The etheric body, like plants, depends not only on the earth but also on the sun; it strives towards the sun. Our astral body, however, depends on the forces of the stellar world, hence its name. Paracelsus is quite right when he says: “There is nothing in heaven and on earth that is not also in man, and God, who is in heaven and on earth, is also in man.” During the night, man lives in the stars, in the forces from which he was built. During sleep, his astral body experiences the paths in which the stars move and hold. From this astral body, the body born of the stars, the ego is now born.

What can be heard as the keynote of the movement of the stars in the universe is called the Pythagorean music of the spheres. This fundamental chord of the starry orbits and the universe, this tone is what the writer of the Gospel of John means when he speaks of the Word of the world. Thus, a first understanding of the deep mystical meaning of these words will begin to dawn on our consciousness. It will lead us ever deeper and deeper into the true occult meaning of this wonderful document.

If we make a survey of what takes place in the civilized world today, of what is present in it, we actually find—indeed, we may say this after the many explanations which have already been given—that civilization is increasingly falling into ruin. If we understand what spiritual science can tell us about the secrets of the universe, we must realize quite clearly that everything that takes place outside in the physical world has its source in the spiritual world. The causes for what takes place at any time in the historical development of mankind also lie in the spiritual world. Another truth, which cannot be called to mind too frequently, is that in the present moment of time, humanity's condition requires each individual to contribute something toward the reconstruction of culture from his own inner being. We no longer live in an age in which it suffices to believe that the gods will help. In the present time, the gods do not count on human beings recognizing them and their intentions, and much that a short time ago was not yet left to mankind is left to men's decisions today.

Such a truth must be grasped in all its gravity, and basically by each one individually. To do this it will be necessary, above all, to understand a number of things that we have outgrown. Gradually, in the course of the materialistic age, one might say that the human being has reached the point of grasping everything from a certain absolute standpoint, a standpoint, moreover, that differs according to the human being's age. When a person is twenty-five years old today, he feels called upon to judge everything. He believes that it is possible to have a final opinion about everything without undergoing any kind of development. Perhaps when he reaches the age of fifty, he may Look down with a certain sense of superiority upon his faculty of judgment twenty-five years ago. At age twenty-five, however, he will in no way feel drawn as a result of his upbringing to seek and reckon with the more mature judgment of a man of fifty.

Among the causes underlying our present chaos, the one just outlined is by no means the least important; instead, it is one of the most significant, though admittedly one that had to exercise its influence upon the whole evolution of mankind. Only by man's feeling completely emancipated in a certain sense from the whole world context; by adopting an absolute standpoint not only personally in the life between birth and death, but at any given moment of this life; by assuming the standpoint that he is able to judge everything in a sovereign manner; only because this illusion was added to the many other illusions of life—and in the merely physical world everything is in a sense illusion—the course of human development will gradually lead the single human being toward freedom.

We should bear in mind, however, the great difference between our present epoch, which sets out from this standpoint, and the past epochs in which entirely different life impulses lay at the foundation of human existence. We must pay heed to the life impulses of former times, which in turn are intended to become those of the future, to which all efforts in the present should be directed again. Indeed, such earlier life impulses must be observed. They only disappeared slowly and gradually in the course of human evolution, and we underestimate the whole tempo of modern spiritual development if we do not perceive the speed with which, in a few centuries, materialistic impulses have melted away a tremendous amount of the spirituality that once existed.

In order to gain some starting points for a real study of the present, which we shall pursue tomorrow, let's turn our minds back to, say, the best period of ancient Egyptian life. Naturally, in the life of ancient Egypt or ancient Chaldea, there certainly existed social institutions in the outer world as well. These social structures were inaugurated and implemented by certain human beings. However, these individuals did not make judgments by pursuing thoughts in their wise heads on how to come up with the best social arrangements, or by following their opinions on what might be right for the communal life of people. Instead, they turned to the initiation centers. In actual fact, the sage who was initiated into the mysteries of the universe in these centers was the actual leading advisor of the highest social rulers, who, depending on their rank and maturity, were in large part themselves initiates into the cosmic secrets. When one was supposed to make provisions concerning the affairs of the social order, one did not consult the clever human brain—in the literal sense of the word—but one consulted those who were capable of interpreting the heavenly signs. For one knew that when a stone falls to the ground this is connected with the forces of the earth; when it rains that has to do with the forces of the air—the atmosphere. If, on the other hand, human destinies should be fulfilled that are supposed to interact with each other, this has nothing to do with any natural laws that can be figured out in the above manner. It has to do with those laws that could be traced in the cosmos by means of what makes the course of the stars evident. So, the course of the stars was read in the same way we read the time of day from a clock. We do not say, “One hand of my clock is down here on the right, the other is on the left.” Rather, we say, “We know that this position indicates that the sun has set so many hours ago, and so forth.” Likewise, these individuals who could read the course of the stars said to themselves, “This or that constellation of the stars signifies to us one or the other intention on the part of those divine spiritual beings who guide and direct everything we may call human destiny.” One beheld the intentions of those accompanying spiritual beings of the cosmos by looking up to the course of the stars. One was clearly aware that not everything that man has to know reveals itself here on earth; indeed, the most important things he has to be aware of, the forces that work in his social life, reveal themselves in manifestations observable in the cosmos outside the earthly sphere. One knew that the concerns of humanity here on earth cannot be managed unless one investigates the intentions of the gods in the realm outside earth. Therefore, everything that was to be accomplished here within the social order was connected with the sphere outside the earth.

Where do we find any inclination today to investigate these great signs visible in the cosmos outside the earth, when here or there the belief arises again that some reform movement should be introduced? A far more important symptom than materialism, than anything which has arisen in the form of natural scientific materialism, is the fact that man no longer consults the cosmos outside the earth in regard to his earthly concerns. One does not become spiritual by setting up theories concerning the human being or anything in the universe; one will only become spiritual if one understands how to connect humanity's earthly concerns with the cosmos outside the earth.

In that case, however, one has to be convinced, above all, that the affairs of this world do not allow themselves to be arranged according to the judgments acquired by mere natural scientific education. Then, one has to be able to introduce into the whole civilizing education the capacity to connect the sphere transcending the earth with earthly concerns once more. Then, it was necessary, above all, to discern more clearly how this capacity was lost in the course of human evolution, and how we gradually arrived at the point of wanting to judge everything only from an earthly standpoint. Let us consider something that is now prevalent in the world, a component of social agitation.

You have all heard of the effort appearing everywhere to introduce compulsory labor—to require a person to work by means of some social order based on the legal decrees of this social order—no longer to appeal merely to what obliges man to work, namely, hunger and other motivations, but in fact to establish compulsory labor legally.

We see how, on one side, this compulsory labor is demanded by socialistic agitation. We note how, in Soviet Russia, this compulsory labor has already led to a downright rigid form, with human life taking on the aspect of life in the barracks. We also find that radical socialists enthusiastically uphold compulsory labor. We see also how the sleeping souls of the present receive news such as this, how government officials here or there have even determined to introduce compulsory labor. One reads this like any other news item, and does not pay it much attention. One rises in the morning as one usually does, eats breakfast, has lunch, goes into the country for the summer holidays, returns again and, in spite of the fact that the most important and fundamental events are taking place in the world, one behaves as one has always been accustomed to behave. Yet, mankind should not insist on clinging to old habits. Mankind should take seriously what it is that matters today, namely, having to relearn about all conditions of life. Even when we see that the demand for compulsory labor is being opposed, what are the viewpoints from which these matters are attacked? We have to admit that the opponents are as a rule not much brighter than those who advance these demands. For the most part, they will ask, “Well, can a person still find joy in his work?”—or something like that. All the reasons cited for and against the above are worth more or less the same, because they arise from the same judgments that are limited only to what takes place here between birth and death; they do not originate from a sufficient insight into life. When the spiritual scientist comes and says, “Go ahead and introduce compulsory labor, but in ten years you will have terrible results, for suicides will increase at an alarming rate,” people will view such a statement as fantasy. They will not recognize that this conclusion is derived from an inner knowledge of the relationships existing in the universe. They will not be willing to study spiritual science and to discover the basis from which one can find such a judgment justified. Instead, people will go on living as usual—some getting up in the morning, breakfasting and lunching, traveling into the country for the summer and more of the same, others sleeping away their time in some other manner, refusing to take these questions seriously. Still others will found clubs, social associations, women's associations, and so forth—things that are admittedly quite nice—but when such efforts are not connected to the actual cosmic order, they lead nowhere. Our age is much too conceited to abandon absolute standpoints which assume that, at any age, one definitely has a conclusive judgment about all things.

During these days and in the last few weeks I explained the way in which the various branches of the threefold social organism have originated in the different territories of earth evolution. I said that, fundamentally speaking, all our spiritual life is only a transformation of what originated a long time ago in the orient. But when we look into what was described on numerous occasions in the past few weeks from one aspect, and investigate it in regard to the standpoints which I have indicated just now, we find that, insofar as it referred to human destiny, all this knowledge of the Orient was deciphered from the course of the stars, from what exists outside the earth, and the Greek concept of destiny was the last ramification of such extraterrestrial wisdom.

Then came the knowledge arising from the Middle region. As we indicated, this was a more juristic knowledge; it was something that man drew more out of his own being. It was not linked with observations of the cosmos outside the earth. I told you that the higher-world outlook of the Occident has been permeated with a juristic element, how the events that run their course in humanity's development were placed under juristic concepts. Punishment is meted out by a cosmic judge just as the human judge hands down a penalty for some external misdeed. It was a juristic view, a juristic manner of conception, that permeated the entirely different form of the Oriental conceptions concerning the spiritual world.

This view of the spiritual world was connected with the fact that in the initiation centers those who were found to be sufficiently mature were initiated into the nature of that which was sent down to earth from invisible realms by what was revealed in the visible. Then, the events that were to take place on earth were guided according to the intentions of initiation. Naturally, in the case of such a knowledge it is necessary to take into consideration more than the singular standpoint of any given age, by which one believes oneself able to make an absolute judgment on all sorts of matters. From the viewpoint of initiation, the whole evolution of man must be considered, also what the human being brings into earthly existence through birth, and what can reveal itself to him when, in earthly life, he beholds a revelation of the super-sensible existence.

In recent times, something that was basically a science of the heavens has become permeated with a juristic element. This celestial science itself and its fate must be considered a little now. The sacred knowledge of the Orient was something that was cultivated in its purest form in the initiation centers perhaps 10,000 years ago in the Orient. Later on, although no longer in such pure form, it was cultivated in Egypt in a still relatively pure manner. Having become popularized in a certain sense, it was used by swindlers and conjurers on the streets of the later imperial Rome, although transformed into visible magic tricks. This is, after all, the course of world events; something that is sacred in one epoch can turn into the most unholy thing in a later age. While the highest Oriental knowledge belonged to the streets in the later imperial Roman time, juristic thinking was developing out of Romanism itself on the basis of the Tate Egyptianism, and subsequently dominated the world. In the ages that followed, but only slowly and gradually, what had once been brought down from the stars as human wisdom in the Orient grew dim and finally died out. For, even in the thirteenth century, Thomas Aquinas⁹¹ still said, “Human destiny, all of destiny occurring in the sublunar world, is guided by the Intelligences of the stars. It is, however, by no means something inevitable for man.” So this Catholic-Christian church father of the thirteenth century does not refer to stars, to planets, merely as physical planets; instead, he speaks of the Intelligences that dwell in these planets who are the actual rulers of what should be called human destiny. What had once arisen in the Orient was really still present in the twelfth, thirteenth, fourteenth centuries, although in its last ramifications, as an aspect of the Christian Catholic Church. It is simply a terrible misrepresentation of the present Catholic Church to withhold these matters from the faithful, so that the church can declare it a heresy, for example, to assume that the individual stars and planets are ensouled and permeated with spirit. By doing this, the Church not only denies Christianity; it even denies its last teachers who still had a more direct connection with the sources of the spiritual life than does the present age in any sense. Therefore, one must point out that it was not so very long ago that the conception was completely abandoned which still pictured the world as permeated with spirit. If people would teach the truth today concerning what still held sway in the spiritual life of the eleventh, twelfth, thirteenth, fourteenth and fifteenth centuries; if, following preconceived opinions, they would not distort what prevailed in those times, then even this would still have a fructifying effect for a spiritualization of the present world-view. The materialism, the natural scientific materialism, or the materialism of the mystics or theosophists, particularly the materialism of the Catholic Church, could not exist. For what is contained in the dogmas of the Roman Catholic Church originated from the purest spiritual science; and this pure spiritual science beheld the spirit everywhere in the universe.

All that was beheld as spirit in the universe by the eye of the soul has been discarded. The universe became pervaded with materialism. For that reason, naturally, nothing remains except words of faith. For example, behind the Trinity, the doctrine of the Father, Son and Holy Spirit, stand the most profound mysteries. On the other hand, there is nothing contained any longer in what is taught today as the dogma of the Trinity. On one side, there is the doctrine, the belief of the religious denominations, on the other side, natural science devoid of spirit. Neither can save humanity from the misery into which it has fallen. In order to render rescue possible, it is necessary that a sufficiently large number of people rouse themselves inwardly. For, particularly in the present epoch, the possibility exists in man's inner being to pick up those threads of a soul-spiritual kind which, if their power is inwardly experienced in the proper way, lead to an understanding of what can be gathered from spiritual science for an illumination of the life of nature as well as the social life. One should not wish to retain at all costs the bad habits of one's inner life, however they have developed during the past few centuries. These bad habits are based on the opinion that if one can keep quiet and be passive, the gods will eventually enter into one, reveal everything within, and mystical depth will be illuminated by an inner light, and so forth. The present age is not suited for that. It demands an inner activity of soul and spirit from the human being; it demands that man turn and look at what is trying to reveal itself within. Then, he will find under all circumstances what wishes to reveal itself within, but he must be willing to unfold such inner spiritual activity. One must not believe, however, that much can be gained by some inner pseudomystical doings; above all else, one has to trace the spirit in the external things of the world.

I have called your attention to what happened, for example, in the East, in Asia. Once upon a time, so I told you, conditions in Asia were of a kind that the human being felt his heart expand, felt his soul grow warm, when, guided by the thought of the sacred Brahman, he directed his glance to the mighty external symbol of the swastika, the hooked cross. It made his inner life unfold. This inner mood of soul meant a great deal to him. Today, when an Oriental receives an ordinary Russian 2,000 ruble note—which is not worth much, for small change will no longer do for buying anything, only thousand ruble notes—he sees on it the beautifully printed swastika. Those thousand-year-old feelings that once upon a time inwardly beheld the sacred Brahman when the eye was directed to the swastika are certainly stirring. Today, the same emotional qualities arise on seeing the 2,000 ruble note.

Do you believe that one has a spiritual view of the world if one does not look at something like that and say to oneself, “Those are the Ahrimanic powers who are at work here; herein lies a super-earthly intelligence, even though it is an Ahrimanic intelligence?” Do you believe that it suffices merely to say, “Oh, that is the external material world! We direct our glance heavenward to spiritual things; we don't pay any attention to things for which people only have words?” If you seek for the spirit, you must look for it even where it turns up in the mighty aberrations of external world evolution itself, for there you can find the starting point for other aspects.

It is the tragedy of modern civilization that people believe that only human forces are at work everywhere, forces which arise between birth and death. Actually, our world is permeated all over by super-sensible forces, spiritual powers which manifest themselves in the various events that take place. If one wishes to do something, if one tries to realize intentions so that this or that result may come about, one needs to look to those benign spiritual powers capable of working against other spiritual powers; and the spiritual powers that can oppose the others have to be born in man through his own inner activity.

In regard to all this, however, one actually does need to look up into the spiritual world. This is something that is most inconvenient to many people. This is why the great majority of people in the world find even talk of initiation science unpleasant. For there is one thing that initiation science must make clear, under all circumstances, to the human being. Man is organized, in the first place, in the direction of his intellect. Certainly, there are other aspects to his organization such as digestion, metabolism, heartbeat, breathing, and physiological processes. He bears instincts within, hence, soul entities, and so forth. In addition, he bears within him what is termed intelligence, and the present age is especially proud of this intelligence. But where does our intelligence come from? Materialism believes that our intelligence is derived from those processes that occur below in the liver, in the heart; they then become more refined and turn into the processes within the brain. These processes in the brain are just a little different from those that take place in the liver or the stomach, but these same processes produce thinking. We know that this is not so. Those processes that run their course in the brain just as those in the liver or the stomach would cause no thinking at all. Up in the brain something takes place; out of the constructive processes destructive ones are constantly developed.

Here, not only upbuilding, but disintegrating processes are at work; matter is forever falling out into nothingness. Thus, we are not dealing with an upbuilding in the brain. Any constructive process only serves to nourish the brain, not to produce thinking. If you wish to focus on those brain processes that have something to do with thinking, and you wish to compare them to the remaining organism, you must not compare them to the constructive processes, the processes of growth, but to the processes of elimination. The brain is constantly involved in elimination, and, as I said, the processes of destruction, of disintegration, of death, are the accompanying phenomena of intelligence. If our brain were incapable of elimination, we would be unable to think. If our brain would only contain upbuilding processes, we would exist in a dull, instinctive condition; at most, we could attain to quite dir dreams. We arrive at clear thinking precisely because the brain secretes and eliminates substances. Thinking only functions parallel to processes of elimination. It is only because the human organization eliminates what is useless to it that thinking establishes itself out of the spiritual world.

Now take the thinking that has developed especially since the middle of the fifteenth century, the thinking of which modern man is so proud. It comes into being because we destroy our brain, because we bring about in it processes of disintegration, of elimination. Suppose that you are Trotsky or Lenin, traveling to Russia—transported there on orders of Ludendorff⁹² in a sealed railway carriage and escorted by Dr. Helphand⁹³ (it was such a train, going from Switzerland through Central Europe, which brought Lenin accompanied by people like Dr. Helphand to Russia under Ludendorff's protection)—suppose you are such a person and you believe that out of the processes representing intelligence—the only processes from which natural scientific thinking of the past few centuries has emerged—the social order could be developed. What kind of a social order will that turn out to be? It will be a reproduction of what takes place within the brain during the thinking processes. Do not think that what we develop without is different from what we develop within, if the only processes employed are thinking processes! If you try to establish a social order with them, it will be something destructive, just as thinking processes in the brain cause destruction—exactly the same thing. Thinking, applied to reality, destroys. One can gain insight into such matters only when one Looks into the deeper secrets of the being of man and the whole world. This is why humanity needs to pay attention to these things if any sort of valid judgment concerning public affairs is to be rendered. It does no good at all today to base discussions about any social concerns on the suppositions of the past few centuries, for they no longer hold water. It is important here to realize that completely different processes must come to pass in the human spiritual life; again, the science of initiation must step in and draw from spiritual resources what can never be gleaned from mere sources of human intelligence. A social science of the present can only emerge as a consequence of spiritual science. This can and must be grasped from its very foundation.

This is what is in fact important for modern man, namely, that he does not attain a relationship with spiritual science merely in some superficial manner, but that he learns to recognize how completely spiritual science is linked to human destiny for the future.

In order that a person can gauge something like this, a feeling must develop in the human being for what is asserting itself with profound earnestness out of the spiritual resources. For such a feeling to come about, however, much must be eliminated, above all else the generally prevailing frivolity. Recently, in a lecture that I gave for local teachers, I indicated a Symptom in which such frivolity appears today. One of our friends in London made efforts to arrange a gathering of a number of artists here in August. It was for the purpose of their becoming acquainted with our building and forming a sort of center from which the impulse could go out that is now so necessary if the building is ever to be completed. An English journalist was informed, not one from an ordinary daily paper but from a magazine that calls itself “Architect,” in other words, a publication that wishes to be taken more seriously. The journalist was even given a description in writing of what was intended. This fellow was so flippant and frivolous, however, that he wrote, “A visit to Dornach is anticipated by such and such persons. Dr. Steiner himself has promised to acquaint the visitors with what is going on there, and it is believed that ten days will suffice for this excursion. Of this time, four days will be spent on travel, and during the remaining six days, the visitors will be able to recuperate from the shock they will have experienced following their first impression of Dornach.” So, this frivolous character has no idea what he is supposed to write about, and for his penny-a-line, is only capable of making a stupid joke so that his readers can accordingly continue to maintain a frivolous mood.

Things have gone so far that the general mood of people is spoiled from the very outset, spoiled by this kind of journalist; there is no longer any question of anything being accomplished. The only thing such journalists can do is seize the opportunity to make some stupid, frivolous joke. No progress will be made if the earnestness with which such matters should be discussed is not understood. One will get no further if such matters are considered to be insignificant; if, from a certain jaded standpoint, one says, for example, “Oh, one cannot take such a journalist so seriously!” From a certain point of view, one certainly need not give much credit to such penny-a-lining, but it must be evaluated according to what effect is has in the world.

These matters are indeed serious and of such a nature that they induce us again and again to say, “This building here is intended to be a Landmark for what should take place for the sake of mankind's ascent!” To be sure, from certain quarters, no effort has been spared to make the building what it is now. Destiny, too, contributed its necessary share. It is, alter all, true that at the outset this building was erected here chiefly as the result of efforts made by the Central European countries. But when Central Europe's financial resources began to touch rock bottom, the neutral countries were ready in a most significant, commendable manner to do something for this building. Those from Central Europe who were able to do something for the building spared no effort throughout the time of the war psychosis, stirred up by hate and opposition, to maintain this site in such a manner that people from every part of the world, from all nationalities, could gather together here. This building was saved and maintained throughout all the years of chauvinism; nobody was denied the opportunity here to encounter others in a spirit of friendship, no matter what part of the world he came from. All this, however, demonstrates the impossibility of completing this building by relying on the earlier resources; it shows the necessity for efforts by those countries that are in a financially favorable position, for they are at the beginning of a period where they are not encumbered by financial disaster and are certainly in a position to do something for the building. One would hope that a message like the following will not one day spread through the world: A landmark for the dawning spiritual life was to be erected. Those people who were swept away by the cataclysmic world events and then perished left behind as a last legacy as much as they could accomplish. Those, on the other hand, who were not swept away, who could have begun the new life, did not realize what those who were doomed left for them.

• 91 . Thomas Aquinas: 1226–1274; compare Rudolf Steiner: The Redemption of Thinking, GA 74 (Spring Valley, Anthroposophie Press, 1983).
• 92 . Erich Ludendorff: 1865–1937, German general.
• 93 . Alexander Helphand, died in 1924, Russian socialist, for a time a political refugee in Germany. He played an important role in bringing about the Bolshevic revolution as well as the peace of Brest-Litovsk (1918).