The Rudolf Steiner Archive

The latter part of the Bhagavad Gita is permeated by feelings and shades of meaning saturated with ideas of sattwa, rajas and tamas. In these last chapters our whole mode of thinking and feeling must be attuned so as to understand what is said in the sense of those three conditions. In the last lecture I sought to give an idea of those important concepts by making use of present-day experiences. Certainly anyone who enters deeply into this poem must perceive that since the time when it arose those concepts have shifted to some extent. Nevertheless, it would not have been correct to describe them simply by verbal quotations from the poem because our mode of feeling is different from what is contained there and we are unable to make those very different feelings our own. If we tried to we would only be describing the unknown by the unknown.

So in the Bhagavad Gita you will find with regard to food that the concepts we developed last time have shifted a little. What is true for man today about plant food was true for the ancient Indian of that food Krishna calls mild, gentle food. Whereas rajas food, which we described correctly for man today as mineral food (salt, for instance), would have been designated at that time as sour or sharp. For our constitution meat is essentially a tamas food, but the Indian meant by this something that could hardly be considered food at present, which gives us an idea of how different men were then. They called tamas food what had become rotten, had stood too long, and had a foul smell. For our present incarnation we could not properly call that tamas food because man's organism has changed, even as far as his physical body.

Thus, in order to understand these feelings of sattwa, rajas and tamas, so fundamental in the Gita, it is well for us to apply them to our own conditions. Now if we would consider what sattwa really is, it is best to begin by taking the most striking conception of it. In our time the man who can give himself up to knowledge as penetrating as our present knowledge of the mineral kingdom is a sattwa man. For the Indian he was not one who had such knowledge, but was one who went through the world with intelligent understanding as we would say, with heart and head in the right place. A man who takes without prejudice and bias the phenomena the world offers. A man who always perceives the world with sympathy and conceives it with intelligence; who receives the light of ideas, of feelings and sentiments streaming out from all the beauty and loveliness of the world; who avoids all that is ugly, developing himself rightly. He who does all this in the physical world is a sattwa man. In the inorganic world a sattwa impression is that of a surface not too brilliant, illuminated in such a way that its details of color can be seen in their right lustre yet bright also.

A rajas impression is one where a man is in a certain way prevented by his own emotions, his impulses and reactions, or by the thing itself, from fully penetrating what lies around him, so that he does not give himself up to it but meets it with what he himself is. For example, he becomes acquainted with the plant kingdom. He can admire it, but he brings his own emotions to bear on it and therefore cannot penetrate it to its depths.

Tamas is where a man is altogether given up to his bodily life, so that he is blunt and apathetic toward his environment, as we are toward a consciousness different from our own. While we dwell on the physical plane we know nothing of the consciousness of a dog or a horse, not even of another human being. In this respect man, as a rule, is blunt and dull. He withdraws into his own bodily life. He lives in impressions of tamas. But man must gradually become apathetic to the physical world in order to have access to the spiritual worlds in clairvoyance. In this way we can best read the ideas of sattwa, rajas, and tamas. In external nature a rajas impression would be that of a moderately bright surface, say of green, a uniform green shade; a dark-colored surface would represent a tamas impression. Where man looks out into the darkness of universal space, when the beautiful spectacle of the free heavens appears to him, the impression he gains is none other than that blue color that is almost a tamas color.

If we saturate ourselves with the feeling these ideas give we can apply them to everything that surrounds us. These ideas are really comprehensive. For the ancient Indian, to know well about this threefold nature of his surroundings meant not only a certain understanding of the outer world, it also meant bringing to life his own inner being. He felt it somewhat as follows. Imagine a primitive country man who sees the glory of nature around him—the early morning sky, the sun and stars, everything he can see. He does not think about it however. He does not build up concepts and ideas about the world but just lives on in utmost harmony with it. If he begins to feel himself an individual person, distinguishing his soul from his environment, he has to do so by learning to understand his surroundings through ideas about them.

To set up one's environment objectively before one is always a certain way of grasping the reality of one's own being. The Indian of the time of the Bhagavad Gita said, “So long as one does not penetrate and perceive the sattwa, rajas, and tamas conditions in one's environment, one continues merely to live in it. A person is not yet there, independently in his own being, but is bound up with his surroundings. However, when the world about him becomes so objective that one can pursue it everywhere with the awareness that this is a sattwa condition, this a rajas, that a tamas, then one becomes more and more free of the world, more independent in himself.” This therefore is one way of bringing about consciousness of self. At bottom this is Krishna's concern—to free Arjuna's soul from all those things that surround him and are characteristic of the time in which he lives. So Krishna explains, “Behold all the life there on the bloody field of battle where brothers confront brothers, with all that thou feelest thyself bound to, dissolved in, a part of. Learn to know that all that is there outside you runs its course in conditions of sattwa, rajas and tamas. Then wilt thou contrast thyself with it; know that in thine own highest self thou dost not belong to it, and wilt experience thy separate being within thyself, the spirit in thee.”

Here we have another of the beautiful elements in the dramatic composition of the Bhagavad Gita. At first we are gradually made acquainted with its ideas as abstract concepts, but afterward these become more and more vivid. The concepts of sattwa, rajas, and tamas take on living shape and form in the most varied spheres of life. Then at length the separation of Arjuna's soul from it all is accomplished, so to say, before our spiritual gaze. Krishna explains to him how we must free ourselves from all that is bound up with these three conditions, from that in which men are ordinarily interwoven.

There are sattwa men who are so bound up with existence as to be attached to all the happiness and joy they can draw from their environment. They speed through the world, drinking in their blissfulness from all that can give it to them. Rajas men are diligent, men of action; but they act because actions have such and such consequences to which they are attached. They depend on the joy of action, on the impression action makes upon them. Tamas men are attached to laziness, they want to be comfortable. They really do not want to act at all. Thus are men to be distinguished. Those whose souls and spirits are bound into external conditions belong to one or other of these three groups.

“But thine eyes shall see the daybreak of the age of self-consciousness. Thou shalt learn to hold thy soul apart. Thou shalt be neither sattwa, rajas nor tamas man.” Thus is Krishna the great educator of the human ego. He shows its separation from its environment. He explains soul activities according to how they partake of sattwa, rajas or tamas. If a man raises his belief to the divine creators of the world he is a sattwa man. Just in that time of the Gita, however, there were men who in a certain sense knew nothing of the Divine Beings guiding the universe. They were completely attached to the so-called nature spirits, those behind the immediate beings of nature. Such men are rajas men. The tamas men are those who in viewing the world get only so far as what we may call the ghost-like, which in its spiritual nature is nearest to the material. So, in regard to religious feeling also these three groups may be distinguished.

If we wished to apply these concepts to religious feeling in our time we should say (but without flattery) that those who strive after anthroposophy are sattwa men; those attached to external faith are rajas men; those who, in a material or spiritual sense, will only believe in what has bodily shape and form—the materialists and spiritualists—are the tamas men. The spiritualist does not ask for spiritual beings in whom he may believe; he is quite prepared to believe in them, but he does not want to lift himself up to them. He wants them to come down to him. They must rap, because he can hear rapping with physical ears. They must appear in clouds of light because such are visible to his eyes. Such are tamas men in a certain conscious sense, and quite in the sense too of the tamas men of Krishna's time.

There are also unconscious tamas men; the materialistic thinkers of our time who deny all that is spiritual. When materialists meet in conference today they persuade themselves that they adhere to materialism on logical grounds, but this is an illusion. Materialists are people who remain so not on the basis of logic but for fear of the spiritual. They deny the spirit because they are afraid of it. They are in effect compelled to deny it by the logic of their own unconscious soul, which does indeed penetrate to the door of the spiritual but cannot pass through. One who can see reality can see in a materialistic congress how each person in the depths of his soul is afraid of the spirit. Materialism is not logic, it is cowardice before the spiritual. All its arguments are nothing but an opiate to damp down this fear. Actually, Ahriman—the giver of fear—has every materialist by the neck. This is a grotesque but an austere and fundamental truth that one may recognize if one goes into any materialistic meeting. Why is such a meeting called? The illusion is that people there discuss views of the universe, but in reality it is a meeting to conjure up the devil Ahriman, to beckon him into their chambers.

Krishna, then, indicates to Arjuna how the different religious beliefs may be classified, and he also speaks to him of the different ways men may approach the Gods in actual prayer. In all cases the temper of man's soul can be described in terms of these three conditions. Sattwa, rajas, and tamas men are different in the way they relate to their Gods. Tamas men are such as priests, but whose priesthood depends on a kind of habit. They have their office but no living connection with the spiritual world. So they repeat Aum, Aum, Aum, which proceeds from the dullness, the tamas condition of their spirit. They pour forth their subjective nature in the Aum.

Rajas men look out on the surrounding world and begin to feel that it has something in it akin to themselves, that it is related to them and therefore worthy to be worshipped. They are the men of “Tat” who worship the “That,” the Cosmos, as being akin to themselves. Sattwa men perceive that what lives within us is one with all that surrounds us in the universe outside. In their prayer they have a sense for “Sat,” the All-being, the unity without and within, unity of the objective and the subjective. Krishna says that he who would truly become free in his soul, who does not wish to be merely a sattwa, rajas or tamas man in any one respect or another, must attain to a transformation of these conditions in himself so that he wears them like a garment, while in his real self he grows out beyond them.

This is the impulse that Krishna as the creator of self-consciousness must give. Thus he stands before Arjuna and teaches him to “Look upon all the conditions of the world, with all that is to man highest and deepest, but free thyself from the highest and deepest of the three conditions and in thine own self become as one who lays hold of himself. Learn and know that thou canst live without feeling thyself bound up with rajas, or tamas, or sattwa.” One had to learn this at that time because it was the beginning of the dawn in self-liberation, but here again, what then required the greatest effort can today be found right at hand. This is the tragedy of present life. There are too many today who stand in the world and burrow down into their own soul, finding no connection with the outer world; who in their feelings and all their inner experiences are lonely souls. They neither feel themselves bound up with the conditions of sattwa, rajas or tamas, nor are they free from them, but are cast out into the world like an endlessly, aimlessly revolving wheel. Such men who live only in themselves and cannot understand the world, who are unhappy because in their soul-life they are separated from all external existence—these represent the shadow side of the fruit that it was Krishna's task to develop in Arjuna and in all his contemporaries and successors. What had to be Arjuna's highest endeavor has become the greatest suffering for many men today.

Thus do successive ages change. Today we must say that we are at the end of the age that began with the time of the Bhagavad Gita. This may penetrate our feelings with deep significance. It may also tell us that just as in that ancient time those seeking self-consciousness had to hear what Krishna told Arjuna, those seeking their soul's salvation today, in whom self-consciousness is developed to a morbid degree, these too should listen. They should listen to what can lead them once more to an understanding of the three external conditions. What can do this?

Let us put forward some more preliminary ideas before we set out to answer this question. Let us ask again, what is it that Krishna really wants for Arjuna, whose relation to external conditions was a right one for his time? What is it that he says with divine simplicity and naïveté? He reveals what he wishes to be even to our present time. We have described how a kind of picture-consciousness, a living imagery, lighted up man's soul; how there was hovering above it, so to say, what today is self-consciousness, which men at that time had to strive for with all their might but which today is right at hand. Try to live into the soul condition of that time before Krishna introduced the new age. The world around men did not call forth clear concepts and ideas, but pictures like those of our dreams today. Thus the lowest region of soul-life was a picture-like consciousness, and this was illumined from the higher region—of sleep consciousness—through inspiration. In this way they could rise to still higher conditions. This ascent was called “entering into Brahma.” To ask a soul today, living in Western lands, to enter into Brahma would be a senseless anachronism. It would be like requiring a man who is halfway up a mountain to reach the top by the same way as one still down in the valley. With equal right could one ask a Western soul today to do Eastern exercises and “enter into Brahma” because this presupposes that a man is at the stage of picture consciousness, which as a matter of fact certain Easterners still are. What the men of the Gita age found in rising into Brahma, the Western man already has in his concepts and ideas. This is really true, that Shankaracharya would today introduce the ideas of Solovieff, Hegel and Fichte to his revering disciples as the first stage of rising into Brahma. It is not the content, however, it is the pains of the way, that are important.

Krishna indicates a main characteristic of this rising into Brahma, by which we have a beautiful characterization of Krishna himself. At that time the constitution of the soul was all passive. The world of pictures came to you, you gave yourself up to these flowing pictures. Compare this with the altogether different nature of our everyday world. Devotion, giving ourselves up to things, does not help us to understand them, even though there are many who do not wish to advance to what must necessarily take place in our time. Nevertheless, for our age we have to exert ourselves, to be alive and active, in order to get ideas and concepts of our surrounding world. Herein lies all the trouble in our education. We have to educate children so that their minds are awake when their concepts of the surrounding world are being formed. Today the soul must be more active than it was in the age before the origin of the Bhagavad Gita. We can put it so:

Bhagavad Gita Age—rising to Brahma with passive souls.

Intellectual Age (our present age)—actively working our way up into the higher worlds.

What then must Krishna say when he wishes to introduce that new age in which the active way of gaining an understanding of the universe is gradually to begin? He must say, “I have to come; I have to give thee the ego-man, a gift that shall impel thee to activity.” If it had all remained passive as before—a being interwoven with the world, devoted to the world—the new age would never have begun. Everything connected with the entry of the soul into the spiritual world before the time of the Gita, Krishna calls devotion. “All is devotion to Brahma.” This he compares to the feminine in man; while what is the self in man, the active working element that is to create self-consciousness, that pushes up from within as the generator of the self-consciousness that is to come, Krishna calls the masculine in man. What man can attain in Brahma must be fertilized by Krishna. So his teaching to Arjuna is, “All men until now were Brahma-men. Brahma is all that is spread out as the mother-womb of the whole world. But I am the father, who came into the world to fertilize the maternal womb.”

Thus the consciousness of self is created, which is to work on all men. This is indicated as clearly as possible. Krishna and Brahma are related to each other as father and mother in the world. Together they produce the self-consciousness man must have in the further course of his evolution—the self-consciousness that makes it possible for him to become ever more perfect as an individual being. The Krishna faith has altogether to do with the single man, the individual person. To follow his teaching exclusively means to strive for the perfection of oneself as an individual. This can be achieved only by liberating the self; loosening it from all that adheres to external conditions. Fix your attention on this backbone of Krishna's teaching, how it directs man to put aside all externals, to become free from the life that takes its course in continually changing conditions of every kind; to comprehend oneself in the self alone, that it may be borne ever onward to higher perfection. See how this perfection depends on man's leaving behind him all the external configuration of things, casting off the whole of outer life like a shell, becoming free and ever more inwardly alive in himself. Man tearing himself away from his environment, no longer asking what goes on in external processes of perfection but asking how shall he perfect himself. This is the teaching of Krishna.

Krishna—that is, the spirit who worked through Krishna—appeared again in the Jesus child of the Nathan line of the House of David, described in St. Luke's Gospel. Thus, fundamentally, this child embodied the impulse, all the forces that tend to make man independent and loosen him from external reality. What was the intention of this soul that did not enter human evolution but worked in Krishna and again in this Jesus child? At a far distant time this soul had had to go through the experience of remaining outside human evolution because the antagonist Lucifer had come; he who said, “Your eyes will be opened and you will distinguish good and evil, and be as God.” In the ancient Indian sense Lucifer said to man, “You will be as the Gods, and will have power to find the sattwa, rajas and tamas conditions in the world.”

Lucifer directed man's attention to the outer world. By his instigation man had to learn to know the external, and therefore had to go through the long course of evolution down to the time of Christ. Then he came who was once withdrawn from Lucifer; came in Krishna and later in the Luke Jesus child. In two stages he gave that teaching that from another side was to be the antithesis of the teaching of Lucifer in Paradise. “He wanted to open your eyes to the conditions of sattwa, rajas, and tamas. Shut your eyes to these conditions and you will find yourselves as men, as self-conscious human beings.” Thus does the Imagination appear before us. On the one side the Imagination of Paradise, where Lucifer opens man's eyes to the three conditions in the external world, when for a while the Opponent of Lucifer withdraws. Then men go through their evolution and reach the point where in two stages another teaching is given them, of self-consciousness, which bids them close their eyes to the three external conditions. Both teachings are one-sided. If the Krishna-Jesus influence alone had continued, one one-sidedness would have been added to another. Man would have taken leave of all that surrounds him, would have lost all interest in external evolution. Each person would only have sought his own perfection. Striving for perfection is right; but such striving bought at the price of a lack of interest in the whole of humanity is one-sided, even as the Luciferic influence was one-sided. Hence the all-embracing Christ Impulse entered the higher synthesis of the two one-sided tendencies.

In the personality of the St. Luke Jesus child Himself the Christ Impulse lived for three years; the Christ who came to mankind to bring together these two extremes. Through each of them mankind would have fallen into weakness and sin. Through Lucifer humanity would have been condemned to live one-sidedly in the external conditions of sattwa, rajas and tamas. Through Krishna they were to be educated for the other extreme, to close their eyes and seek only their own perfection. Christ took the sin upon Himself. He gave to men what reconciles the two one-sided tendencies. He took upon Himself the sin of self-consciousness that would close its eyes to the world outside. He took upon Himself the sin of Krishna, and of all who would commit his sin, and He took upon Himself the sin of Lucifer and of all who would commit the sin of fixing their attention on externalities. By taking both extremes upon Himself he makes it possible for humanity by degrees to find a harmony between the inner and the outer world because in that harmony alone man's salvation is to be found.

An evolution that has once begun, however, cannot end suddenly. The urge to self-consciousness that began with Krishna went on and on, increasing and intensifying self-consciousness more and more, bringing about estrangement from the outer world. In our time too this course is tending to continue. At the time when the Krishna impulse was received by the Luke Jesus child mankind was in the midst of this development, this increase of self-consciousness and estrangement from the outer world. It was this that was brought home to the men who received the baptism of John in the Jordan, so that they understood the Baptist when he said to them, “Change your disposition; walk no longer in the path of Krishna”—though he did not use this word. The path on which mankind had then entered we may call the Jesus-path if we would speak in an occult sense. In effect, the pursuit of this Jesus-path alone went on and on through the following centuries. In many respects human civilization in the centuries following the foundation of Christianity was only related to Jesus, not to the Christ Who lived in Jesus for the three years from the baptism by John until the Mystery of Golgotha.

Every line of evolution, however, works its way onward up to a certain tension. In the course of time this longing for individual perfection was driven to such a pitch that men were in a certain sense brought more and more into the tragedy of estrangement from the divine in nature, from the outer world. Today we are experiencing this in many ways. Many people are going about among us who have little understanding left of our environment. Therefore, it is just in our time that an understanding of the Christ Impulse must break in upon us. The Christ-path must be added to the Jesus-path. The path of one-sided striving for perfection has become too strong. It has gone so far that in many respects men are so remote from their surroundings that certain movements, when they arise, over-reach themselves immediately, and the longing for the opposite is awakened. Many human souls now feel how little they can escape from this enhanced self-consciousness, and this creates an impulse to know the divinity of the outer world. It is such souls as these who in our time will seek the understanding of the Christ Impulse that is opened up by true anthroposophy; the force that does not merely strive for the one-sided perfection of the individual soul but belongs to the whole progress of humanity. To understand the Christ means not merely to strive toward perfection, but to receive in oneself something expressed by St. Paul, “Not I, but Christ in me.” “I” is the Krishna word. “Not I, but Christ in me,” is the Christian word.

So we see how every spiritual movement in history has in a certain sphere its justification. No one must imagine that the Krishna impulse could have been dispensed with. No one should ever think either that one human spiritual movement is fully justified in its one-sidedness. The two extremes—the Luciferic and the Krishna impulses—had to find their higher unity in the mission of the Christ.

He who would understand in the true anthroposophic sense the impulse necessary for the further evolution of mankind, must realize how anthroposophy has to become a means of shedding light on all religions. He must learn to see how the different streams in evolution all flow into the one main current of development. It would be a dilettante way of beginning to do this if one tried to find again in the Krishna stream what can be found in the stream of Christianity. Only when we regard the matter in this way do we understand what it means to seek a unity in all religions. There is, however, another way of doing so. One may repeat over and over, “In all religions the same fundamental essence is contained.” In effect, the same essence is contained in the root of a plant, in the stem, leaves, flowers, the pollen, and the fruit. That is true, but it is an abstract truth. It is no more profound than if one were to say, “Why make any distinctions? Salt, pepper, vinegar, and milk all have their place on the table; all are one, for all are substance.” Here you can tell how futile such a way of thought can be, but you do not notice it so easily when it comes to comparing religions. It will not do to compare the Chinese, Brahmin, Krishnan, Buddhist, Persian, Moslem, and Christian faiths in this abstract way, saying, “Look, everywhere we find the same principles. In each case there is a Savior.”

Abstractions can indeed be found in countless places and in countless ways, but this is a dilettante method because it leads to nothing. One may form societies to pursue the study of all religions, and do so in the same sense as saying pepper, salt, etc. are one because they are all substance. That has no importance. What is important is to regard things as they really are. To the way of looking at things that goes so far in occult dilettantism as to keep on declaiming the equality of all religions, it is one and the same whether what lived in the Christ is the pivot of the whole of evolution or whether it can be found in the first man you meet in the street. For one who wishes to guide his life by truth it is an atrocity to associate the impulse in the world's history that is bound up with the Mystery of Golgotha and for which the name Christ has been preserved—to associate that impulse with any other impulse in history, because in truth it is the central point of the whole of earthly evolution.

In these lectures I have tried by means of a particular instance to indicate how present-day occultism must try to throw light on the different spiritual movements that have appeared in the course of human history. Though each has its right and proper point of contact, one must distinguish between them as between the stem of a plant and the green leaf, and the green leaf from the colored petal, though all together form a unity. If one tries with this truly modern occultism to penetrate with one's soul into what has flowed into humanity in diverse currents, one recognizes how the different religious faiths lose nothing of their greatness and majesty. How sublime was the greatness that appeared to us in the figure of Krishna even when we simply tried to get a definite view of his place in evolution. All such lines of thought as we can give only in outline are indeed imperfect enough, and you may be assured that no one is more aware of their imperfection than the present speaker. But the endeavor has been to show in what spirit a true consideration of the spiritual movement toward individuality in mankind must be carried out. I purposely tried to derive our thoughts from a spiritual creation remote from us, the Bhagavad Gita, to show how Western minds can perceive and feel what they owe to Krishna; what he, through the continued working of his impulse, still signifies for their own upward striving.

However, the spiritual movement we here represent necessarily demands that we enter concretely, and with real love, into the special nature of every current in man's spiritual history. This is a bit inconvenient because it brings us all too near to the humble thought of how little after all we really penetrate into their depths. Another idea follows upon this, that we must go on striving further and ever further. Both of these ideas are inconvenient. It is the sad fate of that movement we call anthroposophy, that it produces inconvenient results for many souls. It requires that we actively lay hold of the definite, separate facts of the world's development. At the same time it requires each of us to say earnestly to himself, “I can indeed reach something higher, and I will. Always it is only a certain stage and standpoint that I have attained. I must forever go on striving—on—and on—without end.”

Thus, all along it has been not quite comfortable to belong to that spiritual movement that by our efforts is endeavoring to take its place in what is called the Theosophical Movement.¹ It has not been easy, because we demand that people shall learn to strive ever more deeply to penetrate the sacred mysteries. We could not supply you with anything so easy as introducing some person's son or even daughter, saying, “You need only wait, the Savior of mankind will appear physically embodied in this boy or girl.” We could not do this because we must be true. Yet, one who perceives what is happening cannot but regard these latest proceedings as the final grotesque outcome of the dilettante comparison of religions that can also be put forward so easily, and that continually repeats what should be taken as a matter of course, the tritest of all sayings, “All religions contain the same essence.”

The last weeks and months have shown—and my speaking here on this significant subject has shown it again—that a circle of people can be found at the present time who are ready to seek spiritual truths. We have no other concern than to put these truths forward, though many, or even everyone, may leave us. If so, it will make no difference in the way the spiritual truths are here proclaimed. The sacred obligation to truth will guide that movement that underlies this cycle of lectures. Whoever would go with us must do so under the conditions that have now become necessary. It is certainly more convenient to proceed otherwise, not entering into another side of the matter as we do by pointing out the reality in all things. But that also is part of our obligation to truth. It is simpler to inform people of the equality and unity of religions, or tell them they are to wait for the incarnation of a Savior who is predestined, whom they are to recognize not by themselves but on someone's authority.

Human souls today will themselves have to decide how far a spiritual movement can be carried on and upheld by pure devotion to the ideal of truthfulness. In our time it had to come to that sharp cleavage, whose climax was reached when those who had no other desire than to set forth what is true and genuine in evolution, were described as Jesuits. This was a convenient way of separating, but the external evidence was the work of objective falsehood. This cycle of lectures may once more have shown you that we have been working out of no one-sided tendency, since it comprises the present, the past, and the primal past, in order to reveal the unique, fundamental impulse of human evolution. So I too may say that it fills me with the deepest satisfaction to have been able to give these lectures here before you. This shows me there is hope because there are souls here who have the impulse, the urge toward that which works also in the super-sensible with nothing but simple, honest truthfulness.

I was forced to add this final word to these lectures, for it is necessary in view of all that has happened to us in the course of time down to the point of being excluded from the Theosophical Society. Considering all we have suffered, and all that is now being falsely asserted in numerous pamphlets, it was necessary to say something, although a discussion of these matters is always painful to me.

Those who desire to work with us must know that we have taken for our banner the humble, yet unconditional, honest, striving for truth; striving ever upward into the higher worlds.

• 1. Dr. Steiner is referring here, and in the following passages, to his break with the Theosophical Society and to the formation of the Anthroposophical Society. A full account of these events can be found in G. Wachsmuth, The Life and Work of Rudolf Steiner, pp. 186–189, available from the Anthroposophic Press, Inc.

From what you have heard so far, you may have gotten the impression that the art of education based on anthroposophic knowledge of the human being is intended to nurture, above all, a healthy and harmonious development of the physical body of children. You may have noticed that certain questions could be seen as guidelines for our educational aims. For example, How can we help free the development of formative forces flowing from the head, affecting and shaping the young organism? How can we work in harmony with the child’s developing lungs and blood circulation during the middle years? What must we do to cultivate, in the broadest sense, the forces working throughout a child’s musculature? How do we properly support the processes of muscle growth in relation to the bones and tendons, so that young adolescents can attain the proper position in the outer world?

These questions imply that whatever we do to enhance the development of a child’s soul and spirit is directed first toward the best possible healthy and normal development of the physical body. And this is indeed the case. We consciously try to aid and foster healthy development of the physical body, because in this way the soul and spiritual nature is given the best means of unfolding freely through a child’s own resources. By doing as little harm as possible to the spiritual forces working through children, we give them the best possibility of developing in a healthy way. This is not to be done through any preconceived ideas of what a growing human being should be like. Everything we do in teaching is an attempt to create the most favorable conditions for the children’s physical health. And because we must pay attention to the soul and spiritual element as well, and because the physical must ultimately become its outer manifestation, we must also come to terms with the soul and spiritual aspect in the way best suited for the child’s healthy development.

You may ask which educational ideal such an attitude comes from; it arises from complete dedication to human freedom. And it springs from our ideal to place human beings in the world so that they can unfold individual freedom, or, at least, in such a way that physical hindrances do not prevent them from doing so.

When we emphasize the physical development of children in our education, we are especially trying to help them learn to use their physical powers and skills fully in later life. Waldorf education is based on the knowledge and confidence that life in general has the best chance of developing when allowed to develop freely and healthily. Naturally, all this has to be taken in a relative sense, which, I hope is understood.

Children who, through educational malpractice during the school years, have been prevented from breathing properly and from using their system of bones and connective tissue properly, will not grow up to become free individuals. Likewise, students whose heads have been crammed with fixed ideas and concepts deemed important for later life will not become inwardly free. Children will not grow into a free human beings unless their childhood needs, as imposed by physical development, were both understood and catered to through the appropriate educational principles and methods. Naturally, the soul and spiritual needs of children must also be recognized and met with the right educational methods. Far from leading to any kind of false or lofty idealism, anthroposophy wishes to prove itself by enabling its followers to deal with the practical problems of life between birth and death, the span of time in which we should develop the physical body in accord with the soul and spirit.

So you see that we have no influence over the development of what belongs to the realm of soul and spirit, even if we as educators wanted it. The soul and spiritual part of the human being exists in its true being only from the moment we fall asleep until the time of awaking. This means that, if we want to educate people’s soul and spirit, we must do so while they sleep. In fact, it is impossible for us to do this. Today, we encounter a strong belief that we must educate the soul and spirit and indoctrinate people with certain concepts. All we can really do is help people toward the free use of physical capabilities through the soul and spirit.

I have often said that it is impossible to deal with educational matters without fully considering the entire life situation of our time, taking into account the general milieu into which education is placed. I will refrain from introducing any extraneous matter into our considerations here, but what I want to say now definitely belongs to our theme.

News has come to us that in Eastern Europe a new pedagogy is being worked out for the benefit of those who are still recognized there, those who belong to the Radical Socialist Party. Because nothing that was acceptable prior to the Revolution is now considered correct, new educational methods are being worked out there. This is being done by purely outward means. We are told that one of the leaders in modern Russia has been commissioned to write the history of the Communist Party. The new government has given him one month to complete his task. During this month, he will also have to do some practical work at the Moscow Center. As a result of these activities, a book is to be published that will become the official model for reeducating all those being recognized as proper Russians. Another party member has been commissioned to write a history of the workers’ movement in the West and a history of international communism. While compiling his authoritative account, he, too, has been given other work to do, and after six weeks he is supposed to have this work completed. All true Soviet Russians are supposed to study this book. Forgive me, I believe that the second writer was actually given two months. A third person was commissioned to publish a theory of Marxism, and it was he who was given six weeks to deliver the book. With this book, every true Russian will become familiar with the new conditions in the East. According to these same methods, several other persons have been assigned to write new Russian literature. They have all been allotted a fixed time schedule in which to complete their orders. And they have all been told what other work they must do during the time of writing. The party member selected to write the book about Marxism has also been made coeditor of Pravda.

Why do I bring this up today? Because, basically, what is happening in Soviet Russia today is the ultimate consequence of what lives in all of us, insofar as we represent today’s civilization. People will not admit that events in Russia are merely the ultimate consequences of our own situation, taken to extremes in Eastern Europe. The absurdity of communist ideology is that it has determined and officially declared what a citizen must know; it does not ask what people can do to become real human beings who are properly integrated into the world’s fabric.

Teachers are called on to bring the utmost respect for soul and spirit to their lessons. Without this they will fail, as though they lacked the most fundamental artistic and scientific understanding. Therefore, the first prerequisite of Waldorf teachers is reverence for the soul and spiritual potential that children bring with them into the world. When facing the children, teachers must be filled with an awareness that they are dealing with innately free human beings. With this attitude, teachers can work out educational principles and methods that safeguard the children’s inborn freedom so that in later life, when they look back at their school days, they will not find any infringement on their personal freedom, not even in the later effects of their education.

To clarify the implications of these statements, we can ask ourselves, what becomes of those whose physical idiosyncrasies are not dealt with properly during childhood? Childish idiosyncrasies continue into later life, and if you wonder what sort of effect they will have when children become adults, I will answer by saying something that may seem rather odd and surprising. Peculiar physical habits in early childhood, if left untreated, degenerate and become the causes of illnesses later on. You must realize, in all seriousness, that characteristic physical tendencies in childhood, if allowed to continue unchanged, become causes of illness. Such knowledge will give you the right impulse for a proper care that in no way conflicts with the deepest respect for human freedom.

By comparison, imagine someone who, down to the deepest fibers of her being, is enthusiastic about the inner human freedom. Imagine she falls ill and must call a doctor. The doctor cures her by using the best means available today for the art of healing. Would such a person ever feel that her personal freedom had been interfered with? Never. What meets a person in this way would never impinge upon one’s inner freedom.

A similar feeling must be present in those who are engaged in the art of education. They should have the willingness and the ability to see the nature of their own calling as being similar to that of a doctor in relation to patients. Education naturally exists in its own right, and it certainly is not simply therapy in the true sense of the word. But there is a certain relationship and similarity between the work of a doctor and that of a teacher that justifies comparison.

When students leave school in their mid-teens, it is time for us to examine again whether, during their school years from the change of teeth to the coming of puberty, we have done our best to help and equip them for later life. (During the coming days, we will deal with the esthetic and moral aspects of education and look more closely at the stage of puberty. For now, we will consider the more general human aspects.) We must realize that, during their past school years, we have been dealing mainly with their ether body of formative forces, and that the soul life (of which more will be said later) was just beginning to manifest toward the approach of graduation.

We must consider the next stage, which begins with the fourteenth to fifteenth years and continues until the beginning of the twenties, a time when a young man or woman must face the task of fitting more and more into outer life. We have already seen how children gradually take hold of the body, finally incarnating right into the skeleton, and how, by doing so, they connect more and more with the external world and adapt to outer conditions. Fundamentally, this process continues until the early twenties, after which comes a very important period of life. Although, as teachers, we no longer have any direct influence over the young person at this stage, we have in fact already done a great deal in this way during the previous years, and this will become apparent during the early to the late twenties.

After leaving school, young people must train for a vocation. Now they no longer receive what come, mainly from human nature itself, but rather what has become part of the civilization we live in, at least in terms of the chosen trade or profession. Now the young person has to be adaptable to certain forms of specialization. In our Waldorf school, we try to prepare students to step into life by introducing practical crafts such as spinning and weaving to our students of fourteen and fifteen. Practical experience in such crafts is not important only for future spinners or weavers but for all those who want to be able to do whatever a situation may demand. It is nevertheless important to introduce the right activities at the right time.

What has been cultivated in a child’s ether body during early school years emerges again in the soul sphere of young people during their twenties, the time when they must enter a profession. The way they were treated at school will play a large role in whether they respond to outer conditions clumsily, reluctantly, full of inhibitions, or skillfully and with sufficient inner strength to overcome obstacles. During their twenties, young people become aware of how the experiences of their school years first went underground, as it were, while they trained for a trade or profession, only to surface again in form of capacities, such as being able to handle certain situations or fit oneself into life in the right way. Teachers who are aware of these facts will pay attention to the critical moments in their students’ lives between the change of teeth and puberty.

I have often spoken about the important turning point that appears during the ninth to tenth years. Toward the twelfth year, another important change takes place, which I have also mentioned. Children of six or seven, when entering school, are “one great sensory organ,” as I have called them. At this stage, much has already been absorbed through imitation. Children have also been occupied with the inner processes of molding and sculpting the organs, and they bring the results to school. Now, everything that teachers do with the children, until the turning point around nine, should have a formative effect, but in a way that stimulates them to participate freely and actively in this inner shaping. I indicated this with my strong appeal for an artistic approach during the introductions to reading, writing, and arithmetic. The artistic element is particularly important at this age.

All teaching during the early school years must begin with the child’s will sphere, and only gradually should it lead over toward the intellect. Those who recognize this will pay special attention to educating the child’s will. They will know that children must learn to drive out the will forces from their organism, but in the right way. To do this, their will activities must be tinged with the element of feeling. It is not enough for teachers to do different things with the children; they must also develop sympathy and antipathy according to what they are doing. And the musical element, apart from music per se, offers the best means for achieving this. Thus, as soon as children are brought to us, we ought to immerse them in the element of music, not just through singing but also by letting them make music with simple instruments. Thus, young students will not only nurture an esthetic sense, but most of all (though indirectly), they will learn how to use and control will forces in a harmonious way.

Children bring many inborn gifts to school. Inwardly they are natural sculptors, and we can draw on these gifts as well as their other hidden talents. For instance, we can let children do all kinds of things on paper with paints (even though this might be inconvenient for teachers), and in this way we introduce them to the secrets of color. It is really fascinating to observe how children relate to color when left alone to cover a white surface with various colors. What they produce in a seemingly haphazard way is not at all meaningless, but in all the blotches and smears we can detect a certain color harmony resulting from an inborn relationship to the world of color. We must be careful, however, not to let children use the solid blocks of color that are sold in children’s paint boxes, with which they are supposed to paint directly from the blocks onto paper. This has a damaging effect, even in the case of painting as art. One should paint with liquid colors already dissolved in water or some other suitable liquid. It is important, especially for children, to develop an intimate relationship with color. If we use thick paints from a palette, we do not have the same intimate relationship to color as we do when we use liquid colors from bottles.

In a painting lesson, you might say to a child, “What you have painted is really beautiful. You put red in the middle, and all the other colors around it go well with the red. Everything you painted fits well with the red in the middle. Now try to do it the other way round. Where you have red, paint blue, and then paint around it all the other colors so that they also go well with the blue in the middle.” Not only will this child be tremendously stimulated by such an exercise, but by working out a transposition of colors—possibly with help from the teacher—the child will gain a great deal toward establishing an inner relationship to the world in general.

However inconvenient it may be for the teachers, they should always encourage young students to form all sorts of shapes out of any suitable material they can lay their hands on. Of course, we should avoid letting them get unduly dirty and messy, since this can be a real nuisance. But children gain far more from these creative activities than they would by simply remaining clean and tidy. In other words, it is truly valuable for children, especially during the early years, to experience the artistic element.

Anything required of children must be induced first in a way that is appropriate to their nature. If artistic activities are introduced as described, learning other subjects becomes easier. Foreign languages, for example, will be learned with far greater ease if students have done artistic work beforehand. I already said that children should learn foreign languages at a very early age, if possible as soon as they enter school.

Nowadays, we often encounter somewhat fanatical attitudes; something that in itself is quite right and justifiable tends to become exaggerated to the point of fanatical extremism. And teaching foreign languages is no exception. Children learn their native tongue naturally, without any grammatical consciousness, and this is how it should be. And when they enter school, they should learn foreign languages in a similar way, without grammatical awareness, but now the process of learning a language is naturally more mature and conscious.

During the tenth year, at the turning point of life mentioned several times, a new situation calls for an introduction to the first fundamentals of grammar. These should be taught without any pedantry whatever. It is necessary to take this new step for the benefit of the children’s healthy development, because at this age they must make a transition from a predominantly feeling approach toward life to one in which they must develop their I-consciousness. Whatever young people do now must be done more consciously than before. Consequently, we introduce a more conscious and intellectual element into the language that students have already learned to speak, write, and read. But when doing this, we must avoid pedantic grammar exercises. Rather, we should give them stimulating practice in recognizing and applying fundamental rules. At this stage, children really need the logical support that grammar can give, so that they do not have to puzzle repeatedly over how to express themselves correctly.

We must realize that language contains two main elements that always interact with each other—an emotional, or feeling, element and an intellectual, thinking element. I would like to illustrate this with a quote from Goethe’s Faust:

Grey, dear friend, is every theory
And green the golden tree of life.

I do not expect that our you (who have come mainly from the West) should study all the commentaries on Goethe’s Faust, since there are enough to fill a library. But if you did, you would make a strange discovery. When coming to this sentence in Faust, you would most likely find a newly numbered remark at the bottom of the page (at least a four-digit number because of all the many explanations already given), and you would find a comment about the lack of logic in this sentence. Despite the poetic license granted to any reputable author (so the commentator might point out), the colors of the tree in this stanza do not make sense. A “golden tree”—could he mean an orange tree? But then, of course, it would not be green either. If it were an ordinary tree, it would not be golden. Perhaps Goethe was thinking of an artificial tree? In any case (a typical commentary would continue), a tree cannot be golden and green at the same time. Then there is the other problem of a grey theory. How can a theory be grey if it is invisible? In this way, many commentaries point out the lack of logic in this sentence.

Of course, there are other, more artistically inclined commentators who delight in the apparent lack of logic in this passage. But what is really at the bottom of it all? It is the fact that, on the one side, the emotional, feeling element of language predominates in this sentence, whereas on the other, it stresses a more thoughtful aspect of imagery. When Goethe speaks of a golden tree, he implies that we would love this tree as we love gold. The word gold here does not have an image quality but expresses the warm feeling engendered by the glow of gold. Only the feelings are portrayed. The adjective green, on the other hand, refers to an ordinary tree, such as we see in nature. This is the logic of it. With regard to the word theory, a theory is of course invisible. Yet, right or wrong, a mere word may conjure up certain feelings in some people that remind them of London fog. One can easily transfer such a feeling to theory as a concept. A pure feeling element of language is again expressed in the adjective grey.

The feeling and thinking qualities in language intermingle everywhere. In contemporary languages, much has already become crippled, but in their earlier stages, an active and creative element lived everywhere, through which the feeling and thinking qualities came into being.

As mentioned, before the age of nine, children have an entirely feeling relationship to language. Yet, unless we also introduce the thinking element in language, their self-awareness cannot develop properly, and this is why it is so important to bring them the intellectual aspect of language. This can be done by judiciously teaching grammatical rules, first in the mother tongue and then in foreign languages, whereby the rules are introduced only after children have begun to speak the language. So, according to these indications, teachers should arouse a feeling in students around the age of nine or ten that they are beginning to penetrate the language more consciously. This is how a proper grammatical sense could be cultivated in children.

By the time children reach the age of twelve, they should have developed a feeling for the beauty of language—an esthetic sense of the language. This should stimulate “beauty in speaking” in them, but without ever falling into mannerisms. After this, until the time of puberty, students should learn to appreciate the dialectical aspect of language; they should develop a faculty for convincing others through command of language. This third element of language should be introduced only when they are approaching graduation age.

To briefly summarize the aims of language teaching, children should first develop, step by step, a feeling for the correct use of language, then a sense of the beauty of language, and finally the power inherent in linguistic command. It is far more important for teachers to find their way into an approach to language teaching than to merely follow a fixed curriculum. In this way, teachers quickly discover how to introduce and deal with what is needed for the various ages. After a mostly artistic approach, in which students up to age nine are involved very actively, teachers should begin to dwell more on the descriptive element in language, but without neglecting the creative aspect. This is certainly possible if you choose the kind of syllabus I have tried to characterize during these past few days, in which the introduction of nature study leads to geography, and animals are seen in the context of humankind. The most effective way to include the descriptive element would be to appeal mainly to the children’s soul sphere rather than claiming their entire being. This should be done by clothing the lessons in a story told in a vivid, imaginative way. Likewise, at this stage of life, teachers should present historical content by giving lively accounts of human events that, in themselves, form a whole, as already indicated.

Having gone through the stage of spontaneous activity, followed by an appreciation of the descriptive element, students approaching the twelfth year are ready for what could be called an explanatory approach. Cause and effect now come into general considerations, and material can be given that stretches the powers of reasoning.

Throughout these stages, teachers should present mathematical elements in their manifold forms, in a way appropriate to the student’s age. Mathematics, as taught in arithmetic and geometry, is likely to cause particular difficulties for teachers. Before the ninth year, this is introduced in simpler forms and subsequently expanded, since children can take in a great deal if we know how to go about it. It is a fact that all mathematical material taught throughout the school years must be presented in a thoroughly artistic and imaginative way. Using all kinds of means teachers must contrive to introduce arithmetic and geometry artistically, and here, too, between the ninth and tenth years teachers must go to a descriptive method. Students must be taught how to observe angles, triangles, quadrilaterals, and so on through a descriptive method. Proofs should not be introduced before the twelfth year.

A boring math teacher will achieve very little if anything at all, whereas teachers who are inspired by this subject will succeed in making it stimulating and exhilarating. After all, it is by the grace of mathematics that, fundamentally, we can experience the harmonies of ideal space. If teachers can become enthusiastic about the Pythagorean theorem or the inner harmonies between planes and solids, they bring something into lessons that has immense importance for children, even in terms of soul development. In this way, teachers counteract the elements of confusion that life presents.

You see, language could not exist without the constantly intermingling elements of thought and feeling. Again I have made an extreme statement, but if you examine various languages, you will discover how feeling and thinking are interwoven everywhere. This in itself, as well as many other factors, could easily introduce chaos into our lives were it not for the inner firmness that mathematics can give us. Those who can look more deeply into life know that many people have been saved from neurasthenia, hysteria, and worse afflictions simply by learning how to observe triangles, quadrilaterals, tetrahedra, and other geometrical realities in the right way.

Perhaps you will allow me a more personal note at this point, because it may help clarify the point I am making. I have a special love for mechanics, not simply because of its objective value, but for personal reasons. I owe this love of mechanics to one of my teachers in the Vienna High School and the enthusiasm he showed for this subject; such things live on into later life. This teacher glowed with excitement when searching for the resultants from given components. It was interesting to see the joy with which he looked for the resultants and the joy with which he would take them apart again in order to fit them back into their components. While doing this, he almost jumped and danced from one end of the blackboard to the other until, full of glee, he would finally call out the formula he had found, such as \(c^2 = a^2+ b^2\). Captivated by his findings, which he had written on the board, he would look around at his audience with a benign smile, which in itself was enough to kindle enthusiasm for analytical mechanics, a subject that hardly ever evokes such feelings in people. It is very important that mathematics, which is taught in various forms right through school, should pour out, as it were, its own special substance over all the students.

And so we can speak of the two poles in human development: the rhythmic and artistic pole and the mathematical and conceptual one. If, as indicated, young souls are worked on from within outward, students will gradually grow into the world in the right way.

At the approach of the graduation age, or mid-teens, teachers will again feel an inner need to survey the most significant moments in the development of their students during the last few years, this time in retrospect. Students entered school in class one at the age of six or seven. A few years later they are sent out into the world again and—as I indicated at the beginning of today’s lecture—it is the teacher’s aim to enable them to adapt to life in the world. When we receive young students in class one, they are like one great sense organ. Inwardly, they carry a kind of a copy of their parents and others who surround them and of society as a whole. It is our task to transform these adopted and specialized features into more general human features. We can do this by appealing, above all, to children’s middle system of breathing and blood circulation, which is not connected so much with their more personal side.

Yet, apart from the adopted features that children have unconsciously copied from their environment, they also bear their very own individual characteristics when they enter school. They are less pronounced than similar characteristics found in adults, features that we associate with melancholic, sanguine, phlegmatic, or choleric temperaments. Nevertheless, the children’s nature, too, is definitely colored by what could be called their temperamental disposition, so we can speak of children with melancholic, phlegmatic, sanguine, and choleric tendencies. It is essential for teachers to acquire a fine perception of the manifold symptoms and characteristics that arise from children’s temperamental dispositions and to find the right way of dealing with them.

Melancholic children are those who depend most strongly on the conditions of the physical body. Because of their special constitution, they tend to feel weighed down by their bodily nature. They easily become self-centered and, in general, show little interest in what is going on around them. Yet it would be wrong to think of melancholic children as simply inattentive, since this is true only with regard to their surroundings and what comes from their teachers. They are, on the other hand, very attentive to their own inner conditions, and this is the reason melancholic children tend to be so moody. Please note that what I am saying about the temperaments applies only to children whose symptoms cannot be automatically transferred to adults of the same temperament.

The relationship of phlegmatic children to their environment is one of complete, though entirely subconscious, surrender to the world at large. And since the world is so vast and full of things to which they have surrendered themselves, they show little interest in what is closer to them. Again, my remarks about this temperament refer only to children, otherwise they might be seen as a compliment to phlegmatic adults, and they are certainly not meant to be that. Making a rather sweeping statement, one could say that, if children with phlegmatic tendencies did not happen to live on earth but out in the heavenly world of the cosmos, such children would be full of the deepest interest in their surroundings. They feel at home in the periphery of the world. Phlegmatic children are open to immensity and anything that is vast and remote and does not make an immediate impact.

To a certain extent, sanguine children display the opposite characteristics of the melancholic or phlegmatic child. Young melancholics are immersed in bodily nature. Phlegmatic children are drawn outward to the spheres of infinity, because they are so strongly linked to their ether body. The ether body always inclines outward toward infinite totality; it disperses into the cosmos just a few days after death. Sanguine children live in what we call the astral, or soul, body. This member of the human being is different from the physical or ether bodies inasmuch as it is not concerned with anything temporal or spatial. It exists beyond the realm of time and space. Because of the astral body, during every moment of our lives we have an awareness of our entire life up to the present moment, although memories of earlier experiences are generally weaker than more recent ones. The astral body is instrumental mainly in directing our dreams. These, as you know, bear little relationship to the normal sequence of time. We may dream about something that happened only yesterday yet, mixed up in the dream, people may appear whom we met in early childhood. The astral body mixes up our life experiences and has no regard for the element of time and space, but in its chaotic ways it has its own dimension that is totally different from what is temporal and spatial.

Sanguine children surrender themselves to their astral body, and this becomes evident in their entire pattern of behavior. They respond to outer impressions as though what lies beyond time and space were directly transmitted to us through the outer world itself. They quickly respond to impressions without digesting them inwardly, because they do not care for the time element. They simply surrender to the astral body and make no effort to retain outer impressions. Or, again, they do not like to live in memories of earlier events. Because they pay so little attention to time, sanguine children live in and for the present moment. They express outwardly something that, in reality, is the task of the astral body in the higher worlds, and this gives sanguine children a certain superficiality.

Choleric children are most directly linked to their I-center. Their physical build shows a strong will that, permeated by the forces of their I-being, is likely to enter life aggressively.

It is truly important for teachers to cultivate a fine perception for these characteristic features of the temperaments in growing children. You must try to deal with them in a twofold way: first, by introducing a social element in the class, based on the various temperaments. When teachers get an idea of their students as a whole, they should place them in groups according to similarity of temperament. There are children of mixed temperaments, of course, and this has to be considered as well. In general, however, it has a salutary effect when children of the same temperament are seated together, for the simple reason that the temperaments rub up against each other. Melancholic children, for example, will have a neighbor who is also melancholic. They become aware of how this neighbor is suffering from all kinds of discomforts arising from the physical constitution. Melancholic students recognize similar symptoms in themselves, and the mere looks of their neighbors will have a healing effect on their own nature.

If phlegmatic children sit next to other phlegmatics, they become so bored with them that, in the end, their phlegmatic nature becomes stirred to the extent that they try to shake off their lethargy.

Sanguine children, when seated among other sanguines, recognize the way they flutter from one impression to the next, being momentarily interested in one thing and then in another, until they feel like brushing them away like flies. Experiencing their own traits in their neighbors, sanguine children become aware of the superficiality of their own temperament.

When choleric children are seated together, there will be such a constant exchange of blows that the resulting bruises they give each other will have an extraordinary healing effect on their temperament.

You must observe these things, and you will find that by introducing, through your choice of seating, a social element in the classroom, you will have a wholesome and balancing effect on each child. In this way, the teacher’s relationship to each of the temperaments will also find the appropriate expression. The second point to be kept in mind is that it would not be helpful to treat melancholic children—or any other temperament for that matter—by going against their inherent disposition. On the contrary, we should develop the habit of treating like with like. If, for instance, we forced a choleric to sit still and to be quiet, the result would be an accumulation of suppressed choler that would act like a poison in the child’s system. It simply would not work. On the other hand, if, for example, a teacher shows continued interest and understanding for the doleful moods of a melancholic child, this attitude will finally bring about a beneficial and healing effect. When dealing with phlegmatic children, outwardly we should also appear rather phlegmatic and somewhat indifferent, despite our real inner interest in the student. Sanguine children should be subjected to many quickly changing sense impressions. In this way, we increase the tendencies of their own temperament, with the result that they try to catch up with the many fleeting impressions. They will develop a stronger intensity. The sheer number of sense impressions will bring about an inner effort of self-intensification in the child.

By treating like with like, we can come to grips with the different temperaments. As for the choleric children, if conditions at school allow, it would be best to send them out into the garden during the afternoons and let them run about until they are exhausted. I would let them climb up and down the trees. When they reach a treetop, I would let them shout to a playmate sitting on top of another tree. I would let them shout at each other until they are tired. If we allow choleric children to free themselves in a natural way from pent-up choler, we exercise a healing influence on their temperament.

You will learn to work effectively as teachers by getting to know the qualities of the different temperaments. One thing is essential, however. It will do no good at all if teachers enter the classroom with a morose demeanor—one that, even in early life, leaves deep wrinkles carved on their faces. Teachers must know how to act with a tremendous sense of humor in the classroom. They must be able to become a part of everything they encounter in the classroom. Teachers must be able to let their own being flow into that of the children.

On an earlier occasion I spoke of the powers that lie dormant in every human being, powers that can be developed and raise man to a higher level of existence.²⁰⁹ Just as the physical world is perceived with physical organs, so can the higher world be perceived with higher organs. At the time I spoke of the means, though only in a fragmentary way, by which human beings can gain higher vision. To take us forward to our theme, let us today consider certain means that are used in inner training.

New instructions have to be followed at every level. The things we are going to talk about today will not be sufficient on their own, but they are part of the process. One instruction given to prospective pupils is that one should develop a particular approach to the higher world, a moral approach. As a first step, we have to realize that just as we are sentient, so are animals sentient. But whilst people have individual souls, genera of animals have group souls. All lions, all sharks, all frogs and so on have a common soul. To put it another way: Whilst humans have their souls as an inner principle animal souls, with soul threads linking them, as it were, extend into the astral world. If you hurt a person, he alone feels the hurt. But if you hurt a lion, the group soul feels it, and this does not live on the physical but in the astral plan.

The aim of training is to find an approach, a feeling relationship to the animal souls on the astral plan. Let me give you an example. In some regions, the ancient Germans venerated the horse. They would put a horse skull at the top of their houses as a symbol. The choice of symbol shows that they had a specific relationship to the horse. Where did this originate? The horse only came into existence at a particular time. This animal genus evolved in the mid-Atlantean period, bit by bit, of course. This coincided with the evolution of cleverness. People may not have been clear in their minds about it, but they felt attracted to the horse the way a lover does to his lass. Arabs have a special relationship to their horses to this day. Mythology can give us some pointers. Thus clever Ulysses thought up a wooden horse. In this sense human beings will develop a feeling for the generic souls of different animals. When this comes to their conscious awareness, the relationship to the astral plan begins to open up.

It is also possible to develop a moral relationship to the plant world in this way. An occultist sees not only the beauty of a plant but senses something of a smiling or a sad face. You gain much from such moral feelings. If you develop such a moral relationship you enter into a relationship with the lower region of the devachan plan.

We can also develop a sensitivity for the dead mineral world. Rocks have a group soul on the devachan plan just as animals have a group soul on the astral plan. The souls of minerals live in the devachan, which is why human beings cannot reach them. Just as a fly running across my hand does not know there is a soul behind it, so do human beings not know that rocks have soul.

Now if stones have souls, you will also see that it is possible to have a moral relationship to them. A human, an animal body has desires, passions and drives. The plant body no longer has desires but it still has drives. The rock body has neither desire nor drive and thus is an ideal for us human beings, the ideal of letting our drives be made spiritual. This will be achieved in the far distant future for humanity. Human beings will then have bodies free from desires or drives. They will be diamond-like, no longer having inner drives, for these will then be controlled from outside.

A rock has this chastity today; it is matter free from desire. The occult pupil must develop such chastity here and now. In this sense, a stone is above animal, plant and man. An ancient Rosicrucian formulation begins with the words: ‘I have put the eternal creator word into the stone.’ Being chaste and virginal, the stone preserves this creator word in the depths of physical existence.

If we are able to enhance this inner response to the stone and make it a spiritual experience, we become clairvoyant in the highest parts of the devachan.

Let me now characterize the mineral world from another point of view. Let us go back to Atlantean times in earth evolution, such as we know it. The atmosphere was full of water vapour. Atlanteans also looked very different from present-day human beings. Even further back in time, on the Lemurian continent, where the temperature was extremely high, human beings were semi-aquatic creatures. All the minerals were also in a different state then. Lead could not possibly be solid then. There was also a time when gold was not yet a solid; this was when sun and earth were still one. When the earth separated from the sun, traces of this more subtle matter were still apparent. It coagulated, like all metals, and then existed as veins of gold in the rocks. Going back still further, we come to the time when precious stones coagulated. At that time coal was still transparent, existing in the form of diamonds. Physical conditions at that early time made this possible. Carnelian came into existence at another time, topaz at yet another time.

Now you need to remember that the human being had a soul at that time, but as yet no physical body. The condition of the earth was such in early times that it would have been quite impossible for a physical body to inhabit it. Human beings only had an ether body at that time. At a particular time, the potential for eyes developed in this ether body. The physical eye was only developed later by means of the ether body. All other organs were first differentiated and created out of the ether body. Every such ether organ development was triggered by desire. The astral body desired to perceive something, to see; it therefore acted on the ether body and out of this created the ether eye; the physical eye only differentiated out later. The etheric counter image arose in the mineral world, and this desire-free counter image is the chrysolite (olivine). Thus there truly is a close link between human vision and chrysolite. Occultists will therefore use stones for specific purposes. They are sentient of a sympathy that exists between vision and chrysolite and know how the stone may be used to influence some eye conditions.

The potential organ of hearing developed earlier than that of vision. In the mineral world, the idea of hearing arose chastely in the onyx. The sense of hearing is most closely related to matter in its purest form. Where sound waves move through space, the most subtle sound ether is present, also known as numbers ether or chemical ether. Other ethers are the warmth, light and life ethers. The subtle sound ether gave rise to the development of hearing and of the potential for the onyx. Let me remind you of the old man with the lamp in Goethe's Tale of the Green Serpent. His lamp changed all wood into silver, dead animals into precious stones, the dead pug dog into an onyx.

Carnelian developed with the sense of touch, topaz with the sense of taste, jasper with the sense of smell, beryllium came as the rational mind evolved, and the carbuncle stone when man grew able to form ideas based on images. There is a beautiful legend²¹⁰ about Lucifer losing a precious stone from his diadem when cast down from the heavens—the carbuncle. It is indeed true that this precious stone evolved at the same time as the human ability to form ideas awoke, first of all in images.

The emerald evolved together with the solar plexus, which has to do with the involuntary, unconscious movements in the human body. The potential for the diamond arose at the earliest stage of evolution, when the first beginnings of the human physical body developed. You see how deep relationships go in the world. This is not superstition but wisdom.

Let me give you two facts from the rich field of occult studies. You know that some unions are on the moderate side. One particularly moderate group represents a trade—the printers. The editor of their journal was actually dismissed because he was very moderate. In the printing industry, workers and principals first met. People have no idea of how much they depend on their environment. Printers work with lead—which attacks more than just the lungs—and this affects the soul sphere, creating a particularly sober attitude to life.

Another example. I met someone who eventually became a good theosophist. A particular ability he had caused him concern. He publishes a journal and is able to find analogies quickly. A scholar looking for such analogies may well sit for months and not get anywhere. This person found what he wanted by just picking a book from his bookcase. His thinking had grown so independent that the physical brain no longer impeded it. This does, of course, also hold great dangers. ‘Where do I get this from?’ he asked me. I told him that he might possibly have a lot of contact with copper. And that was indeed the case. He was playing the French horn, an instrument that also contains copper. This was sufficient to produce such a powerful effect. You can see from this that everything in the world around us has a profound influence on the human being, and this is how metals and precious stones relate to the nature of the human being.

Questions and answers

(Question not taken down.)

Looking at plants with an artist's eye the situation is that this does indeed first of all have an effect on the astral body, whilst occult vision influences the ether body. An artist may well get in touch with the archetypes for many of his works, be they sculptures, paintings or melodies; you meet them consciously on the devachan plan.

What is gold?

When earth and sun were still a single mass and still wholly pure ether, everything was dissolved, and the degree of subtlety was like that of sunlight. Minerals could not coagulate then. It was only after the sun had departed and some of the pure sunlight had remained with the earth that this condensed into gold in the earth's veins. Gold is condensed sunbeam and directly connected with the sun.

Sapphire corresponds to the feet in humans. The feet are much more important than is usually thought. There was a time when the feet still had the ability to hold fast by means of a kind of suction, similar to the way a fly does it.

Opal corresponds more to a region from which the lung, too, has evolved.

Ruby has to do with the 'higher organ of the brain', as it is called, the organ of intuition.

Iron causes some excitation of sensual nature in man. When the earth met with Mars, this quality also entered into the blood. An occultist does not like to touch objects made of pure iron.

Question concerning Edward Bulwer's novel The Coming Race²¹¹

Everything that has existed on earth before will return. The vril power is based on something special. Today people can really only make use of the powers that lie in mineral nature. Gravity is mineral, electricity is mineral by nature. We are able to run railways thanks to coal. Something human beings are not yet able to use is the power that lies in plants. The power that makes the tall stems of wheat grow in a field is as yet a latent power. Human beings will make it serve their aims just as they do the energy of coal. And this is vril. It is the power fakirs use, and they live in an atavistic way—characteristic of the ancestral state.

Was Goethe an initiate?

Goethe's initiation took place between the time he lived in Leipzig (1765–1768) and his time in Strasbourg (1770–1771), at a time when he was close to death. He was not conscious of the fact, however. He only became aware of it in 1795. It had come up again in him as early as 1794, but only vaguely. At a moment of enlightenment he then wrote his poem Die Geheimnisse (the secrets), which has remained a fragment. He only truly revealed his beliefs in his Tale of the Green Serpent and the Beautiful Lily. His initiation on the physical plan was done by a particular individual.

• 209. See lectures given in Leipzig in June and July 1906, in Kosmogonie (GA 94), Engl, as ‘Extracts of 12 lectures, Leipzig 28 June–10 July 1906’ in Anthroposophical News Sheet 1946; vol. 14, 39-50.
• 210. Interpretation of the grail found in Albrecht von Scharfenberg's ‘Jüngerer Titure’. See Uehli, Ernst, Eine neue Gralssuche S. 6 & 248; Stuttgart 1921.
• 211. Bulwer-Lytton, Edward George, 1st Baron (1803–73). The Coming Race published in 1870. Was translated into German at the suggestion of Rudolf Steiner and Giinther Wachsmuth.

The various effects of light rays on matter can be isolated. One can remove heat from luminosity by using an alum solution; and conversely, by using carbon disulfide, heat acts without the production of light. Certain rays of light separated from others can excite dormant faculties in a substance to activity or entirely annul them. For example, the rays that normally produce chemical effects, such as violet and ultraviolet ones, have the ability to make sulfur-calcium (a mixture of sulfur and the white metal calcium) luminous. However, if these rays are first allowed to pass through an aesculin solution, this effect will be cancelled, and the mixture will lose its ability of luminosity altogether. The ability to make sulfur-calcium luminous is possessed only by those types of rays that also produce chemical effects.

The red warmth rays have a slower vibration than the violet rays that produce chemical effects. The red ones have 400 trillion vibrations per second, the blue-violet ones 760 trillion, and even more so the ultraviolet ones; the light rays, bright in the middle, have an intermediate speed.

It is not that the vibration of the red warmth rays is slower, but rather the dark matter through which the bright rays shine and produce red makes the red rays more inert and passive. Thus the dark matter obscures the light and slows down the speed capability of the bright rays.

The violet rays cause the dark matter to take on a lighter coloring. That is, the dark matter itself undergoes a change, and therefore does not to disturb the vibrations of the light, but lets them pass. The dark matter changes the bright light rays by darkening them. On the contrary, the dark rays illuminate the dark matter and act on it, making it move and change.

When the light rays are caught by an object, darkness is created behind the illuminated object, and it will then cast its shadow on an opposite screen.

We can perceive an object's color due to the fact that, for example, a red flower vibrates the ether of light between itself and our eye 400 trillion times a second; that the light ether in our eye, set in the same vibrations, reaches the red cone in our retina; and through the optic nerve the image of the red flower which is reflected on the retina is telegraphed to the brain, whereby the reflection is then consciously perceived.

The astral can only perceive directly by empathizing with things. By being separated from things, man lost this ability of immediate perception; he places himself outside of things. He produces organs out of himself so that he may use them to produce images out of things; this enables him to perceive these images, and thereby perceive the things indirectly.

The light ether is now the medium, and the eye has developed as an organ of perception. The eye consists of the round eyeball, which is lined by the retina inside, which consists of rods and cones and is enclosed by an outer cornea. Facing externally is the open pupil and behind it the ciliary muscle, which holds a transparent lens. The ability to adjust causes the light aperture (the pupil) to widen in the dark and to shrink in the light so that not too much light enters, and to collect the light rays in a focal point; to let them fall into the "darkroom" of the retina, where the mirror image is produced and telegraphed to the brain by the nerve to which the eye is attached. Light and color are produced by vibrations in the ether. 400 trillion vibrations red, to 760 trillion and above in a second blue-violet.

The vibrations of air produce sound that are trillions of times slower than light waves.

The perception of air vibration as sound is between 16.5 and over 40000 vibrations per second. Below 16.5 and above 40000 vibrations are no longer perceived as sound.

Between 40 and 40000 vibrations per second musical tone is perceived.

For the measurement of the sound vibration of the air we make use of a rotating disc provided with holes—the siren. If the disk is rotated and vibrates under sixteen and a half times—that is, the air is driven through less than sixteen holes per second while rotating—we will hear only impact noise, not tone. The tone scale can be determined firmly by measuring the air vibrations in numbers. If we compare the prime C with the higher C, one C would relate to the other as 1 : 2, and within the octave we could determine the vibration ratios of the other notes.

Let's assume that the vibrations of the tone scale in the second were as follows:

so we get the following relationship:

The prime to the octave = 1 : 2 = 1st prime
The prime to the second = 8 : 9 = 9/8 second
The prime to the third = 4 : 5 = 5/4 third
The prime to the fourth = 3 : 4 = 4/3 fourth
The prime to the fifth = 2 : 3 = 3/2 fifth
The prime to the sixth = 3 : 5 = 5/3 sixth
The prime to the seventh = 8 : 15 = 15/8 seventh
The prime to the prime = 2 octave

The shades of color behave within the color scale as the pitches behave within the tone scale; the ratio is the same, only the light ether vibrates trillions of times faster.

400 trillion vibrations red
450 trillion vibrations orange
500 trillion vibrations yellow
532 trillion vibrations green
600 trillion vibrations blue-green
665 trillion vibrations blue indigo
750 trillion vibrations indigo
760 trillion vibrations violet
700 trillion vibrations ultraviolet

An ultraviolet would be about the octave of prime = red. Our violet, at 760 trillion vibrations, corresponds in the tone scale to a tone slightly above the seventh.

There is a certain amount of time required for light to propagate through space. The speed of light is approximately 300,000 kilometers per second. This has been calculated both astronomically and terrestrially, and the results of the calculation have given the same result. The cosmic calculation has been made by Olaf Romer, based on the following observation: One has calculated the time, which the four moons need, in order to orbit around Jupiter, and waited with the telescope, until the two moons, which stepped into the shadow behind the Jupiter, appear again. This has produced the irregularity that the moons have sometimes been delayed—and up to 996 seconds longer than they were expected to be. The cause of the delay has been sought, and in the process the discovery of the laws of the propagation of light has been made.

The circumference of the ellipse that the Earth circumscribes around the Sun is 299 million kilometers. A much larger circumference is drawn by the ellipse of Jupiter around the Sun. It has now been observed that the moons always emerge from the shadow at exactly the right time, when the Earth is in a straight line between the Sun and Jupiter.

Now one waited for the time when the Earth arrived at the opposite point, crossed the whole width of its ellipse and puts the Sun between itself and Jupiter. Here the difference of 996 seconds has been observed; consequently the delay has been caused by the space which the earth has covered in the meantime. So the light needs 996 seconds to propagate through a space of 299 million kilometers. In one second it would need the 996th part of 299 million kilometers for it. 299,000,000 / 996 = 300,200. So roughly 300,000 kilometers per second.

The same calculation has been made by Fizeau with a gear. If one has a light behind oneself and a very distant mirror reflecting it back to the eye, and then brings a gear wheel between the eye and mirror and sets it in fast rotation by a crank, then one will see the light through the tooth gaps of the wheel until it has covered the distance back and forth; then the obstacle, the darkening occurs through the opaque gear-tooth. Now, if you measure the distance from the eye to the mirror twice and calculate the time, i.e. how long the wheel has to turn until the light gets from the gap to the tooth, you can also calculate how long it takes the light to propagate through space and return. This calculation agrees exactly with the astronomical one.

The speed of propagation is always the same, whether light or candlelight. Light is nothing other than ether vibrations which propagate in space.

With kerosene or a candle it is always the gas which burns; the liquid or the solid body is transformed by the heat ether into vapor or gas and then begins to shine.

If you make a solid or liquid body glow and deflect its rays with a prism through the opening of a darkroom, you get the continuous spectrum. If, instead of the glowing solid or liquid sphere, you pass a particular gas flame through a spectroscope, you get only a single-color line spectrum through the prism—a discontinuous spectrum—and exactly of the color of the gas in question.

Now if one tried to bring into the rays of the liquid body a glowing vapor, for example sodium vapor, there one found in the spectrum instead of yellow, a black line; the yellow was extinguished, absorbed. On this occasion, in 1859, Kirchhoff and Bunsen discovered the law of absorption: every glowing vapor extinguishes that kind of light which it itself produces, and allows all others to pass through it unimpeded.

Now that every substance has its own color which it emits as a gas and replaces it again by absorbing it from other rays of light, it is now possible to analyze every substance through the spectroscope and even discover unknown substances—for example, argon in the air.

This is also how one came to discover the dark lines found in the solar spectrum—the so-called Fraunhofer lines. One could thus analyze the material world of the Sun and state that it is of the same nature as ours. The glowing ball of fire is surrounded with an atmosphere produced by evaporation of the glowing masses of matter, and the rays of the liquid masses pass through the gas rays, which absorb their colors and give dark lines in the spectrum.

But these dark lines give a luminous band of colors as soon as a solar eclipse occurs and the moon covers the fiery ball of the Sun.

Through a spectroscope the state of evolution of the stars is also detected, and the character of the nebular patches, which may be doubtful through the inadequacy of the telescope, and which have often proved to be distant asterisms.

Only gaseous matter transmits any color and retains only its own color. Solids and liquids absorb all colors and reflect only the color which is their property, whether natural or artificially acquired.

What appears to us as color on a substance is only the reflection back of those rays of light which correspond to its color character, all others are absorbed.

Color is the property of a substance, the living expression of its acquired activity, its karma, and belongs to the karmic world, just as man is the product of his activity, his karma, for karma is life, is activity, is acquired.

Every substance or body is basically nothing but movement, it has its own mode of vibration and makes itself known only through the effects it exerts on other substances or suffers through them. Matter is always life and has a history; it changes through experiences, chooses and suffers. Any simple substance we perceive is in itself highly differentiated.

Light can be either primary—a self-luminous body—or polarized by reflection. In the former case, it has not yet lost its full vibratory capacity by contact with another body. If one puts two mirrors parallel to each other and brings them in contact with a candlelight, the light will be reflected twice in both mirrors. But if one places one mirror perpendicular to the other and brings it into relation with a candlelight, the reflection in the perpendicular one will be extinguished—it will not be present.

The cause is that the reflected light vibrates differently from the primary. It vibrates in all directions; now, as it is caught by a mirror image, this same light changes its mode of vibration, in that the mirror lets all other directions of vibration pass, absorbs, and lets only the parallel ones, which correspond to its mode of vibration, radiate back. This reflected light, which vibrates only in one direction, is reflected by the parallel mirror, but not by the perpendicular one. The first mirror is called the polarizer because it polarizes the light, and the perpendicular the analyzer because it shows the polarized light by extinguishing it. One can also use tourmaline tongs to investigate whether a luminous body emits its own light or only reflects light. Polarized light would be reflected only when the tourmaline is in a parallel position; when it is in a perpendicular position, there would be no reflected image; and when it is rotated obliquely, the light rays would partially vibrate with the tourmaline, and the different directions of the vibrations would form colored figures, similar to the Chladni-sound figures. In contrast, primary light would reflect at each position of the tourmaline tongs. In this way, planets and fixed stars can be recognized by their light.

If one brings a body between the two metal plates of the tongs, the darkened light will shine again, for the light vibrations are again regulated by the body's own movements.

If the rays of the Sun are caught unobstructed by a prism in a darkroom, a white disk with a darker perimeter will show up on the opposite wall, and this penumbra will contain the prismatic colors. The rays entering through the narrow aperture overlap and appear as colors at the boundary between light and dark; so, too, in mirror glass, colors are seen when the light is reflected.

Colors are the incarnation of light produced when the rays of light are stopped by matter and reflected back.

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.

Yesterday we described the path of Christian initiation and saw how tremendously difficult it is, so difficult that from the first steps it requires a separation from daily life. Therefore, in our time, life is not compatible with that path. Because of this, the occultists of the thirteenth and fourteenth centuries saw the need to create the possibility of making the path of initiation more accessible. Already in the sixteenth and seventeenth centuries, the concepts of humanity had changed, as was particularly evident in the time of Copernicus and Galileo. The path therefore had to be in line with the new ways of thinking, especially with the natural science that was developing at the time. The Rosicrucian path accommodated this necessity. It leaves no question unanswered, be it in the field of religion or in that of science. This initiation reveals to us the deepest depths of biblical wisdom and empowers us to meet all the demands of modern life. This path is named after the founder of the Rosicrucian school, Christian Rosenkreutz, whose true name, however, is known only to the initiated.

The Rosicrucian path is different from the Christian one, although it has the same goal. Let's take a look at what it consists of. It consists of deeds and actions in the innermost part of the soul, so inward that other people need not notice them and they can easily be accomplished between all the ordinary pursuits of life. These are purification exercises that help a great deal, and they are:

1. concentration of thought,

2. initiative of action,

3. balance in joy and in suffering, 4. positivity in spiritual life,

5. impartiality of judgment,

6. carrying out all the above together in harmony.

The main condition is the constant repetition of such exercises. The result is the transformation of the etheric body, which is the carrier in which all our habits, which we owe to repetition, are, so to speak, registered. The plant, for example, which already has an etheric body, shows us this law of repetition by constantly producing new leaves; whereas where the plant's astral body is, this law fails.

The necessity for repetition also applies to human beings in relation to their higher development. Mere intellectual comprehension is not enough to transform the etheric body. This is the basis of the effect of religious exercises, in which repetition is always considered for the esoteric life. That is why, for example, the Lord's Prayer is repeated several times; and it is not enough just to understand it.

[First exercise:] Let us now describe the first exercise, that of concentration. We choose a time and place when our mind is at its calmest and begin to think about some random object. The object must be chosen by ourselves and should preferably be without suggestive properties, that is, be uninteresting, for example, a pin. Our thought must remain fixed on the pin, even when all possible concrete forms of the pin are considered, as are all the concepts that relate to it. Only the image of the pin should be held. This exercise must last five minutes, and the most important thing about it is not the object that is thought of, but the strength with which it is thought. The object of concentration can therefore be different every day, and can even be changed several times in one day.

Second exercise: initiative of action. You decide to perform some action at a certain time of the day; the more insignificant, the better, when you are sure not to be disturbed. For example, you say to yourself: “This time tomorrow, you will put a chair in that corner, and nothing will stop you from doing it.” Repeating such small actions develops a strong will in a short time.

Third exercise: balance and impartiality. The esoteric disciple must be able to control desire and suffering, suppressing the involuntary automatic laughter and crying, and being as little as possible elated or saddened to death. Of course, this does not make one insensitive. On the contrary, the student must become more and more sensitive and understand all levels of suffering and joy, but in everything he must always remain master of himself.

Fourth exercise: The positivity of the soul, that is, the nature of thinking and feeling, to seek in all things that which is good, beautiful and useful, even if it appears to be the opposite. Even in a madman, one can still find the divine spark of reason. To seek the truth in a world of error does not mean to become uncritical, but to take criticism so far as to discover what other people usually miss. In a Persian legend, we have an example of such positivity as understood by Christ. As he was traveling with his disciples, they saw the carcass of a dog in advanced decomposition. The apostles turned away in disgust, talking among themselves about the hideous sight. Christ, on the other hand, stopped in front of the carcass and pointed out to his disciples how beautiful the dog's teeth were.

Fifth exercise: Impartiality of judgment. This means giving up the absolute in personal opinion and always being prepared to change it when it is reasonable to do so. We must always be willing to learn something new, whether it comes from a child or a blade of grass.

[Sixth exercise:] Once you have practiced each of these exercises for a month, you should try to perform all five in harmony during the sixth month. This harmonization, by the way, must already begin gradually in the second month if the performance of the second exercise is not to detract from that of the first. In the third month, one should also do the first two exercises and continue in this way as far as one's daily duties permit. These exercises must act on the astral body; the impression made on it must be so strong that it retains it until the state of sleep when it is separated from the physical body. The training of the Rosicrucian must enable him to think without external stimulus. He must be able to draw the stimulus to think from within himself, so that the thought depends more and more on his will and is not simply produced by circumstances. These exercises gradually enable us to direct our attention to the facts of the supersensible world, the knowledge of which is the main thing in occult teachings. Many regret that Theosophy always speaks of worlds that are not accessible to ordinary perception, while science, on the other hand, proves everything it teaches. However, elementary Theosophy has always had this transcendental character in all occult schools.

Anyone who has understood the theory and tests it in life will see how everything fits together. Incidentally, there is an even higher stage, which is described in my “Philosophy of Freedom”. I apologize for quoting myself. But this book contains a sequence of thoughts, each of which follows from the one before in such a way that you could neither put one in the place of the other nor remove one from it.

The second stage is that you achieve the so-called “imagination” through a very special contemplation of yourself. One imagines pictures in the mind's eye, to which one devotes one's full attention, thereby awakening the imagination or imaginative consciousness. Again, at this point, a conversation takes place between the master and his student. The master says: See how the plant has its root in the earth, how it unfolds leaves and flowers; feel how it grows and how it has its juices within, and then look at the human being and learn to understand the difference. The plant is unconscious; but in man everything is reflected back as pleasure and suffering in varying degrees. In man, the red blood flows as the carrier of passions and instincts, while in the plant the chaste green sap moves, the passionless chlorophyll. Experience this! Then look to the real ideal of the future, when man will have transformed himself and his blood will have become as pure and chaste as the sap of the plant. The rose can serve as a symbol of this transformation, in which that which is green below turns red above without losing its purity and chastity. Feel this development towards ever higher levels! Feel further what is meant by the words: “Die and Become!” All passions must be overcome, and the red blood must become pure again. You see all this in the Rosicrucian symbol: in the black cross the death and in the seven roses the signs of the higher becoming.

In Jesus, the blood had become so pure that, according to legend, when the blood flowed from the five wounds, bees settled on the wound on the side and absorbed the blood, because it had become so pure that honey could be made from it, as from the pure blood of the plant. The main thing is to immerse yourself imaginatively in the imagined image, not just to imagine an image. The same applies to all symbols, for example the Key of Solomon: above is a white flying dragon, below is a black one that dies.

Through conscientious practice, one comes to wake up in the morning with the awareness that one has spent the night in a world of symbols. It is like emerging from the depths of the sea into the light, and the darkness brightens.

Then comes the third stage, the “reading of occult writing”. The images present themselves to the imagination, and it is no longer possible to think of deception. These images are the language of the higher beings: angels, archangels, seraphim, thrones and so on. Thus we experience the world of spiritual beings. From the real image, we learn to distinguish imagination through the effect it has on us. For example, the image of a glowing iron will never burn us like the glowing iron itself; and even though the image of a lemonade makes our mouths water, it will never quench our thirst. Through the imagination exercises, we learn to read the occult writing, and that is a significant step forward.

Then comes the fourth stage: the “preparation of the philosopher's stone”. This term might make you laugh when you think of the many ancient prescriptions that refer to it; but we know what it is about. Let us look at the plant again. Man inhales oxygen, accumulates carbon, and exhales carbonic acid. The plant, on the other hand, inhales carbonic acid, retains the carbon, and releases the oxygen, which man can use again. The breathing process of the plant, although considered unimportant as described in science, is of great importance in occultism. Because everything in the world is determined and ordered according to a law of harmony, the Master prescribes a rhythmic breathing method for the disciple, which we can only hint at because it belongs to the realm of esoteric teaching. The breathing process is arranged in such a way that the person processes carbon, as the plant does, so that here we actually have the purification and transformation of the blood, which is thereby made more plant-like. Carbon is the philosopher's stone. And here we have its preparation in broad strokes: the human being is the retort, learning to become a plant in the higher sense. But only those who can understand it in this higher sense learn it, and not those who would only seek a new source of material benefit in it.

Let us now turn to the fifth step. The Master says to the disciple: “Learn the connection between the microcosm and the macrocosm!” Everything that surrounds the human being in the outer world is contained within him. We can, for example, mention the connection between the eye and the sun. If you abstract from everything external and concentrate solely on one point of the eye or the heart, then you understand the effect of the sun in the cosmos, because the solar substance is found in the eye and in the heart. Thus the disciple learns that the sun gave him the eye and the heart, just as he has different parts of the brain from the moon. In this way, the disciple gradually penetrates into his surroundings.

Now we come to the sixth stage: the disciple no longer thinks, let us say, of the heart, but of the forces that gave it to him, and so he does with all things. In this way one penetrates into the soul of things and experiences their unique life. For example, one would think that if one tore a leaf from a plant, it must feel pain like a body from which a finger is torn. But no, it is not. The plant enjoys being picked or burned or cut with a scythe. Nothing is more beautiful to see with the clairvoyant eye than at harvest time, when plants and flowers voluptuously enjoy the cut of the scythe. On the other hand, the plant suffers when it is pulled out of the earth by its roots. On the other hand, it is a pleasure for a stone to be split apart instead of being walled up with other stones to form a building. For salt, for example, being dissolved in water is a pleasure, whereas the crystallization process is suffering. In ancient times, the whole earth was embedded in water. Gradually it solidified, and it was born as if from the pains of the soul of the stones. We walk on fossilized suffering, as on the other hand, from their spiritualization, their bliss will arise. Paul said: Every created thing must pay for its birth with pain.

We have now reached the seventh stage, that of “bliss, which is inexpressible in human words. It provides the solution to the mystery of Christ.

As we can see, for this upward Rosicrucian path, one need only enter into oneself and at the same time remain in one's everyday life.

We still have one question: What is the relationship between Earth and the other planets? Mars and Mercury can shed some light on this, but because erroneous ideas have been formed about them, it is a difficult subject. From the very beginning, the Masters of the Wisdom have not willingly answered questions.

Some words of a great master, which are found in the Secret Doctrine: “Do not give the great wisdom!” And so on. They express a clear warning. There are reasons why it is not allowed to talk about this until man is mature enough.

The relations of the earth to Mars and Mercury.

Before they inhabited this Earth, people lived on the moon. The moon that can be seen today is only a piece of it. Before that, they were on the sun, and before that on Saturn. Three planets in a row. The days of the week are named after them. Colorless: Saturday.

Now to Earth: a globe in metamorphosis, which it completes in seven times seven cycles.

Moon orange, then darker, then green - Earth - colored, then over to the next state darker again, so the successive states.

So after the moon – which had turned orange – had completed its 49 metamorphoses and man had developed as far as the goal set for him here on the third round, all life contracted into the germinal state in order to flourish again on earth. The earth had to go through the Saturn state in seven cycles, then the sun state, then the moon state, and is now becoming physical in its fourth round, which is where we are now in the most solid matter and have the color green, the previous phase was orange.

The moon was only astral at the beginning, then it became dense ether. The earth was first ether and then solid, then astral and so on.

We will only truly understand our Earth when we familiarize ourselves with what has happened on our Earth. The Earth goes through seven stages of development, which are the seven races.

I. The polar root race. Etheric substance. Then denser, not like our air, the
II. root race, the Hyperboreans. The
III. Race, the Lemurians, air-fire nebula, not yet dense. Up to the Lemurians, humans were bisexual, but from then on they became unisexual. IV. Race, the Atlanteans, who perished in the flood. V. The Aryan race, our present race.

Then the sixth and seventh races, whose names will be given later. From the seventh race, then, over to the next cycle. Here in this fourth round, the earth has come to its full development. In the Lemurian race, man has come to his full destiny. If man cannot reach another level, he descends from the moon, because he was in a high level of dream consciousness.

He came down from the moon because he was in a highly dream-conscious state.

The Lemurians are similar to the state of the moon people. The most mature fruit of the moon development was bisexual. When he had then gone through all the rounds of the earth to become a Lemurian (gap in the transcript).

The soul of the Lemurians was different from our present one. He also had only two senses. Hearing and touch. But it was not the sense of touch as we have it, to touch solid objects, but it was a feeling of warmth and cold, of air. Man was like a soundboard. The air was denser, the water thinner. A mass of fog was the air.

Man lived in the fire fog. Everything around him resounded, he heard as if clairaudient. He heard the air crackle like the rumble of a thunderstorm. He could then arrange his life and activities accordingly. Through the sense of touch he could feel his way to the food. There were not images that were like pictures, but like dream images, but regularly in colors, it was an inner seething and weaving. When he felt red, it was his life itself and was not directed towards external objects, but it had a magnetizing effect, for example: when he felt fear, it was ugly images. These had been brought by people from the moon. The human of the Lemurian race would not have been able to progress if the other impact had not occurred.

The facility for this further training was not available. But in addition to these average people, higher beings were already there. For example, there were beings who had already risen to such a high level on the sun; they no longer needed to go through the moon phases. These are the solar Pitris. On the sun, they had already attained this superhuman nature. This nature is also much further advanced and more perfect in its soul life. While the average human being only saw images in his surroundings, these Pitris saw true revelations in the images, a higher kind of images. This was the expression of a high spiritual entity. It was a different kind of knowledge than our present-day knowledge, it was like intuition. They did not study natural laws, but perceived nature. Such entities had to reveal themselves to people.

Before the Lemurians, man would have become a statue, a cinder – he now needed a new influence. He would not have been able to develop the life of thought. These guides were there, they had a lot of power, quite unlike the masters today. They could intervene in development – just as chemists use substances. They formed the astral-inserted human body, which was taken from somewhere else. These high guides were never connected to the earth, these solar beings could come together with other planets. The first three races - earth - were important, where that could be supplied; and that had to be studied on [other] celestial bodies. The leaders have studied it, they have brought it from Mars, which was just about to darken. Mars has different inhabitants than the earth. The earth is physical in nature, but Mars is astral, but frozen, and in this state it is in the same low sphere as our earth. Mars has two higher planets. This astral one is in the same sphere as the earth is now in the physical. Mars is astral, but the Martians have become physically tangible directly from the astral state. And this astral covering has been brought down from Mars and incorporated into the human being, thereby enabling the human being to develop further.

A second impact of the highest spirituality has become the earth through correspondence with Venus, since the ingredients are fetched, which man still needed. Through studies of the beings of Venus. These sons of Venus have come down to bring to earth what they - the sons of Venus - have studied on other planets.

A third impact was now coming. Man, who now had the spark of the spirit, had to be led further. First he had to go through fear and striving, through passion, through desires and wishes, but now he had to be led to a desireless spirituality. Mercury is in the stage of brightening, which shows a highly developed astral being, from where the manasic bodies were fetched.

The first race on our Earth had the development of Mars and Mercury. Actually, we owe our properties to the moon and the sun, but then to Mars and Mercury.

Saturn stage = Saturday
Moon stage = Monday
Mars impact = Tuesday
Mercury impact = Mercury day

So much for the present, but they point to the future. The Mercury stage is attained by our Earth in the next planet. The Earth is not designated by the days of the week because it is itself, it lies in between.

Today, man already has the beginning of the higher purest wisdom within him, on the next devachan; but will only become physical in the future.

If we observe Jupiter, we learn how people, how the beings of Jupiter become. There is a relationship with Jupiter. The beings are an example to us.

Jupiter = Zeus state. Minerva = Pallas Athene, who sprang from the head of Jupiter.

The beings are no longer connected to the Kama-Rupa, but are beings of the highest spirituality.

Then finally with Venus. This planet is so far away from us that the beings only have an indirect effect on us. These planets also have their own chains. With Venus, one speaks of Kronos - Uranus - Jupiter - Jeudi, Venus - Friday - Freya - Vendredi.

The days of the week are written down, the wise men have taken them down from the sky. We have learned a secret here, how the great leaders descended to inspire us.

That is why it is said: God Jupiter descended to marry human women.

Zeus and Dionysus. Mercury in Greek. Myth = Mercury, son of Zeus and Maya, a Hellenic nymph. But esoterically connected to Mercury.

Hellenic nymphs. Ares has descendants who have dragon teeth.

German myth Wotan = Mercury = Wednesday

Mercury connects with Erda, she is clairvoyant, she can see the future. Brunhilde was born of her - of Erda. Brunhilde = wish girl, passion.

The initiated sages therefore went to remind people of their current situation. Time had to be given a name to remind them. Thursday will now be a holiday for people because they are developing into a Jupiter being.

The Earth from Mercury and Mars.

The lower beings are abandoned and pushed back into animality to further the development of man, and with the next race the lower ones are eliminated again, so with the Lemurians the reptiles were rejected.

With the Atlanteans, the mammals were split off. Our savages today are degenerated beings.

Man has been pushed down, but the guilt will be redeemed once again. Karma has come about because man had to descend and become physical.

Such a solar being is embodied in Hermes; the hermaphroditic time. When we were on the sun, the sun was spatially another sun; so today's sun is in a different place. But the clairvoyant sees the sun in the place where it was then. The old place is still on the mental plan. The moon has also suffered a shift.

In the Middle Ages, the Ptolemaic system was still known. According to astronomical observations, the earth was at the center, and esoterically this is indeed the case.

Copernicus only showed the sky externally, physically.

The fifth race begins in the twelfth century.

Additional information from a typewritten transcription of Camilla Wandrey's notes:

The Solarpitris were superhuman beings, they had a fundamentally different disposition, especially in their spiritual life, than humans. These exalted beings took young humanity under their protection. They were able to experience revelations of higher spiritual powers and beings, they perceived the gods, they possessed a knowledge that lived into the gods through intuition, they perceived the living divine beings directly.

Man needed a new impetus to keep him from ossifying; he could not develop a spiritual and soul life of his own accord. These mighty Solarpitris had the vision that could truly connect them with other planets. They studied the other beings on the other planets in order to utilize the fruits of their studies for human beings. Thus they observed the development of beings on Mars. Mars now has the astral state, not the physical state, as its deepest. They studied the sheaths of the beings on Mars, and a kind of 'downward pulling' of the astral sheaths of the Martian beings took place. That was the impact. Through this impact from Mars, people were able to receive the passions, the desires, the sexual - KamaRupa.

The second impact, that which as spirituality, as pure, virginal spirituality, can also underlie the passionate, the covetous, the spiritual-covetous, became possible for these Solarpitris through the same study taking place in relation to Venus.

Then man received the third impact, which came a little later. Man now had the spark of the spirit on the one hand, and the passions on the other. He now had to be led further. He had to be given something so that he would not sink into the depths of the Kama-Rupa brought from Mars.

The more delicate Kama-Rupa, which serves the thought life and enables man to pacify his passions, was brought by the Solarpitris from Mercury. Thus mankind received spiritual impregnation through the Solarpitris from Mercury, Mars and Venus: the two Kama-Rupa and that which is to establish the balance between the two.

From Jupiter, the Solarpitris then brought what we now want to develop, the spiritual essence of man, which can attain wisdom, manas. Jupiter gave man the opportunity to attain wisdom, while from Venus flow the virgin heights of the spirit, which we can only sense, which are still far from our reach, even if we have the potential, the ability to accept this divine inheritance from the Solar Pitris within us.

The esoteric week, which we as true esotericists should relive again and again in our thoughts and feelings, is an earthly reflection of the effectiveness of the Solarpitris for humanity.

We have listed Saturn, Sun, Moon-day. Then comes Mars-day - Tuesday. Here Mars is thought of as identical with the first half of the earth's development. Then Mercury. Mercury or Wotanstag, Wednesday - Wednesday, Wotan is the same as Mercury. Then Donars-day. Donar is Jupiter. There should always be Jupiter Day, Thursday, the day of the future, a festival and a holy day for every esoteric and also for everyone who wants to become an esoteric. And finally, the day of Venus, of Freya. Venerdi in Italian, Vendredi in French, these words evoke the ancient knowledge of the future secret of humanity, which is commemorated by the day of Venus, Friday.

I would well understand if anybody considered the whole idea of this talk as an aberration. I would also understand if anybody said how one can abuse Goethe's name while making a relationship to spiritual science, because it is sufficiently known that Goethe's view is typical just because it is directed to the outer nature, and it regarded it as rather dubious to raise the lawfulness of the world to ideal heights, as Schiller did it. Then one can say how Goethe would have behaved negatively if one had related his mental pictures to that which accepts a concrete real spirit from particular inner experiences that places itself beside the natural world. I know very well that to the production of such relation such a rich spirit can be abused like Goethe. Since if one still brings in so many remarks of Goethe to confirm this or that own view, it is always possible of course to bring in other remarks of Goethe to confirm the opposite opinion. However, compared with all that I am allowed to mention from the start that I never wanted in case of my really long-standing occupation with Goethe and the Goethean worldview to state these or those contents of a Goethean sentence to confirm the worldview meant here. I always wanted to characterise the whole way, the inner structure of Goethe's soul life in its relation to the natural phenomena. Since it seems to me if one goes into the inner structure of Goethe's nature that one will also gain an understanding of the fact that such a spirit like Goethe expressed apparently opposite views about the same. One can always easily argue something can from the most different sides against the intention to connect Goethe with the investigation of spiritual life.

At first the philosophers feel called because of their ability of thinking if it concerns the investigation of the supersensible compared with the sensory. One has always reminded that Goethe characterised the whole way of his position to the world repeatedly while he said, he owes everything that he got as knowledge about the world to the fact that he never thought about thinking. With it, the whole philosophical attitude of Goethe seems to be condemned to many philosophically thinking people.

It seems necessary to reject Goethe's nature for the investigation of the world as far as one has to exceed with such an investigation what it presents immediately to the senses. On the other side, religious people who want to direct the soul to a world that is beyond the sensory, of course, are irked by such a concise sentence as he did. He always felt it unpleasant to the highest degree to speak of things of another world. He expresses himself even once about the fact in such a way that he says, as a spot is in the eye, which sees, actually, nothing, a cavity is in the human brain. If this hollow place, which actually sees nothing, dreams all kinds of stuff in the world, so one speaks of such nullities like of the things of another world. When Goethe said this, he also pointed to the fact, that such a person inclined to the spiritual like Johann Georg Hamann (1730-1788) was worried if one spoke only of the things of another world. Goethe agrees with Hamann in this respect completely. In the most vigorous way, Goethe refused to speak of the things of another world. Yes, the naturalists themselves, although on them the influence of Goethe has worked strongly, can refer if they stand quite sincerely on the ground of modern natural sciences to the fact that Goethe showed, for example, in his theory of colours that he never could penetrate into the strictly scientific way of research that this never was adequate to him, and that he came just thereby to a view deviating from the ruling theory of colours.

Now here it cannot be my task to justify the Goethean natural sciences. I have done this in a number of writings. Today it should be only my task to attach some connections from spiritual science to the Goethean natural sciences. Above all, I would like to go back to something that is exceptionally typical with this spirit for someone who approaches Goethe: the refusal of thinking about thinking. One has the sensation with the Goethean worldview where one only wants to recognise it, that Goethe himself was afraid instinctively of submitting the thinking itself to a consideration. He shrank from it as from something that constitutes, otherwise, the strength of his worldview. At such a place where Goethe characterises himself, you have to stop, because you can rather deeply look from here into the structure of the Goethean mind. If one considers just philosophically disposed people who have struggled with that which the thinking means for the human soul, you can realise if you make the thinking an object of observation like other objects of our world experience that you always evoke something in the soul that appears like an insurmountable obstacle. While you direct the thinking to the thinking itself, you cause a sum of uncertainties in the human being. Although you have always to ask yourself if you want to investigate the supersensible seriously: is this human thinking able to penetrate into the spiritual world?—You still face doubt, indecision.

As a single factual proof of it which could be increased a hundred times I would like to quote the sentence of a thinker who is less famous, indeed, who, however, is counted by those who know him among the deepest ones, among the most impressive thinkers of our time, Professor Gideon Spicker (1840-1912), the philosopher with the strange destiny who has worked his way out of a confessional ecclesiastical worldview to a free philosophical viewpoint. You can pursue how there once a thinking really soared by own power from a traditional viewpoint to a free one if you read his book At the Turning Point of the Christian World Period. The Philosophical Confession of a Former Capuchin that appeared in 1910 as a kind of philosophical autobiography. You find the following sentence there that describes a self-experience with the thinking:

“To whichever philosophy you confess—whether to a dogmatic or skeptical one, to an empiric or transcendental one, to a critical or eclectic one—any without exception takes an unproven and unprovable sentence as starting point, namely the necessity of the thinking. No investigation figures this necessity out one day, as deeply as it may prospect. One must accept it and one can reason it with nothing; every attempt to prove its correctness already requires it. Beneath it a bottomless abyss yawns, a spooky darkness illuminated by no beam of light. We do not know where from it comes nor where to it leads. It is uncertain whether a merciful god or a bad demon put it in the reason.”

This is a self-experience of a thinking which tried to bring to mind what is, actually, a thinking which has struggled to grasp the human being in the point where it thinks to find that in this point where the temporal, the transient of the human being is connected with the everlasting. To this point everybody must come who wants to approach the everlasting nature of the human being. However, what does Gideon Spicker find? He finds if one has arrived at the place where one can consider the thinking, indeed, the necessity of the thinking appears, but there also a bottomless abyss appears. Since beyond this thinking—what is there? Is it a merciful god or a bad demon who put the thinking in the reason? An abyss, a desolate darkness is that what Gideon Spicker sees. One can find out immediately that those who cannot get further with the pursuit of thinking than up to the thinking cannot still satisfy themselves within this thinking.

All that is like a spiritually instinctive experience in Goethe's healthy worldview. One cannot say that he was prepared in his inside one day to bring the bottomless abyss home to himself of which Gideon Spicker speaks. However, Goethe felt that such a thing could happen if one wants to solve the world riddles only with the mere thinking. Hence, he did not approach at all this point. We will see immediately which deeper impulses formed the basis of this Goethean instinct. For the time being I only wanted to point out that Goethe was very well at that point where the philosophers are if they want to investigate the everlasting in the human being and in the world that he avoided, however, this point, did not approach it.

You can understand Goethe's character immediately if he does not defer to things of another world. There just the oppose impulse appears with him who argued from immediate spiritual instinctiveness that one does not need to go out of the world which presents itself immediately to the senses to find the spirit. Goethe was clear in his mind that someone who is able to find the spirit does not need to search it in another world, and vice versa, that someone who feels nature as little filled with spirit so that he needs to reflect on another world can only find fantastic, dreamy things in another world but never really the spirit. Goethe searched the spirit so much within the things of this world that he had to refuse to search it in any other world. He already regarded the feeling that one must leave this world to get to the spirit as something brainless.

In particular, you get an impression of the kind of the Goethean world observation if you look at how Goethe behaved to the phenomena of nature how he searched the spirit and the spiritual life really in nature. You know that Goethe did not study the various fields of natural sciences during his school years but approached them only later in his life and that he had to manage the phenomena of nature with mental pictures that he had compiled in his life. Herman Grimm emphasised rightly as a significant characteristic feature in the life of Goethe that, while others are introduced by teachers gradually methodically in this or that scientific approach, Goethe approached scientific attempts as a ripe man by life praxis, so that he had to form own mental pictures of these or those natural phenomena with a certain maturity.

As a rule, he got to mental pictures, which deviated significantly from that what about the same things just the authoritative scientists of his time meant. One can say that the Goethean viewpoint is diametrically opposed not only to the natural sciences of his time but also to the natural sciences of the present in a certain respect.

It is inadmissible if from some side single remarks of Goethe are picked out repeatedly to prove the views of Haeckel or also of his opponents one-sidedly. One can prove and confirm everything with Goethe if one wants it. Goethe got to botany because he wanted to care about the agriculture in the Grand Duchy of Weimar, so out of life praxis. He got to geology by the Ilmenau (little town in Thuringia) mining, to physics because the scientific collections of the University of Jena had been assigned to him. Therefore, from necessity of life he tried to get mental pictures by which he could penetrate into the secrets of nature. You know that he formed views this way that found their confirmation partly in the course of the nineteenth century, as far as they point to outer scientific facts. However, Goethe did not get these views like other naturalists, but rather he was urged by his enclosing way of thinking to think in a way about certain natural processes and essentialities. You can say that immediately with his first, epoch-making discovery this is the case.

When Goethe became acquainted with zoology and human biology by observing the anatomical and physiological collections in Jena, he also familiarised himself with all kinds of teachings which were usual in natural sciences at that time about the human being as sensory being. One looked in those days still for outer differences of the human being and the animals. One looked in a way that the modern natural sciences do no longer understand.

One linked, for example, the difference to a detail, while one stated that in the upper jaw of the human being no intermaxillary existed, while all higher animals would have this bone. Goethe disliked this, simply because he could not imagine at first that the remaining skeleton of the human being would differ in such an unimportant detail. Now Goethe looked, while he himself became an anatomical researcher, while he investigated skeleton after skeleton and compared the human construction to the animals in relation to the upper jaw whether that had an inner significance what the anatomists said. Then Goethe could show really that there is no difference between the human and the animal skeletons in this respect. He already consulted the embryological research that became especially important later and showed that with the human being relatively early during the embryonic development the other parts of the upper jaw grow together with the intermaxillary so that it does not seem to exist with the human being. Goethe had become clear in his mind that it was right what he had felt first that the human being is different from the animals not by such an anatomical detail, but only by his whole posture. Of course, Goethe thereby did not become a materialistic thinker. However, he could get closer to the ideas that immediately suggested themselves to him, above all, by his acquaintance with Herder (Johann Gottfried H., 1744-1803) who wanted to extend an enclosing way of thinking to all world phenomena, so that the evolution of the world shows an inner necessity that finally generates the human being at its summit.

How can one imagine, Goethe thought in harmony with Herder, that in the evolution a big harmony, an inner lawful necessity prevails, and that then suddenly somewhere a line is drawn so that on this side of the line the complete animal development is and beyond this line the human development which should be different by such an unimportant detail? One can realise from how Goethe speaks, what was near and dear to him, actually. Not to make a single scientific discovery, but to behold a harmonious order in the whole enclosing nature, so that the details put themselves everywhere in a whole so that jumps are nowhere to be found in the evolution of the world. You can notice in a letter to Herder in which he informed his discovery joyfully with the words: “It is there too, the small bone!” that Goethe found something like a confirmation of his worldview in this single fact.

He continued this view just in relation on the animal forms. There he got also to single facts that were important, however, for him not as those, but confirmed his worldview only. He himself tells that he found an animal skull at his stay in Venice on a cemetery that showed him clearly that the cranial bones are nothing but transformed vertebrae. He thought that the ring-shaped vertebrae contain concealed possibilities of growth, can be transformed into the cranial bones that surround the brain. Goethe thereby got to the idea that the human being and the animal, the different beings of organic life generally, are built from relatively simple entities that develop in living metamorphosis into each other or diverge.

One can immediately receive the sensation with the research intentions of Goethe that he wanted to apply this idea of metamorphosis not only to the skeleton, but also to all other parts of the human being. He could carry out his research only on a special field because one human being cannot do everything, and because he worked with limited research means. Someone who knows Goethe's scientific writings knows that Goethe carefully indicated the cranial bones as transformed dorsal vertebrae. However, one can just have the feeling that Goethe's ideas advanced farther in this field. He would generally have had to carry the view in his mind that the complete human brain is only a transformed part of the spinal cord as a physical-sensory organ that the human formative forces are able to transform what is only a part of the spinal cord on a low level into the complex human brain.

I had this feeling when I received the task in the end of 1889 to incorporate the handwritten notes in the Weimar Goethe and Schiller Archive into Goethe's scientific writings published until then. It was especially interesting to me to pursue whether such ideas have really lived in Goethe from which one could have the feeling that they must have been there, actually, with him. In particular, it interested me whether Goethe really had the idea to regard the brain as a transformed part of the spinal cord. Lo and behold, with the examination of the manuscripts it really resulted that Goethe had written the following sentence in a notebook with pencil like an intuition: “The brain is only a transformed cerebral ganglion.” Then the anatomist Bardeleben (Karl von B., 1849-1919) revised this part of Goethe's scientific writings.

Then Goethe applied the same way of thinking to the plant realm. There his views concerning the outer facts have found just as little contradiction as in anatomy. Goethe interprets, actually, the whole plant as composed of a single organ. This organ is the leaf. Backward and forward, the plant is always leaf. The coloured petal is the transformed green leaf, also the stamens and the pistil are to him only transformed leaves, and everything of the plant is leaf. That what lives in the plant leaf as formative force can accept all possible outer forms. Goethe explained this so nicely in his writing Metamorphosis of Plants (1790).

Howsoever one may behave now to the details with Goethe, the way is important how he generally did research. This was and is to many people something strange. Goethe himself was clear about that. Imagine how the human soul that looks at the organic world in Goethe's sense sees such an organ like the plant leaf changing into the petal, then into the filamentous stamen, even into the root. Imagine a simple ring-shaped dorsal vertebra fluffed and flattened by laws of growth, so that it is qualified for enclosing not only the spinal cord, but also the brain which itself is transformed from a part of the spinal cord, and that the inner mobility of his thinking is necessary. He probably felt what prevents us from looking at the world phenomena this way. Someone who has a rigid thinking who wants to develop sharply outlined concepts only forms the firm concept of the green leaf, of the petal and so on; however, he cannot go over from one concept to the other. In doing so, nature breaks into nothing but details. He does not have the possibility because his concepts have no inner mobility to penetrate into the inner mobility of nature.

However, thereby you become able to settle down in Goethe's soul and to convince yourself of the fact that with him cognition is generally something else than with many other people. While with many other people, cognition is joining of concepts which they form apart, cognition is with Goethe immersing in the world of the beings, pursuing that what grows and becomes and transforms perpetually, so that his thinking changes perpetually. Briefly, Goethe sets that in inner motion, which is mere thinking, otherwise. Then it is no longer a mere thinking. About that, I will speak in detail in the next talks. It matters that the human being arouses the only inferring thinking to the inner living thinking. Then thinking is a life in thoughts. Then one can also no longer think about the thinking, but then it generally changes into something else.

Then the thinking about the thinking changes into a spiritual view of thinking, then one faces the thinking as usual outer sensory objects, save that one perceives these with eyes and ears, while one faces the thinking mentally. Goethe wanted to go over everywhere from the mere thinking to the inner spiritual views, to the beholding consciousness as I have called it in my book The Riddle of Man. Hence, Goethe is dissatisfied because Kant said that the human being cannot approach the so-called “things in themselves” or generally the secret of existence, and that Kant called it an “adventure of reason” if the human being wants to ascend from the usual faculty of judgement up to the “beholding faculty of judgement.”

Goethe said, if one accepts that the human being can ascend by virtue and immortality—the so-called postulates of practical reason with Kant—to a higher region, why one should not stand the “adventure of reason” courageously while beholding nature? Goethe demands from the human being this beholding faculty of judgement. From this point, one can understand why Goethe avoided the thinking about the thinking. Goethe knew that if one wants to think about the thinking one is, actually, in the same position, as if one wanted to paint the painting. One could imagine that anybody wants to paint the painting even that he does it. However, then he exceeds the real painting.

In the same way, you have to exceed the thinking if it should become concrete. Goethe knew from a spiritual instinct that the human being can wake concealed forces and abilities in himself and get to the beholding consciousness, so that the spiritual world is around him, just as, otherwise, the sensory world is around his senses. Then you leave as it were not only your usual sensory life but also your usual thinking. Then you look at the thinking as a reality. You cannot think the thinking; you can behold it. Hence, Goethe always understood if philosophers approached him who believed to have the ability to look at the thinking spiritually. He could never understood if people stated, they could think about the thinking. Only a higher ability lets the thinking appear before the human being. Goethe had this ability. This simply shows the kind of his view of nature. Since the ability to put the thinking in living motion to pursue the metamorphosis of the things is on a lower level the same as the beholding consciousness on a higher level. Goethe felt thinking while looking. However, Goethe had a special peculiarity.

There are certain persons who have a kind of naive clairvoyance, a kind of naive beholding consciousness. Now it is far from my mind to state that Goethe had a kind of naive beholding consciousness only, but Goethe had a special disposition by which he differs from someone who only is able to get to the beholding consciousness by the conscious development of the deeper abilities of his soul. Goethe had this beholding consciousness not from the start as the naive clairvoyants have it, but he could put his thinking, the whole structure of his soul in such a motion that he could do research really not only externally and got thereby to physical laws grasped in thoughts, but he could pursue the inner life of the natural phenomena in their metamorphoses.

It is peculiar that this predisposition, if one wants to develop the ability of the spiritual beholding consciously, is impaired at first, it is even extinguished. Goethe had this natural predisposition in himself to develop a certain beholding consciousness gradually in himself with natural phenomena. He did not want such rules, as I have described them in my book How Does One Attain Knowledge of Higher Worlds?. Goethe did not have the beholding consciousness from the start, but in the course of his development it was to him a self-evident fact to develop certain abilities unlike other people do. This naive talent would have been extinguished at first. If the talent does not exist, one does not want to extinguish it, and then one can quietly develop these abilities consciously. Because it existed with Goethe as an inner spiritual desire, he did not want to disturb it; he wanted that it was left to itself. Hence, his shyness to look at the thinking, which he only wanted to behold, with the thinking. Otherwise, one has to try to go to the point of thinking to grasp the thoughts themselves and to transform them gradually into forces of beholding.

This is a special peculiarity of Goethe that he felt those forces growing up which can be also developed artificially. He did not want to destroy this naive while he spread, I would like to say, too much consciousness about it. However, this shows that it is not unjustified to observe not only how his soul forces work internally, but also how his soul forces immerse in nature. Then without fail Goethe is a model of the development of the beholding consciousness, of those spiritual forces, which really lead into the spiritual world, into the everlasting.

If you settle in Goethe's natural sciences in such a way that you observe them not only externally, but that you try to observe how you yourself become, actually, if you activate such forces in yourself, you can also transfer that what Goethe pursued with his view of nature to the human soul itself. Then comes to light what Goethe omitted because his senses were directed outward at first, to nature which he considered spiritually in her spirituality, namely that one has to look at the human soul life also under the viewpoint of metamorphosis. Goethe became aware of nature due to his special predisposition, and because this predisposition was especially strong, he looked less after the soul life.

However, you can apply his way of looking at the world to the soul life. Then you are led beyond the mere thinking. Most people who deal with these things simply do not believe this. They believe that one can think about the soul exactly the same way as one can think about something else. However, one can direct thoughts only to that what can be perceived outwardly. If you want to look back at the soul itself, on that what activates the human thinking, then you cannot do it with the thoughts. You need the beholding consciousness that exceeds the mere thinking; you get to the Imaginative knowledge, as I called it in my book How Does One Attain Knowledge of Higher Worlds? and in other books. One cannot apply the same abstract, pale thoughts with which one grasps nature to the human soul life. One simply does not grasp it with them. Such thoughts are like a sieve, through which you pass the human soul life.

This occurred once in a great historical moment when Goethe and Schiller (1759-1805, German poet) met. Just in this point, you can realise what happens if you want to enter from Goethe's view of nature into a soul view. Schiller had written an important treatise, On the Aesthetic Education of Man in a Series of Letters (1794). I want to indicate only briefly, which soul riddle Schiller had in mind. Schiller wanted to solve the problem of the artistic. He wanted to answer the question to himself: what happens, actually, in the human soul if the human being creates or feels artistically if he puts himself in the world of beauty? Schiller found, if the human being is only given away to his sensory drives, he is subject to the physical necessity.

As far as the human being is subject to the physical necessity, he cannot approach beauty and art. Also, not if he dedicates himself only to the thinking if he follows the logical necessity only. However, there is a middle state, Schiller thinks. If the human being impregnates everything that the sensory gives him with his being so that it becomes like the pure spirituality, if he raises the sensory to spirituality and presses the spirituality down into the sensory, so that the sensory becomes spiritual and the spiritual becomes sensory, then he is in beauty, then he is in the artistic. The necessity seems to be reduced by the desire, and the desire seems to be improved by the spirit. Schiller spoke a lot about his intention to Goethe to invigorate the human soul forces so that in the harmony of the single soul forces this middle state appears which enables the human being to create or feel the artistic. In the nineties, from the deeper acquaintance of Goethe and Schiller on, this important life riddle played a big role in the correspondence and in the conversations of Schiller and Goethe. In the Letters on the Aesthetic Education of Man Schiller tried to solve this problem philosophically. Goethe also dealt with this problem because this problem occupied Schiller so much. But Goethe had the beholding consciousness which Schiller did not have; this enabled him to submerge with his thoughts in the world of the things themselves, but also to grasp the soul life more intimately.

He could realise that the human soul life is much more extensive, is much more immense than that what one can grasp with abstract thoughts, as Schiller did in his Letters on the Aesthetic Education of Man.

Goethe did not want simply to put such dashes, such contours of thoughts to characterise this richly structured human soul life. Thus, a little work of quite different nature originated about the same problem.

It is very interesting to consider more closely this point of the acquaintance of Goethe and Schiller. What did Schiller want, actually? Schiller wanted to show that in every human being a higher human being lives, as compared with what the usual consciousness encloses is a lower one. Schiller wanted to announce this higher human being who carries his desires up to the spirit and brings the spirit down to the desires, so that the human being, while he connects the spiritual and sensory necessities, grasps himself in a new way and appears as a higher human being in the human being. Goethe did not want to be so abstract. However, Goethe also wanted to strive for what lives as a higher human being within the human being. This higher being in the human being appeared to him so rich in its single member that he could not grasp it with mere thinking, so he put it in mighty, important pictures. Thus, The Fairy Tale of the Green Snake and the Beautiful Lily (1795) originated from forms at the end of Conversations of German Emigrants.

Someone who symbolises a lot in this fairy tale does not come close to its deeper sense. The different figures of this fairy tale, they are about twenty, are the soul forces, personified in their living cooperation which lift the human being beyond themselves and to the higher human being. This lives in the composition of The Fairy Tale of the Green Snake and the Beautiful Lily. Only in pictures, Goethe could grasp the problem that Schiller grasped in thoughts philosophically; but in pictures which are an entire world.

You do not need to grasp the soul life pedantically only in Goethean way, so, actually, only in poetic pictures, but one realises—just if one goes into the inner structure of the Goethean worldview if one applies this to the soul life in same way, as Goethe applied his ramble spirituality in the metamorphosis—that the metamorphosis of the soul forces grasps the human being vividly and leads him from the transient that he experiences in the body to the imperishable that he experiences as that which is in his inside and goes through births and deaths. The usual psychology deals a lot with the question: should one take the one or the other soul force as starting point? Is the will original, is the imagination, or is the thinking original? How should one imagine the mutual relation of imagination, thinking, feeling, and percipience? One applied a lot of astuteness to grasp the cooperation of the different soul forces in such a way as the outer natural sciences grasp the interaction of green leaf and petal or the interaction of cranial bones and cerebral ones without considering the inner transformation.

Somebody who can turn his view from the outside inwards with Goethean sense can behold the soul life; however, he has to do it even more vividly than to the outer life of nature because one can rest in the outer life as it were with the spiritual view. The outer life gives you the material; you can go from creation to creation. The inner life seems to disappear perpetually if you want to look at it. However, if you turn the ramble thinking inwards, which just becomes a beholding one, then that becomes what appears as thinking, feeling, willing, and as perceiving, nothing but something intrinsic that changes into each other. The will becomes a metamorphosis of the feeling, the feeling a metamorphosis of imagining, the imagining a metamorphosis of the perceiving and vice versa.

The development of the forces and abilities slumbering in the human being, of the meditative thinking, which leads into the spiritual world, is based on nothing but on the living pursuit of the inner metamorphoses of the soul forces. On one side that tries who wants to become a spiritual researcher to develop his imagination, his percipience in such a way that he leads the will which only slumbers, otherwise, in percipience and imagination, into this percipience and imagination repeatedly in such a way that he brings that consciously to mind what, otherwise, appears as an involuntary mental picture. Thereby the usually pale thinking or forced percipience changes into the pictorial beholding. Since one can behold the spiritual only in pictures. The will and the feeling that one can imagine only, otherwise, but not in their real nature are recognised, are transformed by the meditative life, so that they become an imagining life, a perceiving life.

Leading the imagination into the will, leading the will into the imagining, changing the will into imagination and vice versa, the transformation of the imagining into the will in inner liveliness, the transformation of the single soul forces into each other, this is meditative life. If this is pursued, that announces itself for the inner observation what cannot announce itself if one looks only at thinking, at feeling and willing side by side. If one looks at them side by side, only the temporal of the human being appears. If one learns to recognise how imagining changes into feeling and the will changes into imagining and perceiving, one gets to know the metamorphosis of the inner soul life, as vividly as Goethe pursued the metamorphoses in the outer nature. Then the everlasting of the human soul announces itself that goes through births and deaths. The human being thereby enters the everlasting.

What did Goethe want while he removed such a prejudice that the human being differs by a detail like the intermaxillary bone in the upper jaw from the animal? He did not want that the human being faces as an isolated being the remaining world, he wanted, completely in harmony with Herder, to survey nature as a big whole and to look at the human being arising from the whole nature. When Schiller had got rid of some prejudices towards Goethe and had reached a pure free recognition of his greatness, he wrote to Goethe, how he had to think about Goethe's way of looking at nature. Among the rest, he wrote the nice words: “You take together the whole nature to get light for the single; in the entirety of her phenomena you look for the explanation of the individual ... A great and really heroic idea which shows only too well, how much your mind holds together the rich whole of its mental pictures in a nice unity.”

It attracts Schiller's attention that Goethe wanted to understand the human being while he assembled him from that which is separated, otherwise, in the different beings of nature but which can change by inner formative forces so that the human being appears like a summary of the outer natural phenomena in his outer figure, the crown of the outer nature.

One has to form a correct mental picture of that which there Goethe wanted, actually, if one envisages the other side now that arises for the soul life. If one envisages the metamorphosis of the inner soul forces as Goethe envisaged the metamorphosis of the outer forms of the human being, that arises what appears in the human being as a summary of the metamorphosing soul forces from the underlying world of spiritual beings and spiritual processes, as on the other side if one looks at the human being as a physical being in the Goethean way, this human physical being arises as a summary of the physical world. As Goethe's natural sciences connect the outer human figure to the whole remaining physical world, a Goethean psychology connects the human soul to the everlasting, concrete, enclosing spiritual world and allows it to concentrate in the human being. Not while you take this or that sentence of Goethe to confirm your own view you can build a bridge between spiritual science and the Goethean world consideration, but while you try to solve the problem internally—vividly, not in the abstract—logically how does one come close to such a kind to delve into nature?

Goethe himself possessed this ability to delve into nature naively. If you search it by deepening in his way to look at the world, to bring it back to life in yourself, then you get to the necessity to extend that which Goethe had as disposition for the view of nature also to the world of the mental. Then you get by the human soul life to the everlasting spiritual world as Goethe got by the human natural life to his consideration of the outer physical world. You have to approach Goethe internally; you have to try to want that in love what he wanted concerning nature. Then you get around to wanting the same concerning the spiritual world whose image is the human soul world. You get around to looking from the human soul into the spirit as Goethe looked from the human nature into the remaining nature. In this sense, one can already say that one understands Goethe little if one takes him only in such a way as he behaved at first. Goethe himself did not want to be taken in such a way. Since Goethe was very close to the whole way that must appear again with spiritual research, he was close to it also in the non-scientific areas, in the area of art.

If you yourself try to settle in the beholding consciousness, you realise that it is necessary above all that this settling does not perpetually disturb itself by all kinds of prejudices which are transferred from the sensory world or from the abstract, only logical thinking to the spiritual world. An important viewpoint of the investigation of the spiritual world is that you are able to wait. The soul can exert itself ever so much to investigate something in the spiritual world, it wants to investigate it absolutely, but it will fail, it will fool itself. It can exert itself ever so much unless in it those abilities have still matured which are necessary to the view of certain beings or certain facts, it will not yet be able to recognise them. Maturing, waiting is necessary until in the soul that has grown up which faces you in a certain area of the spiritual world. This is something that is necessary in a particular way for penetrating into the spiritual world. The spiritual researcher must have patience and energy to a high degree. I characterise other rules in later talks. Goethe was minded by his whole nature to be also as an artist in such a way that he waited everywhere.

Nothing is more interesting than to pursue those poetries of Goethe that he could not finish if one pursues how he got stuck with the Pandora, how he got stuck with the Natural Daughter which should have become a trilogy and became only one part. If you compare it to that which he finished brilliantly, like the second part of Faust or the Elective Affinities, one recognises his innermost nature. Goethe could not “do” anything, he had always to form that only to which he had advanced by the maturity of his being, and if he did not attain this maturity, he left it, and then he was not able to work on. Someone who creates artistically only combining can work on. Someone who lets the spirit create in himself like Goethe cannot advance sometimes just if he is great as Goethe was. Where Goethe had to stop, he was of particular interest for that who wants to penetrate into his inner being. If one pursues something like the Elective Affinities, one realises that that which lives in it existed already in relatively early time, but not the possibility to develop figures really that could embody this riddle of nature and human being. Goethe left them, and thus he handed over the Elective Affinities to a time when the persons did no longer live who could still have understood it because they had experienced the first youth impulses together with him.

Thus, Goethe was close to spiritual science by this real experience of the mental as it were, he was close to it by the desire not to stop at the abstract thinking but to advance from the thinking to reality, indeed, as a naturalist, but as a naturalist who searched the spirit. Therefore, he was so glad when during the twenties the psychologist Heinroth (Johann Christian H., 1773-1843, German anthropologist) said that Goethe had a concrete thinking. Goethe understood this straight away that he did not have a thinking that keeps on spinning a thread but that submerges in the things.

However, the thinking submerges in the things, it does not find abstract material atoms in them, but the spirit, as well as by the beholding consideration of the soul life the everlasting spirit of the human being is recognised. Therefore, Goethe's view envisaged what reveals itself within the world of the sensory as something spiritual. You can understand from those indications that Goethe did not want to think about the thinking because he only knew too well that one could only look at the thinking. One can also understand well that Goethe did not at all mean anything irreligious when he said that it is antipathetic to him to speak of the things of another world. Since he knew that these things of another world are in this world, penetrate it perpetually, and that someone who does not search these spiritual things and beings in nature who denies them in nature does not want to recognise the spirit in the phenomena of nature. Hence, Goethe did not want to look behind the natural phenomena, but he wanted to search everywhere in the natural phenomena. Hence, it was unpleasant to him to speak of an “inside of nature.”

So about many philosophical minded people look for the “thing in itself.” They face the world of the outer sensory perceptions; they recognise that they are only sensory perceptions, reflections of reality. There they look for the “things in themselves,” but not, while they withdraw from the mirror and search in that which the spirit can grasp as spirit, but while they smash the mirror to reach for the world of the dead atoms from which one can never grasp anything living.

This inside of nature was for Goethe completely beyond his imagination. Hence, with his review on all efforts which he had to do to penetrate into the spirituality of the natural phenomena, that severe quotation which he did about the great naturalist Haller who had become unpleasant to him because he had said once: “No created mind penetrates into the being of nature. Blissful is that to whom she shows her appearance only!” Goethe did not at all want to speak about nature this way. He answered to it:

“No created mind penetrates
Into the being of nature.”
O you Philistine!
Do not remind me
And my brothers and sisters
Of such a word.
We think: everywhere we are inside.
“Blissful is that to whom she shows
Her appearance only!”
I hear that repeatedly for sixty years,
I grumble about it, but covertly,
I say to myself thousand and thousand times:
She gives everything plenty and with pleasure;
Nature has neither kernel nor shell,
She is everything at the same time.
Examine yourself above all,
Whether you are kernel or shell.

Goethe believes that someone who looks at nature as something that is an outside of the spirit cannot penetrate into the spirit of nature. While she shows her shell in her different metamorphoses to the human being, it reveals the spirit to him at the same time with her kernel. Spiritual science wants nothing to be in this respect but a child of Goethe, I would like to say. It wants to extend that which Goethe applied in such fertile way to the world of the outer natural phenomena also to the soul phenomena by which they immediately receive active life and reveal the internal spiritual, that spiritual which lives in the human being as his everlasting immortal essence. We look closer at this in the following talks.

I wanted to show this today. Not because one grasps Goethe in his single statements, one can call him a father of spiritual science—since in this way one could make him the father of all possible worldviews—, but while one tries to settle affectionately in that what appeared to him so fertile. Then one does not repeat what he already said, but then spiritual science appears rightly as a continuation of the Goethean worldview. It seems to me that it is in its sense if one ascends from the physical life to the spiritual life.

Goethe himself showed when he wanted to summarise his worldview in his essay about Winckelmann (Johann Joachim W., 1717-1768, German art historian and archaeologist) the living together of the human being with the whole universe as an interaction of spirits, while he said: “If the healthy nature of the human being works as a whole if he feels in the world as in a big nice and worthy whole if the harmonious ease grants a pure, free delight to him, then the universe would shout out and admire the summit of its own being and becoming if it could feel itself because it has attained its goal.” Thus, Goethe lively imagined the essence of the human being together with the essence of nature in interaction: nature, the world perceiving itself in the human being, the human being recognising himself as everlasting, but expressing his eternity in the temporality of the outer world. Between world and human being, the world spirit lives, grasping itself, knowing itself, even confirming itself in the sense of Goethe.

Hence, those who have thought in the sense of Goethe were never tempted to deny the spirit and to apply the Goethean worldview to confirm a more or less materialistic worldview. No, those who have understood Goethe have always thought that the human being, while he faces the things of nature and lives among them, lives at the same time in the spirituality into which he enters if he dies. These human beings have thought in such a way as for example Novalis (1772-1801) did.

Novalis, the miraculous genius, who wanted to submerge in nature in certain phases of his life in quite Goethean way, knew himself immersed in the spiritual world. His many remarks about the immediate present of the spirit in the sensory world go back to the Goethean worldview. Hence, I am allowed, while Goethe is put as it were as a father of a spiritual worldview, to close with a remark, which Novalis did completely in the Goethean sense that summarises that which I briefly outlined today as Goethean worldview in a way:

“The spiritual world is also not closed to us here. It is always manifest to us. If we can make our souls as elastic as it is necessary, we are like spirits among spirits!”

Let us recall a number of things that are already quite familiar and use them as a starting point for important considerations. In a sense these will continue the theme I discussed some days ago.

We know that there are four major aspects to the human being and that human beings may be characterized as possessing a physical body, a life body, an astral or sentient body, and an ego. We also know that we can only really understand human beings if we add other aspects to these four. Essentially the first four refer to aspects that are fully developed at the present time. Three more have to be added—the spirit-self, the life-spirit, and the spirit-man. We know, however, that these three aspects of human nature are such that we cannot consider them to be fully developed at the present time. We can merely refer to them as future potentials inherent in human beings.

We may say that we now have a physical body and so forth, going as far as the ego, and that in time to come we shall have a spirit-self, a life-spirit and a spirit-man. We know from the anthroposophical literature that is already available that those different aspects of the human being are connected with the whole cosmos and with cosmic evolution. In a sense we relate the physical body to the earliest embodiment of this earth, which we call Ancient Saturn. The life body relates to the Ancient Sun, the astral body to the Ancient Moon, and the principle we call our I or ego relates essentially to the earth as it is at present.

What do we mean when we say that we relate to the ego we bear to the present earth? It means that inherent in the elements of the earth, the forces of the earth that are known to us—or perhaps not known to us—is the principle that activates the ego. Our ego is intimately bound up with the forces of the earth.

If you consider the whole evolution of the human being you will find that human nature as we know it today relates largely to the past—the physical body to a far distant past, to Ancient Saturn, the life body to the time of the Ancient Sun, and so forth, and that our ego is not yet fully developed but in its essential nature relates to the present earth. This immediately suggests that the elements we refer to as spirit-self, life-spirit and spirit-man do not in fact have their basis in the earthly realm. As human beings we have the potential to evolve into spirit-man, life-spirit and spirit-self, and this means that we have something in us that needs to be developed to go beyond this earthly realm; we will have to develop it without taking the earthly realm as our guide. As human beings we are part of this earth and our mission is in the first place to achieve full ego development; to some extent we have already developed it. The forces of the earth, the intrinsic nature of the earth, served as our guide in developing the ego to the extent to which we have now developed it. We shall continue with this development for the rest of Earth evolution, deepening and to some extent enhancing what has developed so far, and for this we shall be indebted to the earth and its forces. Yet we also have to say to ourselves that if we were entirely dependent on the earth and its forces in developing our essential human nature, we would never be able to develop a spirit-man, a life-spirit and a spirit-self. The earth has nothing to give in that respect; it is only able to help us develop the ego. With reference to human nature, therefore, the earth must be seen as something that cannot in itself make us into full human beings. We are on this earth and we have to go beyond it. Anthroposophical literature makes reference to this by showing that our evolution depends on the earth being succeeded by Jupiter, Venus and Vulcan periods. During those periods we will have to achieve full development of the spirit-self, life-spirit- and spirit-man also in outer terms.

At present, however, we are on this earth. We have to develop on this earth. The earth cannot give us everything we need to develop, in order that in future times we may progress to spirit-self, life-spirit and spirit-man. If we had to depend on the earth for everything we have to develop in ourselves we would have to do without spirit-self, life-spirit-and spirit-man.

It is easy to say such things in theory, but it is not enough to put such thoughts forward as mere theories. They will only really touch us as human beings if we allow them to take hold of the whole human being; if we come to feel the whole weight and burden of the riddle which lies in our having to say to ourselves: ‘As human beings we are on this earth. We look around us. None of the many things the earth has to give—its beauty and its ugliness, its pain and suffering—none of the ways in which it can shape our destiny can provide what we need to become full human being.’ There must be a longing in us that goes beyond anything the earth can give. This is something we must feel, something that must bring light and warmth into all the ideals we are capable of holding. We must be able to ask ourselves in all seriousness and very profoundly: ‘What shall we do, seeing that we have only the earth around us, and yet must progress to something for which this earth cannot serve as a guide?’ We must be able to experience, to feel, the full gravity of this question. In a sense we should already be able to say to ourselves that the earth is not enough for our needs, and that as human beings we will have to grow beyond this earthly realm.

Anthroposophy will be only be able to serve human beings rightly if they are able to ask themselves questions like these and really feel it; if they are aware of the gravity of such inner questions of destiny. Being aware of their gravity we can be guided in the right way to return to the Mystery of Golgotha, that has been so much part of the last two talks we have had. We may be guided back to the Mystery of Golgotha and we may be guided to consider again the event that is to happen in this century, during the first half of the 20th century, and will be like a spiritualized Mystery of Golgotha. Whenever the Mystery of Golgotha was discussed it had to be stressed that the Christ is definitely not of the earth and that the Christ entered into an earthly body from spheres beyond this earth—doing so at exactly the right moment, as it were. In the Christ something united with this earth that came from outside, from beyond this earth. If we really experience the Christ we are able to join our own essential nature to this principle from beyond the earth, and in this way gain an energy principle; a principle that will give inner strength, filling us with inner warmth and light. This will take us beyond the earthly realm because it has not itself originated in that realm; because the Christ has come to earth from spheres beyond the earth.

We look with longing to the spheres beyond this earth because we have to say to ourselves: Longing to become complete human beings—to develop the spirit-self, life-spirit and spirit-man which we shall have to develop in the future—we survey the earth and say to ourselves that the earthly realm itself does not contain what we need to develop our own nature and take it beyond the earth. We must turn our eyes away from the earthly realm and look to the principle that has come into the earthly realm from beyond the earth. We must look to the Christ and say to ourselves: The Christ has brought to earth the non-earthly forces that can help us to develop aspects that the earth can never help us to develop. We must take hold, with the whole of our being, of what to begin with is more in form of concepts, of ideas. We must use this to help us recognize the Christ as the One who has come to redeem our humanity. We must come to recognize Him as the spirit who will make it possible that we do not need to stay united with the earthly realm, we might say; that we will not be buried on earth, as it were, for all eternity, with the potential of development beyond this earth remaining undeveloped. When we thus come to see Christ as the One who will redeem our essential human nature, when we are able to see the way this world is made and come to feel there must be something within this earthly realm that will take us beyond it, when we feel that it is He who will lead us to become complete human beings—then we feel the power of Christ within us. And we really must come to realize that we cannot seriously speak of progressive development to spirit-self, life-spirit and spirit-man unless we are aware that there is no point in speaking of these things unless we appeal to the Christ, for the Christ is the principle that can take our evolution beyond anything the earth is able to give.

Basically this is the most important issue at the present time. Many people today, particularly those in the civilized world, want to shape things in a certain way on this earth; they want the whole potential of human beings to be achieved by creating some particular social configuration or other in this earthly life. That, however, can never happen. We shall never be able to evolve a political or economic life of that kind, nor indeed a cultural life of that kind, that would be entirely of this earth and make us into complete human beings. People still believe that such things are possible at the present time. They are making attempts in that direction but fail to realize that there is something in us that can only be taken further by a principle from beyond the earth.

The Christ Jesus first appeared in a physical body at a time the essential nature of which I have already characterized from many different points of view. We are now living in an age where He is to appear again to human beings and in a form that I also spoke of on the last occasion. It is clearly impossible for us to go exhaustively into the renewal of the Mystery of Golgotha, but I want to refer to it again and from a particular point of view.

The scientific element and everything connected with it has grown particularly strong over recent centuries, from the beginning of the fifth post-Atlantean epoch. In a recent public lecture I called it the ‘science-orientated spirit of the West’. This science-orientated spirit of the West did not initially relate at all to the Christ spirit. If you take an honest, unbiased look at modern science you will find that it has no real relationship to the Christ spirit. The best demonstration of this is the following: As I have said before, Christianity first entered into Earth evolution at a time when remnants of ancient clairvoyance were still persisting, and people grasped it with those remnants of ancient clairvoyance. Christianity then continued as a tradition. It gradually came to be diluted more and more to mental concepts, but it survived as a tradition. Finally it became mere word wisdom, but nevertheless it survived as a tradition. Over the last three or four centuries, however, the scientific spirit appeared on the scene. It also addressed itself to the Gospels. Very many people did and indeed still do today revere the Gospels because they tell the secrets of Golgotha. The science-orientated spirit of the modern age however addressed itself to the Gospels—this was particularly in the 19th century—and found them to contain contradiction upon contradiction. Unable to comprehend, it interpreted the Gospels in its own way. Basically the situation is now that thanks to scientific penetration, the Christ element in the Gospels has dissolved, particularly in the theology of the most recent kind. It is no longer there. If modern theologians say that the Gospels tell us something or other about the Christ they are not being entirely honest, not entirely truthful, or they construe all kinds of conflicting ideas. So we may indeed say that modern scientific thinking has destroyed the spirit of Christianity that consisted of remnants of ancient clairvoyance, and persisted as a tradition based on those remnants of ancient clairvoyance. The reason is that initially the Christ spirit was not present in modern scientific thinking. Science will only be filled with the Christ spirit again when new life comes into it through vision; through the things modern spiritual science is seeking to achieve.

Modern spiritual science wants to be as scientific in its thinking as any other science. The aim is however not to have a dead science but to let it become inner experience, just as we have inner experience of the vital powers we have as human beings. This newly enlivened science will succeed in penetrating to the Christ again.

What form will this enlivened science take? Some things are in preparation now, but I regret to say that they have not attracted much interest. I think I ought to mention that in the early nineties—well, in fact in the late eighties—of the last century I drew attention to a certain connection which exists between the way Schiller developed and the way Goethe developed.⁷⁸ I spoke of Schiller's attempt to solve the riddle of human evolution in his own way, in his letters on aesthetic education. He started with completely abstract ideas. The first was the idea of logical necessity. He said to himself: ‘This logical necessity is compulsive for us human beings. We have to think illogically. Freedom does not exist when logic has to be used to analyze something, for we are then subject to the laws of logic. Freedom does not exist in that case.’ The second idea in Schiller's mind was that human beings have natural needs; this concept encompasses everything that is instinctive and arises from the human capacity to have sensual desires. In this respect, too, human beings are not free but subject to necessity. In a certain way, therefore, human beings are the slaves of the highest intellectual achievement they are capable of, the logical necessity their abstract intellect is able to perceive by the process of reasoning. On the other hand, natural needs, human instincts, also rule and enslave human beings. It is possible, however, to find a middle position between logical thinking and instinctive feelings. Schiller felt that this middle state came to realization above all in the work of creative artists and in aesthetic pleasures. When we look at something beautiful or create something beautiful we are not thinking logically, yet our thoughts are at a spiritual level. We link ideas, but in doing so we do not pursue the logical connection but rather consider aesthetic appearance. On the other hand art seeks to make everything it brings to revelation visual, apparent to the senses. The object of natural necessity, of our instincts are also visual and apparent to the senses. Schiller therefore concluded that art and aesthetic pleasures are on the one hand suppressing logic to some extent, so that it can no longer enslave us but in a way merges into the things over which we gain personal mastery, overcoming them. On the other hand art raises the instinctive element to the sphere of the spirit, or in other words art enables us to feel that the instinctive element is also spiritual. It enables us to make logic the object of personal experience. Schiller wanted to make this condition generally applicable to human beings, saying that when they were in this condition human beings were not enslaved by a higher principle, nor by a lower one, but were indeed free. He wanted it to be the power that also ruled society—social life where people met face to face. People would then find that good things were also pleasing and that they could follow their instincts because they had purified them and made them spiritual, so that they could no longer drag them down. Human beings would then also share a social life that would give rise to a free social society. Schiller therefore considered three human conditions, albeit in an abstract way: the condition of ordinary physical needs, the condition of logical necessity, and the free condition of aesthetic experience.

Schiller developed this view of life in the early 1890s. He put it all into his letters on aesthetic education which he then presented to Goethe. Goethe was quite a different type of human being from Schiller. He felt: ‘This man Schiller is trying to solve a certain riddle, the riddle of the essential human nature, of human evolution and human freedom.’ Goethe was a more complex and profound character, however, and for him the issue could not be simply resolved by taking three abstractions and construing the whole essence of human evolution from them. Instead, the ‘tale’ of the green Snake and the beautiful Lily shone forth in his mind. Something like twenty different figures represented the potential capacities of the human soul, and the relations between them reflected human evolution. Schiller attempted to build everything up on the basis of three abstract ideas. Goethe's way was to create a picture composed of twenty Imaginations. The two men understood each other in a way. What exactly was it that they had done? Schiller used a scientific approach in writing his letters on aesthetic education. He really proceeded in exactly the scientific spirit that later became the scientific spirit of the 19th century. He did not go as far as that 19th century scientific spirit, however. He still remained at a personal level, as it were. 19th century science completely excluded the personal aspect and took pride in being entirely impersonal. The more impersonal knowledge can be made, the closer scientists feel they are to this ideal. 19th century scientists said, and present-day scientists still say: ‘We know this and we know that about one thing or another. We know it in a way that is the same for every individual, so that there is no personal element in it.’ Knowledge excludes the personal element to such an extent that modern people are only satisfied with their science once it has been coffined in the tombs we must come to recognize as the ‘giant's tombs’ of the life of the mind and spirit of today, i.e. in libraries, those tombs of the modern mind and spirit. Dead knowledge is stored in libraries, and we go there when we need some bone or other that we want to include in a dissertation or in a book. Those tombs are the true ideals of the modern scientific spirit. People walk about among all the highly objective knowledge stored there, but their personal interest is somewhere else; it is definitely not in there.

Schiller did not go as far as that in his letters on aesthetic education. He stayed at the personal level. He wanted personal enthusiasm, personal engagement, for every idea he developed. This is important. His letters on aesthetic education are certainly abstract, yet there is still the breath of an individual spirit in them. Knowledge was still felt to be connected with one's personal individuality. Schiller's abstract ideas therefore still had a personal element in them. He did not yet allow ideas to leave that realm and enter into a totally objective and impersonal, inhuman sphere. He did however go as far as the development of abstract ideas. Goethe did not find it possible to form such abstract ideas. He continued to use images, but he was very careful about this. He lived in an age.when spiritual science could not yet be established. He felt some hesitation about sharply defining the images he presented in his 'tale' of the green Snake and the beautiful Lily. He was hinting that he was really concerned with a social life of the future. This comes clearly to expression in the conclusion of the ‘tale’ of the green snake and the beautiful Lily. Goethe did not want to go as far as hard and fast definitions. He did not say that social life should have three aspects, like the three aspects represented by the Golden King as the king of wisdom, the Silver King as the king of outward show—of a life setter please note omission of semblance, political life—and the Brazen king who might represent life in the material sphere, in the economic sphere. Goethe also represented the centralized state in the figure of the King of Mixed Metals who collapsed in a heap. He did not, however, get to the point of making sharp definitions. It was not a time when such delicate fairytale figures could be converted into solid characterizations of social life. I think you will agree that Goethe's figures were subtle fairytale figures. The time had not yet come when ideas that were still half fantasy and half living in Imaginations could be applied to outer life.

Years ago the idea came up of putting on a play in Munich and the intention was to present the creative potential of the essential values to be found in Goethe's ‘tale’ of the green snake and the beautiful Lily on the stage. This proved impossible. The whole thing had to be made much more real. The outcome was the mystery play The Portal of Initiation. It is more than obvious that in Goethe's day the time had not yet come when things which had to be presented in subtle fairy-tale images could be transformed into the real characters that appear in The Portal of Initiation. When The Portal of Initiation was being written the time had indeed come when one would soon be able to carry these things out into life. It was not enough, therefore, merely to interpret the Golden King, the Silver King, the Brazen King and the King of Mixed Metals. It had to be shown that the social life of today, where the centralized state is supposed to encompass everything, must smash itself to pieces, and that clear distinction must be made between the life of mind and spirit (Golden King), the political element (Silver King) and the economic aspect (Brazen King). My book Towards Social Renewal is Goetheanistic, if properly understood, but it represents the Goetheanism of the 20th century.

What I am saying is that Goethe and Schiller were able to reach a certain point in their day and age, Schiller in developing abstract ideas in his letters on aesthetic education, and Goethe in his images. Goethe could get pretty nasty when other people tried to interpret his images. He had the feeling that the time had not yet come to transform these images into concrete forms that would apply to life. This shows very clearly that Schiller's and Goethe's time was not the time when the modern scientific spirit could be allowed to become inhuman and objective; it still had to be kept at a personal level. We will have to return to that level, and we can only do so with the help of spiritual science. Spiritual science must guide us to find the reality of what Schiller attempted to express in abstract ideas in his letters on aesthetic education and what Goethe, trying to solve the same riddle, hinted at in his ‘tale’ of the green Snake and the beautiful Lily.

The scientific spirit has to become personal again. The earth cannot help us with this. Science itself has to become Christ filled. By bringing the Christ idea into science we create the first beginnings for an evolution of the spirit-self.

Let us be clear about this: The earth has encouraged us to develop the ego. In its decline it will still be encouraging us to develop the ego yet further. This earth is something we shall have to leave behind in order to continue evolution on Jupiter and so on. We cannot connect the concept of ourselves as complete human beings with this earth. We have to take our human beingness back from the earth, as it were. If we were to develop only the earth-related science towards which Schiller and Goethe did not want to go—Schiller by keeping his abstract ideas personal, Goethe by not going beyond half-developed Imaginations—if we were to take our cues only from the ingredients of the earth, we could never develop the spirit-self. All we could develop would be a dead science. We would therefore be adding more and more to the field strewn with corpses to be found in our libraries, in our books, where everything human is excluded. We would walk about among these 'thought-corpses', they would cast their spell upon us, and we would thus live up to Ahriman's ideal. One of the things Ahriman wants for us is that we produce lots of libraries, storing lots of dead knowledge all around us. The ancient Egyptians walked among their tombs, even the early Christians walked about among dead bodies, and Ahriman wants us to do the same. He wants human nature to slide back more and more into mere instinct, into egotistical instincts, and he wants all the thoughts we are able to muster to be stored in libraries. It is possible to imagine that a time will come when a young gentleman or even a young lady, aged somewhere around twenty or twenty-three, cannot think of a way of progressing in the world of the Silver King—in external terms we call that taking one's doctor's degree. Little rises from below in the human being; if one wanted to write a doctorate thesis on what arises out of one's human nature—I am of course assuming that a time may come when Ahriman has won the day!—such a thesis would be rejected as being subjective and personal. The young person would therefore visit libraries, taking up one book after another and probably basing his or her choice on catalogues listing all references to one particular key word. A new key word would mean taking out yet another book. The whole thing would then be put together to make a thesis. Only the outer physical individual would actually be involved in all this, however. The young man or woman would be sitting at a desk piled with books. Personal involvement would consist in getting hungry when one has been at it for a few hours, and this hunger would be felt to be something that effects one personally. Personal involvement might also come in because one had human relationships with certain commitments that would have to be met when they came to mind after those few hours. The books would then be shut and all personal connection with them would cease. The thesis made up from what one has found in various books would then be yet another book, a small one or a large tome; it would go to join the others on the library shelves and wait for someone to come and use it. I am not sure if this stage has already been reached somewhere today, but if Ahriman's ideal ever comes to realization that is exactly how it will be. It would be a terrible situation. Human individuality would wither away in such a terrible objective, non-human and impersonal situation.

To combat this, knowledge has to become a personal matter. Libraries should shrink if possible, and people should carry the things that are written in books in their souls. Spirit-self can only develop out of knowledge made personal, and that cannot happen unless people learn about the things that are not of this earth. The earth has passed the mid-point of its evolution. It is dying. Knowledge is dying in our libraries. It is also dying in our books, for they are the coffins of knowledge. We must take this element of knowledge back into our individuality. We must carry it in us. Help will come above all from the renewal of the Mystery of Golgotha. This will help people who have knowledge; it will help the followers of the Golden King.

New life must also come in another sphere, the sphere of rights. Human beings have as little personal connection with the legal system nowadays as they have with the sphere of knowledge. I have presented a small but definite proof of this in a recent public lecture.⁷⁹ I said that the German Empire had free and equal general suffrage. You could not have asked for anything better. But did those voting rights relate to life? Did people cast their votes in a way that was in accord with this franchise? Was there something alive in the configuration of the German Empire that arose because of this franchise? Absolutely not. The franchise was merely written in the Constitution. It was not alive in people's hearts. A time must come when people will no longer need to lay down as an objective Constitution how one human being should relate to another; then living relationships between people will give rise to law that is also alive. What need is there for written constitutions when people have the right feeling for their relationship as one human being to another and when this relationship comes to be a personal matter? In the last three decades of the 19th century human relations grew impersonal, and they have remained impersonal under the strong materialism of the 20th century. The law will only come alive when human beings have the Christ spirit within them.

In the sphere of rights, then, people must become followers of the Silver King. In economic life, on the other hand, they must become followers of the Brazen King. This means no more and no less than that the abstract ideal of brotherhood or companionship must become something real. How can companionship become real? By associating, by truly uniting with the other person, by no longer fighting people with different interests but instead combining those different interests. Associations are the living embodiment of companionship. The life-spirit must be alive in the sphere of rights, and with the Christ spirit brought into economic life, spirit-man will come to life in its first beginnings through associations. The earth, however, yields none of this. Human beings will only come to this if they let the Christ, who is now approaching in the ether, enter into their hearts and minds and souls.

You see, therefore, that the spiritual renewal of the Mystery of Golgotha, as we might call it, relates to what anthroposophical cosmology teaches. We come to see this when we are able to say to ourselves that we have the potential to develop spirit-self, life-spirit and spirit-man. Our thinking has grown so abstract, however, that is seems terribly dry and prosaic to hear that something as sublime and spiritual as the spirit-man, must first of all show itself in associations formed in economic life—in that ‘low’ economic life which has to do with material things. Surely a spiritual scientist cannot refer to economic life without 'lowering' himself? A spiritual scientist has to unite people in conventicles where no one speaks of anything connected with food and drink and one lives entirely in ‘the spirit’, which in fact means in abstract ideas.

The fact is however that when these people have been sitting in their conventicles or sects for long enough and have found their inner gratification they will finally emerge and of course take bread and—well, let us say ‘water’ lest we really offend. As a rule terribly little of all the principles they have established to gratify their souls in those conventicles will find application in life outside.

The true life of the spirit exists only where it is strong enough to overcome material life—and not leave it to one side as something that enslaves and compels us. This is something you really must come to realize.

I think when we come to consider things like these we realize that we must be serious in our approach to present-day life. Yet this seriousness can only come to full realization if we enter into things as deeply as spiritual science enables us to do. You see, the spiritual can only be brought close to human individuals through spiritual science. In a way Schiller and Goethe were the last who could still keep to the personal level, and this was due to something still accessible to them from the past. Schiller did not allow abstract ideas to develop the icy coldness of modern ideas. Goethe kept his Imaginations at a personal level and did not let them break through entirely into outer life.

Today we must go beyond this point. In the rough and tumble of present-day reality we cannot do anything with aesthetic letters—except maybe at aesthetic tea parties—nor with ‘fairy-tales’. At most one might perhaps have beautiful conversations about them in the salons; even in those caricatures of salons that have now become lecture theatres for modern literature and are competing with the old-established professorial chairs. What is needed today is that we break through into life with the things that Goethe and Schiller still kept at the personal level. This will need powerful ideas and on the other hand also powerful Imaginations; a true spiritual understanding of the outer world must arise. To achieve this, we must fill ourselves with the Christ spirit. We will all need to believe in the Christ spirit in its true sense, believe that the Christ principle is something we have to unite with the part in us, as human beings, that will take us beyond this and make us into complete human beings by helping us to develop spirit-self, life-spirit and spirit-man.

All the things we encounter through spiritual science have an inner connection. Seeing through these inner connections we shall be able to see spiritual science in the right light and know that it belongs to the present age. We shall also know that in the present age spiritual science must be made to have a very real influence in all spheres of practical life.

This means, however, that spiritual science must take the whole of life extremely seriously. A true spiritual scientist would feel that it is inner frivolity to fail to be extremely serious, to fail to do more than fashion beautiful abstract ideas that are gratifying to the soul but are in no way able to break through into life.

This is something which has been weighing heavily on spiritual science for more than a year; it has been weighing heavily on those of us who are working here in Stuttgart. This work at Stuttgart has now made it our responsibility to bring spiritual science to bear in the practical life that immediately surrounds us on all sides. Principles that Goethe presented in fairy-tale images of a Golden, a Silver and a Brazen King, and a King of Mixed Metals who collapsed in a heap, must now be brought to bear in life and must become the threefold social order. You will remember that the King of Mixed Metals collapsed in a heap in the tale and certain persons came and licked up all the gold. If you take a good look at the world around us today you will see this phenomenon. In November 1918 Central Europe's King of Mixed Metals collapsed, and don't you see now how the various ministers who have held office since that time, the various leaders, are licking away and will go on licking until they have removed all the gold? Then the whole form of the Mixed King, a form empty of all spirit, will collapse, and people will be horrified. So we really ought to be serious—not about fairy-tale images of a Golden, a Silver, and a Brazen King, but with firm understanding for the three elements of the social organism: the cultural and spiritual element, the element of the political sphere, i.e. the state, and the economic element.

It has to be said, however, that when one comes to speak of these things two thoughts immediately come to mind. One of these I want to talk about today, for the longer we have to go on working like this in Stuttgart the more obvious it becomes that, for the time being at least, it is simply impossible to find time to talk to the friends who have got used to coming and asking my advice in earlier years. For a long time now I have had to put people off, when they wanted to discuss things that it certainly has previously been possible to discuss in private, promising to try again later on. Although my visits have been getting longer and longer, all efforts have had to be concentrated on the great task. I feel it really has to be said that, this time in particular, it has been quite impossible to consider personal requests. This is as painful for me as it is for you and I know that we cannot go on like this in the long run, for that would deprive the Anthroposophical Movement of its foundations. We would be building on shifting grounds in that case.

On the other hand it also has to be realized that people always like to cling to the old ways. Yet we are doing something entirely new in really getting to grips with the Golden, the Silver and the Brazen King, as I would like to call it. It is an extremely serious matter. Spiritual science cannot do such a thing as licking the gold away from the King of Mixed Metals who is collapsing in a heap, and some people take this amiss. I know I am poking around in a hornets' nest, but I shall have to poke around in quite a few hornets' nests, for example by characterizing a person such as Hermann Keyserling⁸⁰ who is simply not telling the truth and is a liar.

Some people say there is too much criticism within the Anthroposophical Movement today. But let me repeat once again what I have said many times before: These people see what we have to do in order to defend ourselves—and they take exception to this. Exception is even taken by people who are sitting in this room and listening to the things that are being said. And they never say a word to give the lie to the people who throw mud at us from the outside—for that would mean becoming argumentative oneself. It is considered unkind for an anthroposophist to call someone a liar, when that is in fact the truth. Yet anyone who wants to tell lies about the Anthroposophical Movement is allowed to fling any kind of lie at us. The journal of our movement for a threefold order is often considered too polemical. You should turn against those whom we are simply forced to argue against; you should have the courage to address your words to them and not to us, for we are simply forced to defend ourselves. But that is a familiar bad habit. It shows that people are more interested in an Anthroposophy that provides self-gratification and not in a serious Anthroposophy that is considering the great problems of the present age.

Now and then it is really necessary to speak very seriously about these things. The things I said with reference to Count Keyserling in my public lecture, for instance, relate not only to the things said about Anthroposophy in that quarter; they relate to the whole inner insincerity of that kind of intellectual life. Read the chapter entitled ‘What we need. What I want’ in his most recent book.⁸¹ It does not say anything about Anthroposophy, but you will find there the whole schematism of unsubstantial ideas that is wholly without content; yet you get stuffed shirts who will say that they get such a lot out of it. That of course is the great evil in our time, that people reject the things that take their substance from the spirit—the living spirit—and want only to have the empty words, mere shells of words.

If people go on wanting things like this they will destroy humanity. The hollow phrases coming from that source—even if they are called the Diary of a Philosopher⁸²—undermine the whole of human culture. What are they, these hollow phrases? They are the phrases one produces if one licks the King of Mixed Metals. You may be fairly brutal in your licking, like some of the socialist leaders today, or you may be wearing elegant patent-leather boots like Count Keyserling—it really makes no difference.

I may be putting these things sharply, but please do not think this reflects an emotional involvement. They are put sharply because it has to be said, unfortunately, that there are some who want to be counted among the anthroposophists but whose hearts are not really in it. They cannot be sufficiently serious, they do not want to be sufficiently serious, they do not want their hearts to be involved. It is not being unkind to speak the truth when it is necessary to do so. But let me ask you if it is kind of anyone, who wants to be one of us, to allow others to sling mud at us and then call us unkind when we have to defend ourselves? It may seem regrettable that we have to use sharp words to defend ourselves, but just because of this you ought to uphold those sharp words and not indulge in feelings and the like and somehow or other start repeating the rubbish literary hacks have been producing—saying that polemics are not justifiable and are unkind.

The difficulty is that within the movement that is to develop as the Anthroposophical Movement we find so few people who are wholeheartedly with us. When it is necessary to achieve the kind of thing that we are supposed to achieve through the Anthroposophical Movement we need many such individuals today. We have found dedicated people in many different fields, above all the Waldorf School teachers in the educational field. We have also found dedicated individuals in some other fields—but it is simply not enough. The number of those who simply do not want to become completely involved is extremely large, right here in our own ranks, and yet we need people to be fully dedicated to our cause. That is why we are making so little progress. As time went on we found again and again that when we really got down to it, many of the people who had put their names down so that they would be able to hear the things that are said within the movement were in a way embarrassed to declare themselves openly for us on the outside. We have heard it said again and again that it would be better not to use the name Anthroposophy in public; that one should leave the name out and 'slip things in here and there' with reference to Anthroposophy. That is the delightful way people who do not want to take Anthroposophy seriously like to put it. So the gentleman, or particularly the lady, intends to ‘slip something in’ here and there by way of Anthroposophy, because she or he feels ashamed to speak openly about Anthroposophy. So they ‘slip things in'! You won't have to be all that valiant, then, and you won't create any awkwardness—just let it slip in’.

Now is not the time to let things slip in, however. It is time to be open and honest and to use words that tell the truth about things. The people who are against us do not let things slip in, they put things bluntly. And it should be considered an outrage by all who have joined our ranks that someone like Count Keyserling has the cheek to say that this spiritual science of ours is materializing the life of the spirit, that it is a physical science of the spirit. We know that this man used sneaky ways to get hold of our lecture courses from a large number of people, in order to find out what is said in them, and all one can say is that in writing the things he is writing today he is quite deliberately writing untruths. We call it lying. Anyone who objects to our saying this is a lover of lies. Anyone who says that we are too argumentative when we are rightly speaking the truth has no feeling for the truth and is a lover of lies. The love of lies should not be our business in the Anthroposophical Movement, for we must love the truth. You must feel the whole weight of these words: to love the truth; not to love lies for the sake of convention, for the sake of a pleasant social life. To be easygoing when it comes to lies is just as bad as loving them. In the immediate future the world will not progress through frivolous indifference where lies are concerned, but only if we freely and openly profess ourselves for the truth. Anthroposophy has to consider serious and sublime spiritual matters, and we have never failed in this. Anyone who says that it is spiritual materialism to speak of Saturn, Sun and Moon when he is free to open my Occult Science and read what it says about Saturn, Sun and Moon, is indeed lying. It does not say anything about making the spirit into something material. People cannot be aware of the true seriousness of the situation if they ask that we use polite untruthful terms to address mud-slinging opponents.

These are the very things that reflect real love. Real love demands enthusiasm for the truth. The world will only progress if we show enthusiasm for the truth.

There are profound spiritual reasons why I have to say these things today, as I am about to leave you again for a while. I am very sorry that I am quite unable to talk to individuals at present, because there simply is not the time. Yesterday the friends of our movement for a threefold order and of the Kommende Tag were again in session until 3 o'clock in the morning, and that is how it goes on, more or less day after day. I regret that many things have to be left aside, things that people have come to love. On the other hand there may be hope after all that, in view of the efforts now being made on a large scale, the Anthroposophical Movement will gain the rightful place in this world that it must gain, because it has the strength and the will to use the truth to move ahead. If we are to work in the truth, then we can do no other today than show untruthfulness up in its true light when it gets as blatant as this.

It has been necessary to remind you of our commitment to the truth. It is most necessary for all of us, dear friends, to let this spirit of longing for the truth fill our hearts and souls and minds. If it is still within the bounds of human capabilities, then this spirit in which we long for the truth will be the only thing that can prevent the barbarism that otherwise must come upon the human race. It will be the only spirit in which we shall make progress in a new culture which will be of the spirit.

• 78. ‘Goethe als Vater einer neuen Aesthetik’ lecture to the Goethe Society in Vienna on 9 November 1888; first published in Vienna in 1889, reprinted in Methodische Grundlagen der Anthroposophie 1884–1901 GA 30 and Kunst und Kunsterkenntnis GA 271. English translation: Goethe as Founder of a New Science of Aesthetics. G. Metaxa tr. Anthroposophical Publishing Co., 1922.
• 79. Stuttgart 16 November 1920, ‘Die Wahrheit der Geisteswissenschaft und die praktischen Lebensforderungen der Gegenwart’ (The truth of spiritual science and the practical requirements of present-day life). To be published in GA 335.
• 80. Keyserling, Hermann, Graf. German philosopher.
• 81. Keyserling, Hermann, Philosophie als Kunst (Philosophy as an art), Darmstadt 1920.
• 82. Keyserling, Hermann, Das Reisetagebuch eines Philosophen (Travel Diary of a Philosopher, 1925), Darmstadt 1919.

“God ever geometrizes,” the Greek scholar Plato said. Plato was probably thinking about the shapes of fruit, of leaves, of the moon, of many things in nature that have interesting and beautiful forms. In any case, his remark tells something about the interest the Greeks had in geometry. It was mainly through geometry that the Greeks changed the face of mathematics in a period of a few hundred years before the birth of Christ. Greek mathematics did include some other things-arithmetic, by which they meant the study of numbers; logistics which was what we would now call arithmetic, or calculation for practical purposes; and a kind of algebra, with which they described number relationships in words. Today we use letters and other symbols. But above all, it included geometry, which was where their real interest lay. (excerpt fromrom first lecture given January 1, 1921.)

As you read in Chapter 2, geometry began long before the Greeks became interested in it. The “earth measurement” of the Egyptians is an example of how geometry was used in the earliest days of mathematics. It was used, in short, for measuring things. The Greeks, on the other hand, liked geometry for its own sake. They liked to draw triangles and circles and other shapes and see what rules they could discover for problems like finding the circumference of a circle and the amount of space occupied by a circle, or for working out the unknown dimensions of a triangle from known dimensions such as the length of sides and the size of angles, as is shown by the geometric construction on the left.

In doing such things the Greeks brought to geometry three new ideas that were of great importance for the future of mathematics. Those ideas were deduction, proof, and abstraction.

Deduction involves using known facts, or at least facts on which we agree, to reach conclusions that necessarily follow from those facts. For example, let us take as the known facts, or premises, the statements that all apples are red, and that you are holding an apple in your hand. It necessarily follows from the premises that the object in your hand is red. It does not make any difference that there are also green apples and yellow apples; the point is that for the premises that are given, the conclusion is the correct one. Deduction, in other words, is a reasoning process throughout which you can build on what you know and thereby expand your knowledge.