The Rudolf Steiner Archive

Rudolf Steiner: It seems to me that these questions you have written down are largely rooted in matters that have already been discussed.

Regarding the change of cult colors [1st question]: The point, as I told you, is that the cycle is that the time before Christmas is essentially blue, that at Christmas you have the light color; then the light color remains until Lent, when it turns black. Then we have mainly red during the Easter season, and then we move on to light colors for the Pentecost season. That is how it was presented the last time. So for what I call the festive season, we have the light color during the summer; if there are no special occasions, the color remains white. At Pentecost it is white with yellow edges. That remains essentially so until we have to move on to the blue color.

Emil Bock: The color we are using now is already a light one.

Rudolf Steiner: What I have suggested to you now is what I would advise you to use at all times for the regular trade fair because this violet that you have now is the color that you can actually use all year round on every occasion, whereas you could not do that with any other color.

Emil Bock asks about the spiritual essence of colors. Why these colors cannot be used.

Rudolf Steiner: If we take the color red, which would occur at the resurrection on Easter Sunday, we have in the red color that which characterizes the activity from the spiritual world, and in contrast to the red color, in the blue color we see the gradual decline of the physical into the spiritual world. These are the two color contrasts; therefore, the Advent is blue, the time immediately after Easter until Ascension Day is red, as the contrast. Then we have the other colors in such a way that they always have some other aspect. We have the universal color white, or light, at Christmas, which the Catholic Church has taken as the color of innocent children, but this is wrong, since white represents light as such, that is, the reappearance of the sun, the solstice. Then we have the black color, the color that moves toward the time of the Passion, which represents the darkening that culminates in death. Then in summer we don't actually have white, but light colors. If you don't go back to the old mystery tradition, then of course we don't actually have green. If we went back to what you call “cultic optics” – one would have to call it the cultic Gloria – then you would have a light green for summer, around Midsummer. But that is no longer used. But it could be reintroduced, a light yellow-green. But then you actually have all the colors. The thing is that everything else depends on the color of the chasuble, everything else.

Now you are also asking about the other vestments here [2nd section of questions]. You have other vestments for the priest: the vestment for the afternoon service on Sundays. Have I not yet explained this? It is like this: a cope of this cut (see drawing on page 202) has the color of the chasuble that is worn down here. For you, since you will still be wearing the original garment for some time, which can always be worn on any occasion, it should be the color of the braids.

The stole is worn under the mantle. It is better if you do not wear the alb at baptisms and when hearing confessions, but instead wear a shortened alb, so that you have an alb up to the knee. This is the priestly garment for these acts such as baptism, hearing confessions, anointing. Funerals should actually be performed in this mantle. The alb and stole are worn under this mantle. Now, what else I noticed: the alb has the belt around here and this belt is also the color of the chasuble, and this then makes it possible for you to cross the stole where it should be worn at the front. But that would be all the garments you need.

Table 4

The sleeves are not important, but it is difficult to get a robe for every single thing now. Therefore, I am putting together here the things that I consider practically possible and that can serve quite well. The sleeves are really not important. Of course, you could also baptize in a kind of surplice that is sleeveless. All of this can be arranged at some point. But for now, having Alba and a surplice, which of course can have sleeves, the chasuble and a mantle like that for the Sunday afternoon service, which essentially consists of the reading of a short passage from the Gospel and a short sermon, during which the mantle is taken off. Then it is put on again and a psalm is read. This will be the Sunday afternoon or evening service. Everything else depends on the color of the chasuble, that is, the covering of the chalice and the cloth covering the altar; the altar server also wears a chasuble. Now you have a chasuble that I imagined you could use to celebrate every Mass in at first. You cannot think about going through the whole process for quite a long time. A chasuble already costs a small capital in Germany today. So I think you would do best if you used this color, which could be a little lighter – it turned out a little dark – and read every mass in it.

Emil Bock: It is a safe guide for us to hear that violet should take the place of blue at Christmas and reddish yellow at Easter.

Rudolf Steiner: I said that at Christmas a bright white is decisive; perhaps a very light violet. I said that at Christmas the point of view has always changed. Essentially, one has to hold that white should characterize the rising of the sun; that is a different point of view. The point of allowing light violet to enter is this: at Christmas you read the prime mass; you read it in light violet. I only said reddish yellow because I wanted to distinguish it from violet red. There are these two reds: vermilion, which I use for the very bright, shining red, in contrast to the more blue-based carmine red.

The color of the trim? It is best to choose the trim that represents the complementary color, as you have it now. And the length of the robe: to just above the knee. The surplice goes to the knees. Under this robe you wear the alb. You only wear the surplice when you are officiating. Tunic, surplice, stole. Then you wear the beret. The beret is actually the outward sign of priestly dignity. You do not wear the beret as a vestment, but as an external badge. The beret is actually an official badge, not a priestly one. You do not need to wear it during the service. In the Old Testament you had to wear it because you had to be covered. But you wear it when you walk around the church to the altar and take it off when you come to the altar. It is actually what, like Athena's helmet, outwardly demonstrates your dignity. — During the sermon? Yes, you wear it during the sermon. You also preach with it. You preach with the beret. If we had come to the point where some of you were preaching, then you would have needed it. You wear the beret at funerals and at baptisms, but you take it off during the ceremony. You go to the ceremony with your beret on and you leave the ceremony with your beret on.

[Regarding the third section of questions:] I will talk about oil tomorrow; I have talked about wine and bread, and about salt. I have also already spoken about Mercury and so on. – Ashes? Well, the thing is that the actual ashes are on their way to being crushed into an atomistic form. If you produce ashes when burning any substance (the drawing has not survived), then these ashes are on the path of matter to prepare itself to become receptive to spirit again. That is, the ashes, driven far enough in their incineration process, become capable of receiving an image of the universe and forming a kind of cell. [Gap in the stenographer's notes.] It is the case that the ashes are what serves the purpose of the regeneration of the cosmos.

[Regarding the question: What substances and objects are consecrated before cultic use, on what occasion and by what words?] – I have already said that. Actually everything should be consecrated. But we need nothing more than to allow the consecration to be a completely free act, as I have done, in a similar way to the chasubles. So in this way everything should be consecrated.

Interjection: water and wine?

Rudolf Steiner: No, not that, but everything that is used as an auxiliary object in cults. Emil Bock: What about water, salt and ashes in the baptismal ritual?

Rudolf Steiner: That is for baptism. It is necessary that you include in baptism the whole transformation that has taken place in the evolution of the earth through the Mystery of Golgotha; that is what matters in this matter.

Emil Bock: That first the Christ is indicated by the water, and only then the cosmic foundation by the salt?

Rudolf Steiner: Through water, we are led to the Father-God. It is the same process that has taken place through a truly profound fact, in that the female moon and the male sun have passed in the newer times into the female sun and the male moon. Thus you have a transition, a metamorphosis, that is in it.

Emil Bock: While one must think of the Father God in the case of salt, here it is the water. Water – generative power; salt – sustaining power; ash – renewing power. You related the water to the Father, the salt to the Christ, the ash to the Spirit.

Rudolf Steiner: There is a slight difficulty here because we cannot properly express what is there in time. If I describe: physical body, etheric body, astral body, sentient soul, intellectual soul, consciousness soul, spirit self, life spirit, spiritual human being, I also put them in that order; it looks as if I am putting them in succession.

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But that is not true. I would have to combine two currents here (it is drawn on the board) if I want to draw it correctly. I would have to do it like this: physical body, etheric body, astral body; sentient soul, intellectual soul, consciousness soul; and now I would no longer have to draw the spirit self in one plane, but in a different direction, turning it around here and drawing it three times in a different direction. I would have to do it like this:

Plate 4

This is also the case in the formula [of the baptismal ritual]. If you take the same sequence: water – Father, salt – Christ, ashes – Spirit; you will not get the real fact that you want. You have to [think] you live in the community of Christ through the birthing power of water, through the sustaining power of salt, through the renewing power of ashes. Now you turn the whole idea around, you come from a completely different side: in the Father's World Substance, in the Christ's stream of words, in the Spirit's radiance of light. - It is not possible for you to relate these things directly to one another, they are out of alignment with one another.

[Regarding the last question of the third section:] Holy water and incense at the grave? – incense is only there to take over the connection to the spiritual world. Incense is burnt. You follow the path of the soul from the physical body until the soul reaches the spiritual world. You follow it by means of incense. You go from what is still below to what is above. And in holy water we have regeneration again.

[Regarding the fourth question:] Use of a monstrance. Do you really need these devices? These were originally devices that remained fixed, that simply belonged to the architecture of the altar and represented the sun with the moon, and which were then transformed into a container that was used at solemn masses to initiate and conclude the mass and that was carried by Catholics in processions.

Emil Bock: I believe that we do not have that need, but we recalled that you said that we should strive for this symbolum first.

Rudolf Steiner: I said for the sermon that you should have this symbol as a guiding symbol: sun and moon, because by this you have the will to connect the physical cosmos with the spiritual cosmos at one point. It can also be used as a fixed symbol in your worship, when you perform the worship, either architecturally or painted: the monstrance as the connection of the sun with the moon. You have the same symbol, for example, among the “seals and pillars”, and you will also find it again in the Apocalypse: the woman who is on the moon, the sun in front of the constellation of the Virgin, which points to midsummer, when it approaches the Christmas season. Here you also have the sun, with the moon below it. This is the same as the monstrance. This is what I meant, you have to work towards this symbol. You will find opportunities to use this symbol everywhere, in speech and in representation. But I think that this is one of the points where, in the use of this symbol... [Gap in the stenographer's notes]. The Catholic Church today does not admit this whole context and uses the monstrance like an idol that is worshipped, which has its center where the consecrated host is carried. I don't think you have a need for it. Otherwise, what I said about not making it too Catholic will come about. But the symbolum is something to which you should pay special attention. [The next question in the fourth section:] Is it possible to use wooden chalices? — Of course you can use wooden chalices.

Emil Bock: Where should the confession take place?

Rudolf Steiner: It can take place anywhere. It is very difficult to perform this half cultic act without a stole, and you cannot wear the stole without at least a surplice as something else. You can speak to the people at first, that is a counsel, but then, in order to maintain the priestly dignity, put on the surplice and stole before you summarize the matter in the sentences in which it should culminate. That is how it should be, but for the time being you can simplify it. You can do it by giving the advice without the stole and then putting on the stole by letting it culminate in a cultic act. This makes a very solemn impression.

[The next questions:] Why the touching of the left cheek at the parish communion? — This is a special form of laying on of hands. And: Why the signs on the forehead, chin and chest of the infant? — This is the acceptance into the three powers of the Trinity. Perhaps it should be mentioned that you have to get the congregation used to making the three crosses on the forehead, chin and chest at the same time as you make the sign [sign of the cross]. You make the sign on the person to be baptized first at the baptism.

Emil Bock: Why these three parts of the body?

Rudolf Steiner: These three parts of the body express – of course, here too we are dealing with a shift – that when we make the triangle on the forehead, we are dealing with the human head system, with the past, if we make the square on the chin, it has to do with the future, because this actually represents the metabolic system, and under this we have to do with the chest system, with the present. However, in reality these things shift, they are not arranged in this way. But there is a trinity everywhere. You can even find this in pictures in the Catholic Church. You often find the Father depicted at the top, with the dove below and the crucifix above, which does not mean that this is a systematic order. As soon as you approach the spiritual, you are not always able to maintain a systematic order in terms of space or time. I think I have already made it clear to you that in the spiritual realm, numbers do not correspond to our numbers at all. You have strange experiences, for example, that two times two is not four in the spiritual world.

Next question: Is it possible to burn incense using bowls instead of the usual censer? — You can, of course, burn incense with whatever you can handle. This form of censer is the most convenient to use. Once you have mastered the technique, it is extremely easy; you can direct it so easily. You can use it to burn incense with anything that you can use to burn incense with, without burning yourself; because you don't get burned with the incense burner, it is very comfortable. Once you have some practice, it is excellent. I have never found a prescription for the shape of the incense burner anywhere. The prescription consists of burning incense, not of the incense burner. The only prescription is that you burn incense.

A participant: Can you put the incense bowl on the altar?

Rudolf Steiner: You must burn incense yourself, it must be your deed. But the shape of the censer, there is no rule about that.

[Regarding the question:] The right and left sides of the altar in their alternation during the act of consecration. — This is how it is: if you start from the right side of the altar based on the Gospel reading [i.e. from the left as seen by the faithful], then you proclaim – in the understanding that the proclamation is about the cross – to where the eye looks; active on the right, passive on the left. The remaining things depend on whether one speaks more to the heart, then one speaks to the left, or to the mind, then one speaks to the right. The change is on the right side of the altar, that is, to the left of the faithful [as seen from their perspective].

Emil Bock: Is the consecration addressed to the mind?

Rudolf Steiner: The consecration is directed to the mind. The missal lies on the right side. The consecration itself takes place in the middle. The book lies where the gospel book lies. But to understand it, the highest clarity is needed. The action is already directed to the mind. You also have to look at it in such a way that you have to distinguish whether a believer comes into consideration more in an action than in the reading of the Gospel, or the priest, who always looks to the other side. What is right and left for the believer is not for the priest. The light comes from the east. So it is a matter of either the original concept, that the altar itself is placed to the east, or the newer concept, that the church choir is in the east. The correct thing is to orient the altar to the east, that the altar is the east of the church and that the believer looks to the east. From the very earliest days of Christianity, the altar was always erected over the grave of some founder of a community or some martyr, so that in fact there never was an altar in the Christian church that was not intended as a gravestone. One celebrates mass over the grave of a revered person. The altar also has the form of a gravestone, and is thus intended as a memorial.

Emil Bock: For us, there is no objection to having a movable table?

Rudolf Steiner: You will have a movable altar as long as you do not have the main mass in a specially built building for it. You have many altars in large churches, and they are directed in all possible directions. Whether you place one altar in the room or many, it makes no difference.

[Regarding the fifth question:] What is the more precise distribution of the pericopes for the gospel reading over the course of the year? — It is good to read the Gospels in such a way that you distribute them throughout the [church] year. Leave the letters, the Acts of the Apostles and the Apocalypse for those parts of the year that are not exhausted by the Gospels. You cannot transfer anything from the Gospel to the time of July or August. Nothing from the Gospels fits there.

A participant: So the Epistle is read instead of the Gospel?

[Another question is asked, but the stenographer only noted:] because of the name?

Rudolf Steiner: The gospel is the whole of the New Testament. I have also used [the expression] in this way. Until the end of the Apocalypse, I call it the “gospel”. The gospels go until Pentecost. It is not true that if they continue, they do not mean anything that falls on the day. I would consider a uniform order of pericopes to be incorrect. The Catholic Church has done this because it wanted to have hierarchical authority. They will not need that at all. The letters of Paul and the Apocalypse are used outside of the church year. Then you will find some clues in the festivals that I have recorded in my calendar. I have included festivals that are to be regarded as Christian festivals, not as Roman Catholic ones. There you will notice some clues. Otherwise one would first have to study the matter carefully. The Catholic Church has simply distributed everything. You should not stick to it, but you should start there with the freedom of teaching.

[Regarding your questions:] Is it the duty of parishioners to communicate? — I would not consider it right to introduce a duty, but I would consider it right for you to work in such a way that no one fails to communicate. - Is it possible to exclude parishioners from communion? What would be the point of that?

Emil Bock: We just wanted to think these things through. Some of us have considered that someone has been accepted into the community who would not have been accepted as a member at another point in time. If this person now wants to come to communion, can they always be admitted?

Rudolf Steiner: It is to be assumed that in those cases that are not, I would say, self-evident cases, you always have the opportunity to have some kind of consultation with these people. That will happen automatically, and then you will have to prepare him in the right way. If you have a murderer who is to be executed the next day, you will not refuse him Communion for that reason. That is about the most radical case. It cannot be right for you to refuse Communion. It will be very difficult for you to have any jurisdiction over the community at all – the church never had that, the political community always lent itself to it – you will never have it. The church has never burned a heretic; it has only said that he is a heretic and worthy of death. The church itself never burned heretics.

A participant asks about church discipline. If a parishioner continues to live an immoral life but wishes to take part in Holy Communion, do one have the right to exclude them?

Rudolf Steiner: In my opinion, the only way to do that would be to oblige him, if he wants to take communion, to accept counseling from you, not in community with the other believers. In this way, you would exercise disciplinary power that is more aimed at ensuring that he does not lose contact with the community, that he is only allowed to sit in a certain place, for example, away from the others when the mass is read. If he puts up with it, it will have the desired effect. The others who don't put up with it leave the church. That is a different kind of punishment. For those who don't put up with it, refusing to take communion is also effective.

[Next question:] Is it advisable to make the ritual texts available to the parishioners? The Credo? - The Credo must of course be made available to all parishioners, they should only hear the rest.

A participant: Can the text be read in community meetings?

Rudolf Steiner: There is no need to exclude that, but it should be made clear that the text is for listening and not for reading. I gave the friends who wanted it prayers for young children. With these prayers, I gave the instruction that the children should not learn or read them by heart; they are spoken in front of the children. They should take them in by listening, not by learning, because: however much is learned in this way, it is ineffective. It must be a process that only works through listening. The cult text should also be heard and seen in this way. You can, of course, explain it, but you have to understand that the cult text should be heard, so that the cult text has no meaning if it is not heard. If someone reads it, it is not a cult text at all; he must hear it from someone else. If he reads it, it would only be a cult text if he heard it at the same time from the transcendental world; then it would become a cult text for him. But if someone living on the physical plane reads the text, it is not a cult text.

A participant: What if a member of the community asks for the text?

Rudolf Steiner: This can only have a meaning if you consider it good for the development of his soul. Then it is not used as a cultic text, but as a meditation.

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.

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.

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.

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.

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 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.

Report in the “Allgemeine Zeitung München” of May 3, 1904

Goethe as a theosophist. On April 22, the well-known Goethe scholar and philosophical writer Dr. Rudolf Steiner of Berlin, formerly an official at the Goethe-Schiller Archive in Weimar, gave a long lecture in the large hall of the Wittelsbacher Garden on the subject of “Goethe as a theosophist,” which writer Ludwig Deinhard introduced with a short speech. The latter referred, among other things, to the earlier works of Dr. Rafael v. Köber and Prof. Seiling on Goethe's position on the question of immortality and on occultism. Dr. Rud. Steiner first stated that in his lecture he would like to limit himself solely to Goethe's relationship to Theosophy, without pursuing his position on occultism. He then discussed the basic idea of Theosophy, “the divine striving of man to develop”, which can be recognized as the core essence of the various religions and has found expression in Goethe's works as well as in the writings of other leading figures in world history. Goethe, in his spiritual depth a mystery to his contemporaries, knew much, very much indeed, to say about the divine, mystical, ideal human being in the depths of the human essence. He had sought and seen the divine in nature, in the beauty of art, in the laws of the macrocosm and the microcosm, in man. To illuminate Goethe's theosophical ideas, the speaker referred in particular to the lesser-known enigmatic fairy tale 'The Green Snake and the Beautiful Lily'. The speaker sought to interpret this 'secret revelation' of the poet in a meaningful way. The will-o'-the-wisp, the souls trapped in the world of the senses, can only return to the land of the spirit by sacrificing the snake, the symbol of the higher self sacrificing itself for others. Only through sacrifice can the bridge to the land of the spirit, of higher knowledge, be built. In this realm, the youth, representing the human race, receives the lily, the symbol (taken from the alchemists) of a “higher spiritual development”. Furthermore, the speaker sought to trace Goethe's theosophical views in the second part of Faust as well. He discussed, among other things, the meaning of the ideas of the gradually revealing soul being, the homunculus, the descent to the mothers, the idea of karma in the life and work of Faust and his final ascent to mystical life after he goes blind to the sense world. In conclusion, the speaker offered a meaningful explanation of the “Chorus mysticus”. After the lecture, a number of those present, who had given the speaker's interesting explanations a lively applause, gathered for a discussion. Through “Karma” it was determined that the listeners had to bear saddening proof of the “inadequacy of our earthly Sansara” in their efforts to obtain their wardrobe. In the “terrible narrowness” of the queue in front of the entrance to the hall, they were able to practice “sacrificing their lower selves”. Unfortunately, several Theosophists, who were perhaps still too absorbed in Faust's “Descent to the Mothers”, were tripped up by a weighing machine in front of the cloakroom, which will hopefully be eliminated in the course of the 20th century.

From a lecture in Berlin, January 2, 1906

If you want to understand and delve into today's culture, you will find that it falls into three areas: the area of wisdom, the area of beauty and the area of strength. These three words contain the full scope of spiritual culture. Hence they are also called the three columns of human culture. They are the same as the three Kings in Goethe's “Fairytale of the Green Snake and the Beautiful Lily”: the Golden, the Silver and the Bronze King. This is why Freemasonry is called the “Royal Art”. Today these cultural areas are separated from each other. Wisdom is essentially contained in what we call science; beauty is essentially incarnate in what we call art; and what, in Masonic terms, is called strength is contained in the structured, organized social coexistence of people in the state. The Mason unites all of this as the relationship of the will to these three elements: wisdom, beauty, strength.

(...) When those who really understand something about it talk about these ideals, they are talking about something very specific; something so specific that it relates to the course of events in the coming centuries in the same way that the idea of a master builder who is building a factory relates to that factory when it is built.

From a lecture in Bremen, April 9, 1906

Freemasonry is everything that is done with the help of wisdom, beauty and strength. This refers to the proper construction of the temple of the earth, not just the inner man. We build on the inside and on the outside. Above all, the mason endeavors to bring himself to the point where he is a worthy co-worker in the construction of man (and the earth). The meaning of life on earth is that we transform our planet, rework it. More and more, human labor is intervening in our earth.

What will the earth become? A structure that man will complete. And it is the duty of every human being to contribute to this structure. Three forces must be built into the temple, otherwise chaos will result. The columns on which this temple rests are wisdom, beauty and strength.

Wisdom, when he ennobles his spirit; beauty, when he ennobles his mind; strength, when he ennobles his will.

Therefore, these three columns are considered the foundation of all work.

From a teaching in Hanover, Christmas 1911

Wisdom, Beauty, Strength are actually present only in the spiritual world; down here, only their reflection is to be found. Whoever utters the words Wisdom, Beauty, Strength should be mindful that he is thereby uttering a creed. “I believe in an astral world,” he says when he utters the word ‘wisdom’; ‘I believe in a lower Devachan’ when he utters the word ‘beauty’; ‘I believe in an upper Devachan’ when he utters the word ‘strength’. The reflection of wisdom down here is truth, that of beauty down here is piety, and that of strength down here is virtue.

Instruction lesson in Hanover, Christmas 1911, notes in a different hand.

In all mystery centers, the disciple spoke these words as his creed: wisdom, beauty, strength.