The Rudolf Steiner Archive

We will now consider the series of incarnations passed through by our planet, and realise that these were embodiments, that is to say, conditions of our Earth when it was once Saturn, Sun, Moon. We must be fully aware that these incarnations were necessary for the development of every living thing, especially of man, and that man's own evolution is intimately connected with the Earth.

We shall, however, only understand in the right way what took place then, if we realise how the man of today—we ourselves—has changed in respect of certain characteristics in the course of evolution. And first we will consider the changes which have come about in man's conditions of consciousness. Everything in the world has evolved, even our consciousness. The consciousness that a man has today he has not always possessed, it has only gradually become what it is now.

We call our present consciousness the objective consciousness or the waking day-consciousness. You all know it as that which you have from morning when you awake, to evening when you fall asleep. Let us be clear as to its nature. It consists in man's turning his senses towards the outer world and perceiving objects-and hence we call it objective consciousness.

Man looks into the surroundings and sees with his eyes certain objects in space which are bounded by colours. He listens with the ear and perceives that there are objects in space which produce a tone, which resound. With his sense of touch he feels objects, finds them warm and cold, he Smells, tastes objects. What he thus perceives with his senses he reflects upon; he employs his reason to understand these different objects, and it is from these facts of sense perception and their comprehension in the mind that the present waking day consciousness has arisen. Man has not always had this consciousness, it had first to develop, and he will not always have it as it is, but will ascend to higher stages. Now with the means supplied by occult science we can survey seven states of consciousness of which our present consciousness is the middle one: we can survey three preceding ones and three following after.

Many will wonder why we are just standing so nicely in the centre. This comes from the fact that other stages, preceding the first, are beyond our sight, others follow the seventh which are again beyond our sight. We see just far behind us as we do in front; if we took one step back, we should see one more behind us and one fewer before us-just as when you go into the fields you can see as far to the left as to the right.

These seven states of consciousness are the following: At first a very dull deep condition of consciousness which humanity hardly knows today. Only persons with a special mediumistic tendency can still have this consciousness today which once upon Saturn was possessed by all men. Mediumistic persons can come into such a consciousness, which is known to the modern psychologist. All the other states of consciousness have been deadened in them and they appear practically lifeless. But then, if from memory or even in this condition they sketch or describe what they have experienced, they bring to light quite extraordinary experiences, which do not take place around us. They make all sorts of drawings which, although they are grotesque and distorted, yet agree with what we call in theosophy cosmic conditions. They are often entirely incorrect, but nevertheless they have something by which we can recognise that such people during this lowered condition have a dull but a universal consciousness; they see cosmic bodies and therefore their sketches are of that nature.

A consciousness that is dull like this but in compensation represents a universal knowledge in our cosmos, was once possessed by man on the first incarnation of our Earth, and is called “deep trance consciousness.” There are beings in our surroundings who still have such a consciousness—the minerals. If you could talk with them, they would tell you what goes on in Saturn—but this consciousness is entirely dull and insensible.

The second condition of consciousness which we know, or much rather, do not know, since we are then asleep, is that of ordinary sleep. This condition is not so comprehensive, but in spite of its still being very dull, it is clear in comparison with the first. This “sleep-consciousness” was once the permanent state of all human beings when the Earth was “Sun”; at that time the human ancestor was in a continuous sleep.

Even today this state of consciousness still exists; the plants have it, they are beings who uninterruptedly sleep, and if they could speak they could tell us how things are on the Sun, for they have Sun-consciousness.

The third condition, which is still dim and dull in relation to our day-consciousness, is that of “picture-consciousness”, and of this we have a clear idea since we experience an echo of it in our dream-filled sleep, though it is but a reminiscence of what on the Moon was the consciousness of all human beings. It will be well to start from the dream in order to get a picture of the Moon-consciousness.

In the dream-life we find indeed something confusing, chaotic, but on closer observation this confusion nevertheless displays an inner law. The dream is a remarkable symbolist. In my lectures I have often brought forward the following examples, which are all taken from life. You dream that you are running after a tree-frog to catch it, you feel the soft, smooth body; you wake up and have the corner of the sheet in your hand. Had you used your waking consciousness you would have seen how your hand was holding the bed-cover. The dream-consciousness gives you a symbol of the external act, it forms a symbol out of what our day-consciousness sees as a fact.

Another example: a student dreams that he is standing at the door in the lecture hall. There he is roughly jostled, and from this ensues a challenge. He now experiences every detail, until, accompanied by his second and a doctor, he goes to the duel, and the first shot is fired. At this moment he wakes up, and sees that he has overturned the chair at his bedside. In waking consciousness he would simply have heard the fall; the dream symbolises this prosaic event through the drama of the duel. And you see too, that the conditions of time are quite changed, for the whole drama flashed through his mind in the single instant in which the chair fell. The entire preparation took place in one moment, the dream has reversed time, it does not conform to the circumstances of the ordinary world, it is a creator in time.

Not only can external events be symbolised in this way, but also inner processes of the body. A man dreams he is in an air hole of a cellar, obnoxious spiders creep about him; he wakes up and feels a headache; the skull has taken on the symbol of the cellar hole, the pain, that of the hideous spiders!

The dream of the present-day man symbolises events which are both external and within. But it was not so when this third state of consciousness was that of the Moon humanity. At that time man lived entirely in such pictures as he has in the modern dream, but they expressed realities. They signified precisely such a reality as today the blue colour signifies a reality, only at that time colour hovered freely in space, it was not resting upon the objects. In that former consciousness man could not have set out on the street, as today, have seen a man in the distance, looked at him, approached him; for forms of beings with a coloured surface could not have been perceived at that time by man, quite apart from the fact that he could not then walk as he does today. But let us suppose that one man on the Moon had met another, then a freely hovering picture of form and colour would have risen up before him. Let us say, an ugly one, then the man would have turned aside in order not to meet it; or a beautiful one, then he would have drawn near it. The ugly colour-picture would have shown him that the other had an unsympathetic feeling towards him, the beautiful, that the other liked him.

Let us suppose there had been salt on the Moon; when salt stands on the table today, you see it as it is in space, as object, granular, with definite colouring. At that time it would not have been so. On the Moon you would not have been able to see the salt. But from the place where the salt would be, a picture of colour and form would have proceeded, floating free; and this picture would have shown you that the salt was something useful. Thus the whole consciousness was filled with pictures, with floating colours and forms. In an ocean of such form and colour pictures the human being lived; but the pictures of colour and form denoted what was going on around him, above all, things of a soul character and those which affected the soul nature—what was advantageous to it or harmful. In this way the human being orientated himself rightly with regard to the things around him. When the Moon passed over into the Earth incarnation this consciousness changed into our day-consciousness, and only a relic of it has remained in the dream as one has it now—a rudiment, as there are rudiments of other things. You know, for instance, that there are certain muscles near the ear which nowadays seem purposeless. Earlier they had their significance; they served to move the ears at will; there are very few persons who can do this today.

So conditions are to be found in man which have remained as a last relic of a former significance. Although these pictures no longer have a meaning, at that time they signified the outer world. Even today you still have this consciousness among all those animals—note this carefully—which cannot utter sounds from their inner being. There is in fact a far truer division of animals in occultism than in external Nature Science, namely in to those which can utter sounds from within and those which are dumb. It is true that you can find among certain lower creatures the power of producing sounds, but then this happens in a mechanical way, through friction, etc., not from their inner being. Even the frogs do not create sounds so. Only the higher animals, which arose at the time when the human being could express his suffering and joy in tones, only these, together with man, have gained the power of bringing to expression their pain and pleasure through sounds and cries. All animals which do not utter sounds from within still have such a picture-consciousness. It is not a fact that lower animals see the pictures in such outlines as we do. If some lower animal, the crab, for example, perceives a picture that makes a distinctly unpleasant impression, it gets out of the way, it does not see the objects, but sees the harmfulness in a repelling picture.

The fourth state of consciousness is that which all men now have. The pictures which man formerly perceived as colour pictures floating freely in space, wrap themselves, so to speak, round the objects. One might say they are laid over them, they form the surface and seem to be upon the objects, whereas formerly they seemed to float in freedom. In consequence, they have become the expression of the form; what man earlier had within himself has come out and fastened itself on the objects and through this he has come to his present waking day-consciousness.

We will now consider something else. We have already said that man's physical body was prepared on Saturn; on the Sun was added the Etheric or Life-body, which interpenetrated and worked on it. It took what the physical body had already become by itself, and worked on it further. On the Moon was added the Astral-body; this still further altered the form of the body. On Saturn the physical body was very simple, on the Sun it was much more complicated, for then the etheric body worked on it and made it more perfect. On the Moon the Astral body was added, and on the Earth the Ego, which brought it to a still greater completion. At the time when the physical body existed on Saturn, when as yet no etheric body had interpenetrated it, all the organs it contains today were not yet within, for it lacked blood and nerves, nor had it as yet any glands. The human being at that time had merely the organs-and these only in their rudiments-which today are the most perfect, and which have had time to arrive at their present perfection, namely, the marvelously constructed sense organs.

The wonderful construction of the human eye, the wonderful apparatus of the human ear, all this has only attained its perfection today because it was formed out of the general substance of Saturn, and the etheric body, astral body and ego have worked on it. So too the larynx; it was already laid down on Saturn, but man could not as yet speak. On the Moon he began to send out inarticulate tones and cries, but only through the continuous activity described, the larynx became the perfected apparatus it is on the Earth today. On the Sun, where the etheric body was inserted, the sense organs were further elaborated and all those organs were added which are primarily organs of secretion and life, which discharge functions of nutrition and growth. They were first laid down during the Sun stage of existence. Then the astral body worked further during the Moon existence, the Ego during the Earth existence and thus the glands, the organs of growth and so on have matured to their present perfection. Then on the Moon the nervous system originated through the incorporation of the astral body. The principle, however, which enabled the human being to evolve an objective consciousness and at the same time gave him the power to sound forth his pleasure and pain from within—the ego—this formed in man his blood.

Thus the whole universe is the builder of the sense organs. Thus have all the glands, organs of reproduction and nutrition been formed by the life-body; thus the astral body is the builder of the nervous system and the ego the incorporator of the blood. There is a phenomenon described as “chlorosis”—anæmia or green-sickness. There the blood comes into a state where it cannot sustain the waking consciousness; such persons often lapse into a dim consciousness like that on the Moon.

Now let us consider the three states of consciousness which are still to come. One can ask how it is possible to know something about them already. It can be done through Initiation. The initiate can have these states of consciousness even today in anticipation. The next known to the initiate is the so-called psychic, *[Later called by Dr. Steiner Imagination.] a consciousness in which one has both together, the picture-consciousness and the waking day-consciousness. With this psychic consciousness you see a man in outline and forms as in day-waking consciousness. But you see at the same time what lives in his soul, streaming out as coloured clouds and pictures into what we call the “Aura.” Nor do you go about the world in a dreamy state like the Moon-human being, but in complete self-control, as modern man of the waking consciousness. On the planet that replaces our Earth the whole of humanity will have this psychic or soul-consciousness, the Jupiter consciousness.

Then there is still a sixth state of consciousness which man will also one day possess. This will unite the present day-consciousness, the psychic consciousness only known to the initiate and in addition all that man sleeps away today. Man will look deep, deep into the nature of beings when he lives in this consciousness, the consciousness of Inspiration. He will not only perceive in pictures and forms of colour, he will hear the being of the other give forth sounds and tones. Each human individuality will have a certain note and the whole will sound together in a symphony. This will be the consciousness of man when our planet will have passed into the Venus condition. There he will experience the sphere-harmony which Goethe describes in his Prologue to Faust:

The Sun-orb sings, in emulation
Mid brother-spheres, his ancient round;
His path predestined through Creation
He ends with step of thunder-sound.

(Bayard Taylor's translation)

When the Earth was Sun the human being was aware in a dim way of this ringing and resounding, and on Venus he will again hear it ringing and resounding “auf alter Weise” (as of old). To this very phrase Goethe has retained the picture.

The seventh state of consciousness is the Spiritual consciousness,* [Since called Intuition] the very highest, when man has a universal consciousness, when he will see not only what proceeds on his own planet, but in the whole cosmos around him. It is the consciousness that the human being had on Saturn, a kind of universal consciousness, although then quite dim and dull. This he will have in addition to all the other states of consciousness when he will have reached Vulcan.

These are the seven states of human consciousness which man must go through in his journey through the cosmos. And each incarnation of the Earth produces the conditions through which such states of consciousness are possible. Only because the system of nerves was laid down on the Moon, and further developed to the present brain, has the modern waking day-consciousness been possible. Organs must be created by which the higher states of consciousness may also have a physical basis of experience, as the initiate already experiences these states spiritually.

That the human being can pass through seven such planetary conditions is the meaning of evolution. Each planetary stage is bound up with the development of one of the seven states of human consciousness, and through what takes place on each planet the physical organs for such a state of consciousness are perfected. You will have a more highly developed organ, a psychic organ, on Jupiter; on Venus there will be an organ through which man will be able to develop physically the consciousness possessed by the initiate today on the Devachanic plane. And on Vulcan the Spiritual consciousness will prevail, which the initiate possesses today when he is in Higher Devachan, the World of Reason.

To-morrow we will examine these planets separately, for, just as our Earth earlier, in the Atlantean and Lemurian Ages, for instance, had a different appearance from that of today, and as later it will again look different, so too have Moon, Sun and Saturn passed through various conditions, and so will Jupiter and Venus pass through still others.

We have learnt today the broad, comprehensive cycle of the planets, tomorrow we will occupy ourselves with the changes under one by these planets while they were the theatre of human evolution.

A lecture delivered in Dornach, on December 31st, 1915. Lecture 17 of 19 from the lecture series: The Festivals of the Seasons (1928), and lecture 6 of 13 from the lecture series: The Spiritual Union of Humanity through the Christ Impulse. Published in German as: Die Geistige Vereinigung der Menschheit Durch Den Christus-Impuls.

Much that I should like to say regarding the spiritual world has to be hinted at pictorially, or rather half pictorially for the pictures must be taken in a real and active sense.

It is necessary to indicate pictorially such things as I desire to bring before your souls to-day for further meditation, because if one were not to speak symbolically but in ideas, one would have to speak at very great length. Each one of you can himself reach the depths of that of which I shall speak to-day, if he holds and ponders over it to a certain extent within his soul.

Every year at this season we pass from one division of time to another. This may at first appear simply a matter of convenience; but it is not so. The men who had to separate time into seasons followed by profound instinct certain great laws regulating the course of time. The festival of the passing of one year into another takes place with us in the depths of winter (naturally, I speak of our part of the world) at the time when all plants have suspended their growth, their blossoming and fruit-bearing. Only certain forest trees remain what is called evergreen through winter. The power of the Sun is then at its lowest.

We know that in all events and occurrences that take place before our senses, spiritual events are interwoven. We know that when we walk through the forest, we have not only the trees about us with their green foliage, but that in the background of existence spiritual and psychic beings are everywhere active. We are already familiar with this thought, which the clever people of our time regard as a childish superstition; we realise it as a true and actual fact.

It is absolutely clear to us that behind all the things of sense, whether they be solid or whether they be happenings which our senses perceive—are spiritual activities, and spiritual life.

Now let us, to begin with, consider what people call our lifeless inorganic Earth, the mineral kingdom of our Earth. This which is apparently lifeless substance, the mineral which to the materialist is merely lifeless, is to us not only endowed with life, but with soul and spirit, so that we speak also of a soul-and-spirit part of our so-called lifeless inorganic, purely mineral Earth. True, when we speak of the consciousness of the Earth, we do not in the first place see in the geological-mineral substance that which may be compared to a man's muscles and blood, but we see only what may be compared to his bony system, namely, the solid earth ; so that when we speak of the consciousness of the Earth, we have to think of it as connected with the whole Earth, not only with its bony system, but with water, air, ether, etc., corresponding to the muscles, blood, and so on.

The whole Earth has consciousness, a consciousness belonging to the mineral kingdom. We shall not occupy ourselves with the differences in this consciousness of the Earth in special regions during the course of the year, but we shall endeavour to evoke in our souls the conception that the whole Earth has consciousness. Let us now turn from the mineral Earth, and direct our attention to all that springs forth and sprouts on Earth, to the plant world.

Looked at in accordance with Spiritual Science, we must regard the plant world, in the first place, as an independent entity in reference to the Earth. That the whole plant world is an independent entity as regards the Earth only comes clearly before us when we consider the consciousness of these two entities or beings. We can speak of a consciousness of the whole mineral Earth, but we can equally speak of a consciousness of the whole plant world which evolves on the Earth. The laws of this consciousness are certainly entirely different from the laws of human consciousness. In speaking of plant consciousness, we must always speak of it as regards certain districts only, because it changes with different regions of the Earth.

As men we are not aware that there really is a certain parallel between our consciousness and the consciousness of the whole plant world, for we are apt to look on our waking consciousness as our complete consciousness, without taking our sleeping consciousness into consideration. To simplify our subject, we say: In the daytime when awake, our ego and astral body are within our physical body. I have, however, often remarked that this in fact refers to our blood and nervous system only, not to the remaining parts of our system. When the ego and astral body withdraw from our head, for instance, they are so much the stronger within other parts of us.

A parallel thing happens on the Earth, when on one part of it there is summer and on the other winter; this also is merely a change of consciousness. The case is the same with ourselves. We are not aware of this, however, because in man the two kinds of consciousness are not of equal clearness; they are of different strength. Night consciousness is beclouded consciousness, for us practically no consciousness at all; while day consciousness is full consciousness of our other side. In the night our lower nature wakes, while with our higher nature we sleep, and it is exactly the same with the Earth, when on the one hemisphere there is winter, on the other there is summer. On one side the consciousness is awake, on the other side it sleeps and vice versa. As I have just said, and as I have often explained, this only holds good in respect to the plant world. We know that the plant world sleeps in the height of summer when there is growth on every side; while it is outwardly unfolding its physical nature—it is asleep. But it wakes to full consciousness during the time when physically, externally, it is going through no development; then the plant world is awake. Thus we speak of all plant life on Earth as a whole; and this plant life, as a whole, has a consciousness.

When speaking of this consciousness which as a second consciousness intermingles with the mineral consciousness of the Earth, we can really say that during the height of summer in our part of the Earth the plant consciousness is asleep, and in depth of winter it is awake. At this season, however, during the time at which we now are, something further takes place.

Now I beg you to note that these two states of consciousness, that is, the general consciousness belonging to the mineral earth, and the general plant consciousness—are always distinct. They are throughout the whole year two separate beings. But these are not only two distinct Beings, for at one season they unite, so that at the present time of year, the one interpenetrates the other. At the time when one year is passing over into the other, the mineral things and events of the Earth and the whole plant world have but one consciousness, which means that these two consciousnesses interpenetrate each other.

What is the nature of the mineral consciousness of the Earth, the varieties of which (as I have said) we shall not study to-day as we shall those of the plant consciousness, which we realise wakes during winter time and sleeps in summer? What is the peculiar nature of this mineral consciousness, this consciousness of the great Earth-Being?

The man who is limited in his physical senses, and limited to the understanding that he considers appertains to these physical senses, can at first know nothing of this great Earth-consciousness. Spiritual Science, however, can instruct as to what this Earth-consciousness really thinks—thinks as we think of plants, animals, air, rivers, mountains, etc. Just as with our ordinary waking consciousness, we think of the things round about us, so, in like manner does the Earth think. Let us inquire to-day: of what does the Earth consciously think?

The Earth thinks with its consciousness the whole firmament of heaven nearest to the Earth. As we look with our eyes on trees and stones, so does the Earth consciously look into space and contemplate all that takes place in the stars. The Earth is a being that meditates on the occurrences of the stars.

Thus fundamentally the mineral consciousness contains the secret of the whole Cosmos. While we men move about on the Earth in a superficial way, thinking merely of the stones against which we knock, or of the many things which our senses reveal to us, the Earth thinks with its consciousness—through which we are passing as we move through space—of the whole Cosmos. She has indeed greater, more all-embracing thoughts than we have. In truth, it is an extraordinarily exalting thought, when we realise: ‘I am not simply passing through the air; I am moving through the thoughts of the Earth.’

Now let us again consider the other consciousness, that of the plants. These are not able to think so much as the Earth can. The thinking consciousness of the plants—not of individual plants, but of the whole united plant-world—is a much more restricted consciousness, it embraces a smaller circle of the Earth throughout the year; but this is not the case at the present season. Plant consciousness is now one with the whole consciousness of the Earth, and because the plant consciousness interpenetrates the earth-consciousness, the plant-world at New Year time, knows the secrets of the stars and applies them. Plants are thus able to unfold again in spring in accordance with the secrets of the cosmos, and can bring forth their blossoms and fruit. In this unfoldment the whole mystery of the cosmos is contained, in the way plants bring forth their leaves, blossoms and fruit.

But during the time the plants are producing their leaves, flowers and fruit, they are not able to meditate upon it. It is only at this present season they can think—now—when the plant consciousness is united with the consciousness of the whole mineral world. This is why it is said in Spiritual Science: About the season of the New Year, two cycles interpenetrate each other.

This is the main secret of all existence—that two cycles penetrate each other; then parting, continue separately their further development; again intermingle, and so on. Only think how marvelous this secret of existence is! Plant-consciousness and mineral-consciousness, two streams of evolution—progress apart through the whole year, then at the time when one year passes over into another, they unite. Again they pass through the year apart, uniting once more at the festival of the New Year. The cyclic advance of history is similar to this.

We turn from this mystic event, through which we are now passing, and which fills us with a deep feeling of holy awe in respect of the passing of one year into the other—we turn to a still deeper mystery.

We know that we are now living in that cycle in which the consciousness-soul is unfolding, that this was preceded by that of the unfolding of the rational or intellectual-soul, which was again preceded by the cycle in which the sentient soul was developed, before which again we go back to the time of development of the sentient body. This takes us back 6,000 years before our Christian era, to a time when all human thought was evolved within the cycle of the sentient body—of the so-called astral body.

We have now to advance through the cycle of the spiritual or consciousness-soul, and through that of the Spirit-Self, and further still man has to develop.

The consciousness-soul (since 1923 translated by Dr. Steiner as the spiritual-soul) is principally developed at the present time because man chiefly makes use of his physical body alone as an instrument. On this account—as you know already from many lectures—this present age is the high tide of materialism. A time will come, however, when man will not only make use of his physical body, but will again learn to use his etheric body, as in earlier times he used his astral body, in the cycle of evolution when that body was the main element of consciousness.

We can therefore say: Our condition at one time on Earth was such, that our soul experienced a contact of its consciousness with the consciousness of our astral body. Just as at New Year, plant-consciousness penetrates mineral consciousness, so, thousands of years ago, did our soul intermingle with our astral body. At that time our soul was one, in its consciousness, with the astral body. The time of that type of consciousness was six thousand years before our era. When that consciousness came about man celebrated a New Year on Earth; a mighty New Year!

Just as we regard the New Year as the mingling of the plant-consciousness with the mineral consciousness of the Earth, so we must realise that 6,000 years before our era a great, a mighty cosmic New Year of our Earth took place. Our Soul-consciousness then united with—passed through—the astral consciousness of our body.

What was it that then took place?

At that time when our inner soul-consciousness passed through (or intermingled with) the astral consciousness of our body—then our limited human consciousness, the consciousness which we have to-day, had progressed as far as the present plant-consciousness at New Year. Just as plants gaze abroad into the heavens because their consciousness has been united to the mineral consciousness of the Earth, so did man then see and perceive a wide field of wisdom six thousand years before our era, when his soul was united with his astral body at the time of the cosmic New Year.

From this time originated the knowledge which we have now lost, since the wisdom of the Gnostics has perished. The source of this knowledge must be sought in the earthly and cosmic New Year about 6,000 B.C. This was the knowledge from which Zarathustra gave forth his teaching; the knowledge, whose last great rays still illuminated the Gnostics, but of which only a few fragments remain. It is the winter of the Earth, but the Earth's New Year to which we here look back.

If we now add four thousand years more to the years we have passed through since the founding of Christianity, we again come to a similar intermingling as that I have just indicated; to the mingling of our soul-consciousness with our astral consciousness, but at a higher stage. Man will once more experience a universal stellar consciousness. For this we endeavour to prepare ourselves through our Spiritual Science, so that there may be men ready to receive it.

We will seek to prepare for this cosmic New Year. If we prepare for it through the keeping of the Christmas Festival, as I indicated in a recent lecture, we are preparing ourselves in the right way. If the birth of spiritual knowledge within us leads to that frame of mind which is in accord with the ‘Christmas Initiation,’ we are preparing ourselves for that new cosmic New Year on which we shall enter twelve thousand years after the previous cosmic New Year.

Twelve months pass by between one union of the plant-consciousness with the mineral consciousness of the Earth, and another. Twelve thousand years pass between one cosmic New Year and another: between one intermingling of the human soul with the Astral World-Soul, and another.

So at this sacred season, we turn from the little New Year to the great cosmic New Year, from the New Year's Eve of our year, to that for which we are preparing ourselves, by endeavouring—now in this winter time—to behold the light, which in a normal elemental way flows into man as inhabitant of the Earth, only at the cosmic New Year.

We really only see the world in the true light, when we grasp what is around us, not only as it is presented to our senses,—as materialists do—but when we accept all that is about us in the outer world as a symbol of the great secrets of the universe.

Then when New Year draws near, it seems as if a message from spiritual worlds approaches, and unveils for us the mysteries connected with the birth of the New Year; and declares, ‘Behold, now in the depths of the dark cold winter, the consciousness of the plant world unites with the mineral consciousness of the earth. Let this be to you a sign that the Earth too has its year—the great cosmic year, of which Zarathustra spoke long ago, explaining how the world passed on from one great New Year's Eve to another; this must be understood by those who really seek to comprehend the course of human evolution.’

Zarathustra spoke of epochs of twelve thousand years. He meant the great cosmic years of which I have spoken to you to-day. He represented the course of human evolution as being divided into four divisions within the Earth year. This fact is deeply rooted in spiritual mysteries.

So, from a deeper understanding of our Spiritual Science, let us accept a true Christmas attitude of reverence. Let us develop within our hearts that inner warmth which comes, when in the frosty night of winter we receive the first intimation of the dawning of the Sun-Spirit on the Earth, and with it the mystery of the revolving year. The thirteen days are the days in which the plant-consciousness unites with the mineral consciousness. If a man is but able to place himself within the plant consciousness, he can dream of—can gain a conception of—the many mysteries which then crowd into his heart, such as did in the dream of Olaf Oesteson, the description and explanation of which entered into and stirred our souls here, this time last year. When we feel such a mood of initiation, we evoke the proper feelings and the perceptions for the aims and objects of our spiritual knowledge and with such warmth of heart we shall make preparations for the new cosmic New Year. Through it we can worthily expect that day which is to usher in a New Year for the world. Thus: when in succeeding incarnations our souls experience the cosmic New Year under quite new conditions on Earth, we shall be able to pass through it as those can for whom the small New Year's Eve (which recurs every twelve months instead of every twelve thousand years) becomes a symbol of the great New Year's Eve of the world.

This is the secret of our existence. Everything is in great as in small, and in small as in great. The small, the yearly cycle, can only be understood aright when it becomes for us a symbol of the mighty events of the cosmos—of the vast cycle of thousands of years. The year is an image of the aeons, and the aeons are the realities of those images which we encounter in the course of a year. When we understand this yearly course aright we are filled, in this important night in which a New Year begins, with thoughts of the great cosmic mysteries. Let our endeavour be, so to attune our souls, that they may look forward to the New Year with this conscious thought: I will accept the year as a symbol of the great cosmic year which contains all mysteries, through which pass and re-pass the Divine Beings who accompany our souls from aeon to aeon, as the lesser Gods follow the secret development of plant and mineral existence throughout the course of an Earth year.

My dear friends, many secrets of the spiritual world must first be explained symbolically or half symbolically, although the images are real and should be taken as realities. It is necessary to use an imaginative language, as I mean to do to-day, it is necessary to speak in the form of images which you can meditate in your soul, because long explanations would be needed if one were to speak: in the form of concepts and not symbolically. But those who bear in mind the things which I shall explain to you to day and who meditate upon them, will not fail to discover the deeper essence which they contain.

About this time of year we always pass over from one period into another. To be sure, this may at first appear to us a mere subdivision of time, but this is not the case. For a deeper instinct led the people, who had to fix the seasons of the year, to follow certain great laws governing the course of time. The festival which marks the transition from an old year to a new one is celebrated in our part of the world in the midst of winter, when the plants cease to grow, blossom and bear fruit. Only certain forest trees keep their so-called evergreen foliage throughout the winter. The sun unfolds its weakest power.

We know that spiritual processes are interwoven with all the processes which we perceive through our senses. We know that when we go through the woods we are not only surrounded by the trees with their green needles or leaves, but that a soul-spiritual essence weaves and works in the mysterious depths of life. We have already seen that things which in the eyes of our “clever” modern people appear as childish superstition, can be experienced as something which points to the real essence of the world.

We are therefore convinced that spiritual forces and influences lie at the foundation of everything physical, of the solid substances or of the physical phenomena which we can perceive through our senses. Let us now look upon the so-called lifeless an-organic earth, upon everything which constitutes the earth's mineral kingdom; let us look upon everything which is not endowed with life. To the materialist these lifeless substances appear devoid of life. But in every lifeless object we can see a soul-element, a spiritual element, so that we can also speak of a soul and spirit pertaining to our so-called lifeless, an-organic, purely mineral earth. When we speak of the consciousness of the earth, we cannot perceive in its geological-mineralogical substance even the trace of anything that can be compared with man's muscles and the blood; we can only see the earth's skeleton, or the earth's solid substance, so that when we speak of the earth's consciousness, we must think of it as being contained in the whole earth, which does not only consist of a skeleton, or of solid parts, but also of water, air, etc., which correspond to the muscles, the blood, etc. of man. The whole earth is endowed with consciousness, with a consciousness which forms part of the mineral kingdom. We shall not speak of the change in the earth's consciousness during the course of the year in a definite region, but shall instead enter more deeply into the idea that the whole earth is endowed with consciousness. Let us now turn away our gaze from the whole mineral earth and observe the plants which sprout and blossom out of the earth.

If we study the vegetable kingdom from the standpoint of spiritual science we must first look upon it as an independent being in respect to the earth. The fact that the vegetable kingdom as a whole is an independent being in respect to the earth, becomes clearly evident if we study the consciousness of these two beings. We can speak of a consciousness pertaining to the whole mineral earth, but we can also speak of a consciousness pertaining to the whole vegetable kingdom which develops upon the earth. The laws which govern this consciousness of course differ from the laws which govern human consciousness. When we speak of the consciousness of plants, we can only bear in mind a definite region of the earth, because the consciousness changes according to the various regions of the earth.

As human beings we do not notice that there is a certain parallelism between our consciousness and, for instance, the consciousness of the vegetable kingdom of the whole earth, because our daytime consciousness, not our night-consciousness, is a fully conscious state. In order to simplify matters, let us say that during our waning daytime consciousness our Ego and our astral body are within our physical body. I have already explained to you that in reality this only applies to our blood and nerve system, but not to the other systems. For when the Ego and the astral body are, as it were, outside the head, they permeate all the more the remaining parts of our organism.

Parallel to this we have the fact that when, for instance, there is winter on one side of the earth, there is summer on the other side. This too is only a transformation of consciousness. It is the same with us human beings. But we do not notice it, because these two states of consciousness are not equally clear. They have different degrees of strength. The night-consciousness is a dulled state of consciousness, practically no consciousness at all, and the daytime consciousness is a full state of consciousness pertaining to the other side of our being. Our lower nature is awake during the night, when our higher nature is asleep, and this is also the case with the earth, for when it is winter on one side, it is summer on the other side. When there is a waiting state of consciousness in one part of our being, there is a sleeping state in the other and vice-versa.

As explained just now (this has frequently been dealt with in other lectures) this only applies to the vegetable kingdom. In the height of summer the vegetable kingdom sleeps, because it sprouts and grows; it sleeps, while it unfolds its physical part to the utmost. And it is fully awake at that time of the year when it does not pass through any external physical development. The vegetable kingdom is then awake. We therefore speak of all the plants upon the earth as a whole; and this whole is endowed with consciousness.

When we speak of this consciousness, which therefore constitutes a second state of consciousness permeating the earth's mineral consciousness, when we speak of this plant-consciousness; we can really say that in our part of the world this plant-consciousness is asleep during the summer and awake during the dark winter season.

But at this time of the year something else takes place. You see, these two states of consciousness, viz. the whole earth-consciousness pertaining to the mineral kingdom and the whole plant-consciousness are distinct and separate: throughout the year they are two separate beings. Yet they are not ONLY two beings, for they permeate each other, so that one is filled by the other during that time of the year in which we are now living. When the old year passes over into the new year, the mineral objects and processes of the earth and the whole vegetable kingdom have ONE consciousness; that is to say, the two states of consciousness interpenetrate.

Of what kind is the MINERAL consciousness of the earth? To-day, however, we shall not consider its different stages in the same way in which we shall consider the consciousness of the plants, which is awake in the winter and asleep in the summer. What is the characteristic of the mineral consciousness, of the consciousness pertaining to the great being of the earth? Those who only rely upon their physical senses and upon the intellect which they think forms part of the physical senses, cannot know anything of this great consciousness of the earth. But spiritual science teaches us to observe the thoughts of the earth-consciousness, for the earth has thoughts, even as we have thoughts of minerals, plants and animals, of the air, the rivers and mountains. The earth has thoughts, in the same way in which we have thoughts concerning our environment, when we live in our ordinary daytime consciousness. What does the earth think? What thoughts live in its consciousness?

In the consciousness of the earth there are to begin with, thoughts connected with the whole heavenly space pertaining to the earth. Even as our eyes look upon the trees and stones, so the consciousness of the earth looks out into the heavenly spaces and harbours thoughts of all that goes on in the stars. The earth is a being that thinks about the stars and the events connected with them.

The mineral consciousness thus contains the secrets of the whole cosmos in the form of thought. Whereas we human beings walk over the surface of the earth and only think of the stones on our path or of many other things in our surroundings which we perceive through our senses, the earth thinks of the cosmos outside; these are the things which live in the consciousness of the earth, and as we walk through space we pass through the consciousness of the earth. The earth has a far wider consciousness and far greater thoughts than we. And it is really an uplifting thought to know: “As you walk along over the surface of the earth, you do not only pass through its atmosphere, but you pass through the thoughts of the earth.”

Let us now envisage something else—let us consider the consciousness of the plants. You see, plants cannot have great thoughts like those of the earth, for their consciousness, the thinking consciousness of the vegetable world (of the WHOLE vegetable kingdom, not of single plants) is far more limited; throughout the year it embraces a far smaller sphere pertaining to the earth—EXCEPT IN THESE DAYS, for at this time of the year (end of December/early January) the consciousness of the plants permeates the consciousness of the earth. The vegetable kingdom becomes aware of the secrets of the stars, it comprehends the mysteries of the stairs and uses them, so that in the springtime the plants may unfold again and bear blossoms and fruits in accordance with the mysteries of the cosmos. For the whole mystery of the cosmos is contained in the way in which the plants bear leaves, blossoms and fruits.

But while the plants develop their leaves, flowers and fruits they cannot develop thoughts about these processes. They can think of these processes only at this time of the year, when the consciousness of the vegetable world unites with the consciousness of the mineral world.

In spiritual science we therefore say; Two cycles interpenetrate at this time of the year, approximately around New Year's Eve.

The secret of existence consists in the fact that cycles INTERPENETRATE, continue their development separately and again interpenetrate. How wonderful is this secret of life! Two streams of development—the vegetable consciousness and the mineral consciousness, which take their course separately throughout the year, unite when one year passes over into the next. Then they develop separately until the end of the year when they unite once more. This constitutes the cyclic course of history.

Let us now pass over from this mystery, which can fill us with a deep, sacred feeling of reverence for the secret of the transition of one annual cycle into the next, let us now pass over to a still greater mystery. You know that we are living in the cycle which is connected with the development of the Consciousness-soul, which was preceded by the cycle connected with the development of the Understanding or Intellectual soul and by the cycle connected with the Sentient soul? If we go back still further, we come to the development of the Sentient Body. This leads us to the year 5000 B.C., when all human thinking developed under the influence of the sentient body, the so-called astral body.

In the course of human evolution we shall have to pass through the consciousness soul, the Spirit-Self, and still higher stages of development.

At the present time the consciousness-soul develops chiefly through the fact that the human being only uses his physical body as an instrument of perception. This brought us to the present; climax of materialism (we dealt with this in other lectures), for we use above all our physical body. But a time will come when we shall not only use the physical body, but also the etheric body, even as we once used our astral body, during the epoch of human development when the astral body supplied the chief foundation of consciousness.

We may therefore say: Once upon a time we lived upon the earth in such a way that our soul passed through a phase in which its consciousness contacted with the consciousness of our astral body. Even as at the end of the year the plants' consciousness passes through the. mineral consciousness, so thousands of years ago our soul passed through our astral body, through the consciousness pertaining to our astral body. At that time, the consciousness of our soul and the consciousness of our astral body were one. This leads us back thousands of years, to the year 6000 B.C. When this state of consciousness began, humanity on earth celebrated a new year, a great cosmic new year. Even as the new year now brings with it a union of the consciousness of the plants with the consciousness of the minerals, so 6000 years before our Christian ere marked the beginning of a new cosmic year upon the earth. It was a great cosmic new year! Our soul's consciousness then passed Through the astral consciousness. of our body.

What took place at that time? At that time, 6000 years B.C., when our inner soul-consciousness passed through the astral consciousness of our body, our limited human consciousness, such as we have it now, extended as far as the consciousness of the plants at New Year. Even as the plant looks out into the heavenly spaces, through the fact that its consciousness unites with the mineral consciousness, so 6000 years B.C. the human being saw and perceived an extensive field of wisdom, during that ancient cosmic NEW YEAR, when his soul united with the astral body.

From that time comes the lost wisdom (we spoke of this a few. days ago), the gnostic wisdom which disappeared. We must look for the origin of this wisdom in the cosmic New Year about 6000 years before our era. This, is the source from which Zarathustra drew his knowledge; it is the wisdom that illumined the Gnostics with its last rays, but as already explained, only a few traces of this gnostic wisdom have remained to us. It is the winter of the earth, but at the same time a cosmic new year of the earth, to which we go back.

Now add about 4000 years to the time which has passed since the founding of Christianity; this will bring us to a time when we shall again pass through our astral consciousness, but upon a higher stage. Our soul will again pass through our astral consciousness, through a cosmic star-consciousness. Let us prepare ourselves for this event, so that it may not find us unprepared.

Let us prepare ourselves for this Cosmic New Year! By preparing ourselves for the Christmas Festival, as explained during one of my last lectures, we prepare ourselves in the right way for the Cosmic New Year. If the birth of spiritual knowledge lives within us as a sacred Christmas feeling, we prepare ourselves in the right way for the new Cosmic New Year, which begins 12,000 years after the old cosmic year.

Twelve months of the year pass by from the union of the earth's vegetable consciousness with the mineral consciousness, to another union. Twelve thousands of years pass by from one Cosmic New Year to the other Cosmic New Year of the earth, from one passage of the human soul through the astral world to a new passage of the human soul through the astral world.

In this solemn hour, we thus look from the new year upon a small scale to the New Year upon a great cosmic scale, from the ordinary New Year's Eve to the cosmic New Year's Eve, for which we prepare ourselves if we try to perceive in the very midst of winter the light which only streams towards us, as inhabitants of the earth, during a cosmic New Year. Then it comes to us in a natural, elemental way.

We really see the world in its true light if we perceive the surrounding world not only in the way in which it appears to our senses, not only in accordance with a materialistic mentality, but if we look upon the external physical world as a symbol for the great mysteries of the cosmos.

The approach of New Year's Eve may therefore appear to us like the approach of a messenger from the spiritual world, revealing to us the mysteries connected with the end of the year and bringing us the following message:

“Behold, in the midst of the dark cold winter season the vegetable consciousness unites with the mineral consciousness of the earth. Let this be a sign to you that the earth too has its own cycle, namely the great cosmic year mentioned by Zarathustra, which goes from one Cosmic New Year's Eve to the other, and which we must understand if we wish to grasp the course of human development.”

Zarathustra speaks of twelve thousands of years, the twelve thousand years mentioned just now. He described the course of one Earthly Year, and divided it into four seasons representing the course of human evolution upon the earth. This is deeply rooted in the spiritual mysteries.

Let us fill our hearts and souls with a festive, earnest feeling, born out of a deeper comprehension of our spiritual science. Let us unfold within our heart that inner warmth which can be felt when in the midst of the cold winter night we hear the message of the Sun-Spirit's descent to the earth and then learn to know the mystery of the year's course.

The thirteen days from the 24th of December to the 6th of January are the days in which the plants' consciousness unites with the mineral consciousness. If the human being can transfer himself into the consciousness of the plants, he can see and dream of many mysteries which pass through his heart in many forms—he can have dreams such as that of Olaf Åsteson.

If we develop such feelings and moods, we obtain the right attitude towards the aims of our spiritual knowledge; these warm feelings which stream through our heart are a preparation for the New Cosmic Year, and they enable us to await it worthily, to look forward to that cosmic New Year's Eve which brings a new cosmic year. In future incarnations, when our souls will pass through the great Cosmic New Year, we shall experience it in the right way if the end of the year which closes the small cycle of twelve months becomes a symbol for the great end of the year which closes a cycle of twelve thousand years.

This is the secret of our existence. The things which take place upon a small scale always correspond to the things which take place upon a large scale, and upon a large scale the things are the same as upon a small scale. The small scale, the course of one year, can only be grasped if it becomes a symbol for the great cosmic course, for the cycle which encompasses thousands of years.

The year is an image for the Aeons. And Aeons are the reality of symbols which we encounter in the course of one year. If we really understand the year's course, our hearts will be deeply moved toy the mysteries of the cosmos, at this time of the year which marks the beginning of a new year. Let us try to attune our soul so that it can look into the new year conscious of the fact that it can bear within it the year's course as a symbol for the great COSMIC course, which encompasses all the mysteries pursued, by spiritual Beings who surge and weave through the universe from aeon to aeon, in the same way in which the Lesser Gods pursue the mysteries connected with the development of the vegetable and mineral Kingdoms during the course of one year.

We shall best understand how karma is anchored in the individual and in the evolution of humanity, and how the single facts of karma lend themselves to description, if we begin by considering how human consciousness has evolved since the time when, even in his ordinary life, man had a direct, elementary perception of his karma. To-day it is a fact that in his waking consciousness man knows nothing of his karma. The world in which he lives from awaking to falling asleep prevents him from having any direct knowledge of his karma. But humanity has not always lived in the state of consciousness that is considered normal to-day. In olden times, moreover during the earlier Post-Atlantean periods of evolution, quite different states of consciousness prevailed, even in the everyday life of man. There are three states or conditions of normal consciousness to-day—I have often described them to you. Firstly, there is waking consciousness; secondly, dream-consciousness into which scattered reminiscences of the day's experiences make their way but mingled, too, with influences from the spiritual world; and lastly, sleep-consciousness proper, in which dimness and darkness surround the human soul and consciousness sinks away, so to speak, into unconsciousness.

1. Waking consciousness.
2. Dream consciousness.
3. Sleep consciousness.

It was not always thus. There was a time in man's evolution when the experiences of his everyday consciousness took quite different forms. Let us look back some eight or ten thousand years to the epoch immediately following the Atlantean catastrophe whereby many widespread forms of civilisation and culture were wiped out of existence.

It was an epoch when land began to arise where formerly there had been sea, and sea to cover tracts that had once been land, a time moreover when the earth was destined to pass through a period of intense cold. We discover there a humanity which had survived the Atlantean catastrophe and was also endowed with three distinct kinds of consciousness but of an essentially different character from those of to-day. The prosaic, everyday consciousness of modern man in his waking hours, by which he sees other human beings and the creatures and happenings of nature in sharp outlines—this the men of those ancient times did not possess. They saw the human being without sharp contours, extending in all directions into the Spiritual, spreading out into the aura; and in this aura they saw his soul. Animals too were seen in great and mighty auras; in their case it was the inner processes—digestion, breathing and so forth—that became visible in the aura. Plants reached up with their blossoms into a sort of cloud which permanently surrounded the Earth. Everything was bathed in a dying astral light. The day-consciousness of men who lived directly after the Atlantean Flood was a gradually fading astral vision of the physical world. I say “fading,” for in its power of giving light it was gradually waning away; before the Atlantean catastrophe this power of vision in astral light had been much stronger and more intense.

The awakening to this condition of consciousness—for the entering into it may be compared to an awakening—was very different from the awakening of normal man to-day, where the soul is confronted with chaotic dreams before passing into the waking consciousness of day. When these people of antiquity awakened it was no mere world of dreams that invaded their consciousness; they were within a world of reality of which they knew also that therein they had been among spiritual Beings of the higher Hierarchies and elementary spirit-beings. “Waking up” was for them as it might be with a man of to-day who leaves a place in which he has had many experiences and goes somewhere else where in a sphere of new experiences he remembers the others. When in those ancient times a man entered waking life, he had the new experiences of day; but the remembrances remained with him of how he had been in another world, with other beings, not with the physical human beings who together with the plants and animals are generally around him, but with disembodied human souls living between death and a new birth, and with other beings, too, who never incarnate on the earth.

Man felt that he had departed from beings dwelling in the cosmos and was now placed into another world, into the world of physical experience between birth and death, Nevertheless he still preserved a memory of the spiritual world, the world through which human beings pass between death and a new birth. Vision of the spiritual world still streamed into his already fading astral vision. The condition of consciousness in which man to-day lives among purely physical beings did not then exist at all. In those times men had the following experience—it was not a dream but a picture that was graphic and real: when they passed into the day-consciousness and looked at trees, animals, mountains, rocks and clouds, they felt that this was the same world in which were living those spirit-beings and human souls who were not incarnate on the earth but living in the spiritual world that is man's habitation between death and a new birth. And then there came to these men a concretely real picture of how these beings pass into the trees and rocks while man is in his waking consciousness, how they disappear into the depths of the mountains or rise up to the heights of the clouds, steal away into all the created things of outer physical nature.

On going into a forest, a man would, for example, notice a tree and know that it was the hiding place of a being with whom he had been together in the night. Men then saw clearly, as an Initiate can still see to-day, how spirit-beings made their way into physical habitations as though into their homes. No wonder that all these things passed over into the myths and that men talked of tree-spirits, water-spirits, spirits of clouds and mountains, for they saw their companions of the night disappearing into the mountains, into the waves, into the clouds, into the plants and the trees.

Such was early dawn in the experience of the soul: men saw the spirit-world disappearing into the physical world of sense. They spoke reverently of the great and lofty Spirits as taking rest by day in these physical habitations; they spoke of the lesser, elementary beings who live among men and often among animals, as lurking in the things of nature. They expressed it even roguishly. But whether expressed in sublime and reverent language or in pleasantries, it was exactly what they felt about this condition of early dawn in the soul's experience.

Picture it to yourselves. A human being had been in a spiritual world during the last phase of his sleep; it was when he awoke, and only then, that he clearly remembered having been in this spiritual world. How was this? Why did he only see this spiritual, super-sensible world as he awoke, when the spirits were already disappearing? Why did he only then see this spiritual, super-sensible world in which he lived between death and birth? It was because in those days, when during the last phase of his sleep man was able to see the spirit-world, he experienced yet a third condition of consciousness which conjured up another, an entirely different world before his soul. For it was so that during the time he was “asleep” in his earthly existence and present with power of vision in the spiritual world, he looked back on the evolution of his own karma.

This third state of consciousness experienced by men during the epoch immediately following the Atlantean catastrophe, consisted in a vision of karma. This vision of their own karma was an absolute reality to them.

1. Waking consciousness .... Fading astral vision.
2. Dream consciousness ..... Vision of the spiritual world.
3. Sleep consciousness ....... Vision of karma.

As the three states of consciousness alternate in the life of man to-day, so did ancient man experience successively the three conditions of a darkening astral vision, a vision of spiritual worlds and a vision of karma.

It is a fact that in olden times a vision of karma was a reality of consciousness for man; we can truly say that man once had a consciousness by means of which he beheld the reality of karma.

Evolution then took the following course. First of all this vision of karma ceased in the sleep that was of course no sleep as we understand it. The vision of karma began to grow dim. Of the facts of karma there only remained the knowledge possessed by the Initiates in the Mysteries. That which had once been vision and actual experience became a matter of learning and erudition. The ancient consciousness darkened and there only remained—so it was in the old Chaldean-Babylonian-Egyptian period—the power to look up into the spiritual world. Thus, in the centuries which preceded the Christian epoch, a vision of the super-sensible world still came about quite naturally, but the facts about karma were only taught, they were no longer seen. In the times immediately preceding the Christian era there was still an intense consciousness of the spiritual world, of the world in which man lives between death and a new birth, although the consciousness of karma had faded and was simply not there for humanity in general when the Christian era began. It is therefore understandable that special emphasis was laid upon man's connection with the spiritual world while he is in the disembodied state. Especially in the ancient Egyptian conception we can discern this intensely strong consciousness of the spiritual world, a purified, and clear-sighted consciousness of the world which man enters through the gate of death, when he becomes Osiris. But there is no consciousness any longer of repeated earthly lives.

Then came the gradual approach of the time which has now reached its apex and properly belongs to the humanity of our day. Astral vision has sunk into the prosaic, matter-of-fact consciousness we have in ordinary life between awaking and falling asleep, when we only perceive, for example, that insignificant part of man which is enclosed by his skin and consists in flesh and bones and different vessels; that is all we see in our day-consciousness. One can well understand that people want to array it in all kinds of so-called beautiful clothes in an attempt to give it some importance, since deep down in the sub-consciousness there is a feeling that in itself it is of no significance and belongs, rightly, in the radiant, glowing garment of the aura, of the astral and Ego nature. And when men became aware of the change from the vision that sees the human being in his aura to the vision that sees only the unimportant, bodily part of him, they endeavoured to imitate in the clothing what had once been seen as the aura; so that the fashions of old—if I may put it so—were in a certain sense copies of the aura. As for modern fashions, well, I can assure you they are no such thing!

The consciousness of the super-sensible world has taken on the form of chaotic dreaming. Man dreams it away! And in respect of the karma-consciousness, man is fast asleep. He would have the consciousness of karma if that part of his consciousness which is dreamless between falling asleep and awakening were suddenly to awake. Then he would have the consciousness of karma. Thus in the course of ten thousand years or thereabouts, the great change has taken place. Man “wakes” away—not only “sleeps” away—the spiritual reality in the physical world. He “wakes” away the Spiritual in nature, he “dreams” away the true spiritual world, he “sleeps” away his karma.

This development was necessary, as I have often told you, in order that the consciousness of freedom might arise. But humanity must now again emerge from its present condition of consciousness.

We have heard that what was a natural, albeit a dreamlike state of consciousness in olden times, namely knowledge of the super-sensible world and of karma, gradually grew dim and then became Mystery-teaching, while in the modern age of materialism it has been entirely lost. But in this age the possibility must again be found of building a bridge to consciousness both of the super-sensible world and of karma.

This means, in other words: When we picture to ourselves how in olden times at early dawn, the spirit-beings with whom man lived from falling asleep to awakening hid themselves in trees and clouds, in mountains and rocks, so that in the day man could say to himself when he saw a tree or a rock or a spring: “A spirit has been enchanted into it, a spirit with whom I was together during my sleep-consciousness”—so now, by accepting the new Initiation-Science, we must learn in our present day-consciousness to recognise the spirit and as we look at every rock or tree or cloud or star, or sun or moon, to recognise the spiritual beings in all their diversity.

We must set out on the path that leads to this. We must prepare for the time when it shall be even so. As truly as a man of olden time, on awakening, saw the spirit-beings with whom he had lived during the night steal into the trees and rocks, so truly for modern man shall the spirit-beings steal forth again from tree and rock and spring!

It can really happen, and in this way. A man can lay aside the standpoint of ordinary prejudice in which he has been living, into which even children in the kindergarten are led to-day; he can put aside the prejudices that make him imagine he cannot with healthy human understanding see into the spiritual world. And when the Initiate comes and tells of things of the spiritual world and of events that happen there, then, although he cannot yet himself see, nevertheless by making use of his unprejudiced human understanding, he can be enlightened by the communications that are given concerning the spiritual worlds. This is indeed, and under all circumstances, the right first step for each one to-day.

But difficulties are always cropping up ... Last year, after one of my lectures on how to attain knowledge of the spiritual worlds, a well-meaning paragraph appeared in a newspaper of some standing. We can really call it “well-meaning” and even “respectable” as compared with many vehement expressions of opposition to Anthroposophy to-day! In this lecture I had pointed out that there is no need to become clairvoyant in order to have knowledge of the spiritual world, but that when the seer imparts the knowledge it can be received and understood by the healthy human intellect. I had emphasised this very strongly. The man who wrote the paragraph said in all good faith: “Steiner wants to apply the healthy human intellect to knowledge of the super-sensible world. But so long as the human intellect remains healthy it can certainly know nothing of a super-sensible world; as soon as it does, it is no longer healthy.” I think I have never heard it put so honestly before! For it is after all what everyone is bound to say if he denies to the healthy human intellect a knowledge of the super-sensible world, and if he speaks in the usual way of the boundaries of knowledge. Either he must give up the present point of view, or he must agree with this assertion; no other way is really honest.

A modern Initiate can speak from clear and conscious knowledge of how from every star a spirit-being is released, of how other spirit-beings are released from plants. They come forward to meet us as soon as we pass beyond external sense-observation. Every time we go out into nature we may see all around where nature begins to be a little elemental, kobold-like elementary beings coming out of their stony shelters; if we become friendly with them, especially with the elementary beings of the mineral world, we can see behind them higher Beings who finally lead up to the First Hierarchy, to the Seraphim, Cherubim and Thrones.

It is a fact that if the exercises given in my book Knowledge of the Higher Worlds and its Attainment are practised regularly with strong inner energy, selflessness and devotion, they will lead—provided we have the necessary courage—to a new power of perception. We become able to see, for instance, in certain strata of the mountains, whole worlds of elemental beings lying hidden in rock and stone. They come forth on every side, they steal out, they grow big—and we discover that they have only been as it were rolled up and packed tight into these fragments of the elementary world. Beings are present in the mineral kingdom of nature, especially where the earth begins to grow green, and feels so fresh that we can scent its aroma and the aroma of the plants that cover it. But when we enter this sphere of elemental beings, we find that they can indeed inspire us with fear. For the beings we thus encounter are incredibly clever. We must be humble enough to say to ourselves, when we see these little dwarf-like beings emerging from the objects of nature: “How stupid man is! and how clever is this elemental world!” And because many do not like to say this in earnest, do not like even to admit that judged by spiritual perception a little new-born child is much wiser than a learned scholar, therefore these elementary beings withdraw from man's vision. If however we can discern them, the horizon is widened and the foreground opened up to us by these clever, playful little sprites leads away into a background that reaches right up to the Seraphim, Cherubim and Thrones.

Thus by means of the exercises to which I referred, a man whose consciousness has been made clear and quick by the study of what humanity has learned through modern natural science, can enter this world of elemental beings, and thence a higher world. If by a loving surrender to nature we thus acquire a consciousness that is not “sicklied o'er” by the authority-ridden knowledge that holds the ground to-day, we may gradually rise through Initiation-knowledge to that knowledge which humanity has lost.

And he who eventually attains the faculty to see the tree-spirits come forth from the trees—the same that the ancients saw stealing away in the dawn, and darting out again in the evening twilight—he will also be able, as he approaches a human being, to see emerge from him the figures of his earlier lives together with the evolution of his karma. For this kind of vision leads on to a vision of karma.

In the mineral world, where at first we perceive the clever, mischievous little dwarfs, the vision leads us to the Seraphim, Cherubim and Thrones.

In the plant world, the vision leads us to the Exusiai, Dynamis and Kyriotetes.

In the animal world (when we see emerge from the animals their own spiritual beings) we are led to a vision of the Archai, Archangels and Angels.

And in the human kingdom the vision leads to karma.

Behind the manifestations of the Seraphim, Cherubim and Thrones, behind all the other Beings of the higher Hierarchies, behind all the elemental nature-spirits who startle us by their cleverness when they dart forth from the minerals, or who come to meet us with their gentle importunities from the plant world, behind all that comes from the animals—fierce, passionate and violent as that may be at times, and also icy cold—behind all that stands here so to speak as a foreground, we face the overwhelming, the sublime manifestations of karma. For behind all the mysteries of the world there lies, in truth, the great mystery of human karma.

Having thus prepared our hearts and minds in the right way, we shall pass on in the remaining lectures to speak of particular facts of karma.

We shall best understand how karma is anchored in the individual and in the evolution of humanity, and how the single facts of karma lend themselves to description, if we begin by considering how human consciousness has evolved since the time when, even in his ordinary life, man had a direct, elementary perception of his karma. To-day it is a fact that in his waking consciousness man knows nothing of his karma. The world in which he lives from awaking to falling asleep prevents him from having any direct knowledge of his karma. But humanity has not always lived in the state of consciousness that is considered normal to-day. In olden times, moreover during the earlier Post-Atlantean periods of evolution, quite different states of consciousness prevailed, even in the everyday life of man. There are three states or conditions of normal consciousness to-day—I have often described them to you. Firstly, there is waking consciousness; secondly, dream-consciousness into which scattered reminiscences of the day's experiences make their way but mingled, too, with influences from the spiritual world; and lastly, sleep-consciousness proper, in which dimness and darkness surround the human soul and consciousness sinks away, so to speak, into unconsciousness.

1. Waking consciousness.
2. Dream consciousness.
3. Sleep consciousness.

It was not always thus. There was a time in man's evolution when the experiences of his everyday consciousness took quite different forms. Let us look back some eight or ten thousand years to the epoch immediately following the Atlantean catastrophe whereby many widespread forms of civilisation and culture were wiped out of existence.

It was an epoch when land began to arise where formerly there had been sea, and sea to cover tracts that had once been land, a time moreover when the earth was destined to pass through a period of intense cold. We discover there a humanity which had survived the Atlantean catastrophe and was also endowed with three distinct kinds of consciousness but of an essentially different character from those of to-day. The prosaic, everyday consciousness of modern man in his waking hours, by which he sees other human beings and the creatures and happenings of nature in sharp outlines—this the men of those ancient times did not possess. They saw the human being without sharp contours, extending in all directions into the Spiritual, spreading out into the aura; and in this aura they saw his soul. Animals too were seen in great and mighty auras; in their case it was the inner processes—digestion, breathing and so forth—that became visible in the aura. Plants reached up with their blossoms into a sort of cloud which permanently surrounded the Earth. Everything was bathed in a dying astral light. The day-consciousness of men who lived directly after the Atlantean Flood was a gradually fading astral vision of the physical world. I say “fading,” for in its power of giving light it was gradually waning away; before the Atlantean catastrophe this power of vision in astral light had been much stronger and more intense.

The awakening to this condition of consciousness—for the entering into it may be compared to an awakening—was very different from the awakening of normal man to-day, where the soul is confronted with chaotic dreams before passing into the waking consciousness of day. When these people of antiquity awakened it was no mere world of dreams that invaded their consciousness; they were within a world of reality of which they knew also that therein they had been among spiritual Beings of the higher Hierarchies and elementary spirit-beings. “Waking up” was for them as it might be with a man of to-day who leaves a place in which he has had many experiences and goes somewhere else where in a sphere of new experiences he remembers the others. When in those ancient times a man entered waking life, he had the new experiences of day; but the remembrances remained with him of how he had been in another world, with other beings, not with the physical human beings who together with the plants and animals are generally around him, but with disembodied human souls living between death and a new birth, and with other beings, too, who never incarnate on the earth.

Man felt that he had departed from beings dwelling in the cosmos and was now placed into another world, into the world of physical experience between birth and death, Nevertheless he still preserved a memory of the spiritual world, the world through which human beings pass between death and a new birth. Vision of the spiritual world still streamed into his already fading astral vision. The condition of consciousness in which man to-day lives among purely physical beings did not then exist at all. In those times men had the following experience—it was not a dream but a picture that was graphic and real: when they passed into the day-consciousness and looked at trees, animals, mountains, rocks and clouds, they felt that this was the same world in which were living those spirit-beings and human souls who were not incarnate on the earth but living in the spiritual world that is man's habitation between death and a new birth. And then there came to these men a concretely real picture of how these beings pass into the trees and rocks while man is in his waking consciousness, how they disappear into the depths of the mountains or rise up to the heights of the clouds, steal away into all the created things of outer physical nature.

On going into a forest, a man would, for example, notice a tree and know that it was the hiding place of a being with whom he had been together in the night. Men then saw clearly, as an Initiate can still see to-day, how spirit-beings made their way into physical habitations as though into their homes. No wonder that all these things passed over into the myths and that men talked of tree-spirits, water-spirits, spirits of clouds and mountains, for they saw their companions of the night disappearing into the mountains, into the waves, into the clouds, into the plants and the trees.

Such was early dawn in the experience of the soul: men saw the spirit-world disappearing into the physical world of sense. They spoke reverently of the great and lofty Spirits as taking rest by day in these physical habitations; they spoke of the lesser, elementary beings who live among men and often among animals, as lurking in the things of nature. They expressed it even roguishly. But whether expressed in sublime and reverent language or in pleasantries, it was exactly what they felt about this condition of early dawn in the soul's experience.

Picture it to yourselves. A human being had been in a spiritual world during the last phase of his sleep; it was when he awoke, and only then, that he clearly remembered having been in this spiritual world. How was this? Why did he only see this spiritual, super-sensible world as he awoke, when the spirits were already disappearing? Why did he only then see this spiritual, super-sensible world in which he lived between death and birth? It was because in those days, when during the last phase of his sleep man was able to see the spirit-world, he experienced yet a third condition of consciousness which conjured up another, an entirely different world before his soul. For it was so that during the time he was “asleep” in his earthly existence and present with power of vision in the spiritual world, he looked back on the evolution of his own karma.

This third state of consciousness experienced by men during the epoch immediately following the Atlantean catastrophe, consisted in a vision of karma. This vision of their own karma was an absolute reality to them.

1. Waking consciousness .... Fading astral vision.
2. Dream consciousness ..... Vision of the spiritual world.
3. Sleep consciousness ....... Vision of karma.

As the three states of consciousness alternate in the life of man to-day, so did ancient man experience successively the three conditions of a darkening astral vision, a vision of spiritual worlds and a vision of karma.

It is a fact that in olden times a vision of karma was a reality of consciousness for man; we can truly say that man once had a consciousness by means of which he beheld the reality of karma.

Evolution then took the following course. First of all this vision of karma ceased in the sleep that was of course no sleep as we understand it. The vision of karma began to grow dim. Of the facts of karma there only remained the knowledge possessed by the Initiates in the Mysteries. That which had once been vision and actual experience became a matter of learning and erudition. The ancient consciousness darkened and there only remained—so it was in the old Chaldean-Babylonian-Egyptian period—the power to look up into the spiritual world. Thus, in the centuries which preceded the Christian epoch, a vision of the super-sensible world still came about quite naturally, but the facts about karma were only taught, they were no longer seen. In the times immediately preceding the Christian era there was still an intense consciousness of the spiritual world, of the world in which man lives between death and a new birth, although the consciousness of karma had faded and was simply not there for humanity in general when the Christian era began. It is therefore understandable that special emphasis was laid upon man's connection with the spiritual world while he is in the disembodied state. Especially in the ancient Egyptian conception we can discern this intensely strong consciousness of the spiritual world, a purified, and clear-sighted consciousness of the world which man enters through the gate of death, when he becomes Osiris. But there is no consciousness any longer of repeated earthly lives.

Then came the gradual approach of the time which has now reached its apex and properly belongs to the humanity of our day. Astral vision has sunk into the prosaic, matter-of-fact consciousness we have in ordinary life between awaking and falling asleep, when we only perceive, for example, that insignificant part of man which is enclosed by his skin and consists in flesh and bones and different vessels; that is all we see in our day-consciousness. One can well understand that people want to array it in all kinds of so-called beautiful clothes in an attempt to give it some importance, since deep down in the sub-consciousness there is a feeling that in itself it is of no significance and belongs, rightly, in the radiant, glowing garment of the aura, of the astral and Ego nature. And when men became aware of the change from the vision that sees the human being in his aura to the vision that sees only the unimportant, bodily part of him, they endeavoured to imitate in the clothing what had once been seen as the aura; so that the fashions of old—if I may put it so—were in a certain sense copies of the aura. As for modern fashions, well, I can assure you they are no such thing!

The consciousness of the super-sensible world has taken on the form of chaotic dreaming. Man dreams it away! And in respect of the karma-consciousness, man is fast asleep. He would have the consciousness of karma if that part of his consciousness which is dreamless between falling asleep and awakening were suddenly to awake. Then he would have the consciousness of karma. Thus in the course of ten thousand years or thereabouts, the great change has taken place. Man “wakes” away—not only “sleeps” away—the spiritual reality in the physical world. He “wakes” away the Spiritual in nature, he “dreams” away the true spiritual world, he “sleeps” away his karma.

This development was necessary, as I have often told you, in order that the consciousness of freedom might arise. But humanity must now again emerge from its present condition of consciousness.

We have heard that what was a natural, albeit a dreamlike state of consciousness in olden times, namely knowledge of the super-sensible world and of karma, gradually grew dim and then became Mystery-teaching, while in the modern age of materialism it has been entirely lost. But in this age the possibility must again be found of building a bridge to consciousness both of the super-sensible world and of karma.

This means, in other words: When we picture to ourselves how in olden times at early dawn, the spirit-beings with whom man lived from falling asleep to awakening hid themselves in trees and clouds, in mountains and rocks, so that in the day man could say to himself when he saw a tree or a rock or a spring: “A spirit has been enchanted into it, a spirit with whom I was together during my sleep-consciousness”—so now, by accepting the new Initiation-Science, we must learn in our present day-consciousness to recognise the spirit and as we look at every rock or tree or cloud or star, or sun or moon, to recognise the spiritual beings in all their diversity.

We must set out on the path that leads to this. We must prepare for the time when it shall be even so. As truly as a man of olden time, on awakening, saw the spirit-beings with whom he had lived during the night steal into the trees and rocks, so truly for modern man shall the spirit-beings steal forth again from tree and rock and spring!

It can really happen, and in this way. A man can lay aside the standpoint of ordinary prejudice in which he has been living, into which even children in the kindergarten are led to-day; he can put aside the prejudices that make him imagine he cannot with healthy human understanding see into the spiritual world. And when the Initiate comes and tells of things of the spiritual world and of events that happen there, then, although he cannot yet himself see, nevertheless by making use of his unprejudiced human understanding, he can be enlightened by the communications that are given concerning the spiritual worlds. This is indeed, and under all circumstances, the right first step for each one to-day.

But difficulties are always cropping up ... Last year, after one of my lectures on how to attain knowledge of the spiritual worlds, a well-meaning paragraph appeared in a newspaper of some standing. We can really call it “well-meaning” and even “respectable” as compared with many vehement expressions of opposition to Anthroposophy to-day! In this lecture I had pointed out that there is no need to become clairvoyant in order to have knowledge of the spiritual world, but that when the seer imparts the knowledge it can be received and understood by the healthy human intellect. I had emphasised this very strongly. The man who wrote the paragraph said in all good faith: “Steiner wants to apply the healthy human intellect to knowledge of the super-sensible world. But so long as the human intellect remains healthy it can certainly know nothing of a super-sensible world; as soon as it does, it is no longer healthy.” I think I have never heard it put so honestly before! For it is after all what everyone is bound to say if he denies to the healthy human intellect a knowledge of the super-sensible world, and if he speaks in the usual way of the boundaries of knowledge. Either he must give up the present point of view, or he must agree with this assertion; no other way is really honest.

A modern Initiate can speak from clear and conscious knowledge of how from every star a spirit-being is released, of how other spirit-beings are released from plants. They come forward to meet us as soon as we pass beyond external sense-observation. Every time we go out into nature we may see all around where nature begins to be a little elemental, kobold-like elementary beings coming out of their stony shelters; if we become friendly with them, especially with the elementary beings of the mineral world, we can see behind them higher Beings who finally lead up to the First Hierarchy, to the Seraphim, Cherubim and Thrones.

It is a fact that if the exercises given in my book Knowledge of the Higher Worlds and its Attainment are practised regularly with strong inner energy, selflessness and devotion, they will lead—provided we have the necessary courage—to a new power of perception. We become able to see, for instance, in certain strata of the mountains, whole worlds of elemental beings lying hidden in rock and stone. They come forth on every side, they steal out, they grow big—and we discover that they have only been as it were rolled up and packed tight into these fragments of the elementary world. Beings are present in the mineral kingdom of nature, especially where the earth begins to grow green, and feels so fresh that we can scent its aroma and the aroma of the plants that cover it. But when we enter this sphere of elemental beings, we find that they can indeed inspire us with fear. For the beings we thus encounter are incredibly clever. We must be humble enough to say to ourselves, when we see these little dwarf-like beings emerging from the objects of nature: “How stupid man is! and how clever is this elemental world!” And because many do not like to say this in earnest, do not like even to admit that judged by spiritual perception a little new-born child is much wiser than a learned scholar, therefore these elementary beings withdraw from man's vision. If however we can discern them, the horizon is widened and the foreground opened up to us by these clever, playful little sprites leads away into a background that reaches right up to the Seraphim, Cherubim and Thrones.

Thus by means of the exercises to which I referred, a man whose consciousness has been made clear and quick by the study of what humanity has learned through modern natural science, can enter this world of elemental beings, and thence a higher world. If by a loving surrender to nature we thus acquire a consciousness that is not “sicklied o'er” by the authority-ridden knowledge that holds the ground to-day, we may gradually rise through Initiation-knowledge to that knowledge which humanity has lost.

And he who eventually attains the faculty to see the tree-spirits come forth from the trees—the same that the ancients saw stealing away in the dawn, and darting out again in the evening twilight—he will also be able, as he approaches a human being, to see emerge from him the figures of his earlier lives together with the evolution of his karma. For this kind of vision leads on to a vision of karma.

In the mineral world, where at first we perceive the clever, mischievous little dwarfs, the vision leads us to the Seraphim, Cherubim and Thrones.

In the plant world, the vision leads us to the Exusiai, Dynamis and Kyriotetes.

In the animal world (when we see emerge from the animals their own spiritual beings) we are led to a vision of the Archai, Archangels and Angels.

And in the human kingdom the vision leads to karma.

Behind the manifestations of the Seraphim, Cherubim and Thrones, behind all the other Beings of the higher Hierarchies, behind all the elemental nature-spirits who startle us by their cleverness when they dart forth from the minerals, or who come to meet us with their gentle importunities from the plant world, behind all that comes from the animals—fierce, passionate and violent as that may be at times, and also icy cold—behind all that stands here so to speak as a foreground, we face the overwhelming, the sublime manifestations of karma. For behind all the mysteries of the world there lies, in truth, the great mystery of human karma.

Having thus prepared our hearts and minds in the right way, we shall pass on in the remaining lectures to speak of particular facts of karma.

When one speaks of the knowledge of higher realms possessed by Initiates but not yet accessible to ordinary people, one often hears an objection to the following effect: What use to us is this knowledge you say you have of higher worlds if we cannot look into these worlds for ourselves?

I will reply by quoting some beautiful words by a young contemporary whose destiny it has been to become widely known—Helen Keller.⁶ In her second year she became blind and deaf, and even in her seventh year this human child was little more than an animal. Then she met a teacher of genius,⁷a woman who gave her love, and now, at the age of twenty-six, Helen Keller is certainly one of the most cultured of her compatriots. She has studied the sciences and is astonishingly well read; she is acquainted with the poets, both classical and modern; she also has a good knowledge of the philosophers, Plato, Spinoza and so on. Although the realms of light and sound are for ever closed to her, she retains an impressive courage for living and takes delight in the beauty and splendour of the world. In her book, Optimism,⁸ there are some memorable sentences. “Night and darkness lay around me for years and then came one who taught me, and instead of night and darkness I found peace and hope.” Or again, I have won my way to heaven by thinking and feeling.” Only one thing could be given to her, deprived as she was of sight and hearing, with the sense-world accessible to her only through the communications of others. The lofty thoughts of men of genius have flowed into her soul, and through the reports of those who can speak with knowledge she shares in our familiar world.

That is the situation of anyone who hears of higher worlds only through the communications of others. From this comparison we can see how important such communications are for a person who is himself not yet able to see into these higher worlds. But there is a difference here. Helen Keller has to say to herself: “I shall never be able to see the world with my own eyes.” But every normal person can say to himself: “I shall be able to see into the higher worlds when the eyes of my spirit are opened.” The spiritual eyes and ears of everyone can be opened, if he brings enough patience and perseverance to the task.

Others again ask: How long will it take me to achieve this faculty of spiritual sight? To this an admirable reply has been given by that notable thinker, Subba Row.⁹ He says: One man will achieve it in seventy incarnations, another in seven; one in seven years, another in seven months or seven days or seven hours; or it will come, as the Bible says, “like a thief in the night”. As I have said, the eyes of the spirit can be opened in every person, if he has the necessary energy and patience. Everyone, accordingly, can derive joy and hope from the communications of another, for what we are told about the higher worlds is not mere theory, unrelated to life. As its fruits it brings us two things we must have if we are to lay hold of life in the right way—strength and security—and both are given in the highest measure. Strength comes from the impulses of the higher worlds; security comes when we are consciously aware that we have been created from out of the invisible worlds. Moreover, nobody has true knowledge of the visible world unless he knows something also of two other worlds.

The three worlds are:

1. The physical world, the scene of human life.
2. The astral world or the world of soul.
3. The devachanic world or world of spirit.

These three worlds are not spatially separate. We are surrounded by the things of the physical world which we perceive with our ordinary senses: but the astral world is in this same space; we live in the other two worlds, the astral and devachanic worlds, at the same time as we live in the physical world. The three worlds are wherever we ourselves are, only we do not yet see the two higher worlds—just as a blind man does not see the physical world. But when the “senses of the soul” are opened, the new world, with its new characteristics and new beings, emerges. In proportion as a man acquires new senses, so are new phenomena revealed to him.

Let us turn now to closer study of the three worlds. The physical world need not be specially characterised. Everyone is familiar with it and with the physical laws which obtain there.

We get to know the astral world only after death, unless as initiates we are already aware of it. Anyone whose senses are opened to the astral world will at first be bewildered, because there is really nothing in the physical world with which he can compare it. The astral world has a whole range of characteristics of its own and he has to learn many new things. One of the most perplexing aspects of this world is that all things appear reversed, in a sort of mirror-reflection, and he has to get used to seeing everything in a new way. For instance, he has to learn to read numbers backwards. We are accustomed to read the figures 3, 4, 5, as 345 but in the astral world we have to read them backwards as 543. Everything appears as its mirror-reflection, and it is essential to be aware of this.

The same law applies also to higher things—in the field of morality, for instance. People do not at first understand this. It may happen that they see themselves surrounded by black, malignant forms which threaten and terrify them—this happens with very many people and they mostly have no idea what it signifies. The fact is that these figures are their own impulses, desires and passions, which live in what we call the astral body. Ordinary people do not see their own passions, but these may sometimes become visible as a result of processes active in the brain and soul, and then they appear as mirror-images. You see the mirror-images of your desires in the same way as when looking into a mirror you see reflected images of the objects around you. Everything that comes out of you seems to be going into you. Further, time and events move backwards. In the physical world you see first the hen and then the egg. In the astral world you see the egg and then the hen that laid it. Time in the astral moves backwards: you see first the effect and then the cause. This explains how prophecy is possible—if it were not for this reversal of the time-sequence it would be impossible to foresee events.

It is by no means useless to recognise these peculiarities of the astral world. Many myths and legends are concerned with them in a wonderfully wise way—for example, the story of the choice of Hercules. Hercules, we are told, once felt himself to be in the presence of two female forms, one beautiful and seductive who promised him pleasure, good fortune and happiness, the other plain and serious, who promised him hard work, weariness and renunciation. The two forms represent vice and virtue, and the story tells us quite rightly how the two natures appeared to Hercules in the astral, one urging him to evil, the other to good. In the mirror-picture they appear as the forms of two women with opposite qualities—vice as beautiful, voluptuous and fascinating, virtue as ugly and repulsive. All such images appear in the astral world reversed. Scholars attribute these legends to the folk-spirit (Volksgeist) but that is not true. Nor do these legends grow up by chance: the great Initiates created them out of their wisdom and imparted them to humanity. All myths, legends, religions and folk-poetry help towards the solution of the riddles of the world, and are founded on the inspiration of Initiates.

The higher worlds convey to us the impulses and powers for living, and in this way we get a basis for morality. Schopenhauer¹⁰ once said: “To preach morality is easy, to find a foundation for it, difficult.” But without a true foundation we can never make morality our own. People often say: Why worry about the knowledge of higher worlds so long we are good men and have moral principles? In the long run no mere preaching of morality will be effective; but a knowledge of the truth gives morality a sound basis. To preach morality is like preaching to a stove about its duty to provide warmth and heat, while not giving it any coal. If we want a firm foundation for morality, we must supply the soul with fuel in the form of knowledge of the truth.

In occultism there is a saying which can now be made known: In the astral world, every lie is a murder. The full significance of this saying can be appreciated only by someone who has knowledge of the higher worlds. How readily people say: “Oh, that is only a thought or a feeling; it exists only in the soul. To box someone's ears is wrong, but a bad thought does no harm.” No proverb is more untrue than the one which says: “You don't have to pay for your thoughts.” Every thought and every feeling is a reality, and if I let myself think that someone is a bad man or that I don't like him, then for anyone who can see into the astral world the thought is like an arrow or thunderbolt hurled against the other's astral body and injuring it as a gunshot would. I repeat: every thought and every feeling is a reality, and for anyone with astral vision it is often much worse to see someone harbouring bad thoughts about another than to see him inflicting physical harm. When we make this truth known we are not preaching morality but laying a solid foundation for it. If we speak the truth about our neighbour, we are creating a thought which the seer can recognise by its colour and form, and it will be a thought which gives strength to our neighbour. Any thought containing truth finds its way to the being whom it concerns and lends him strength and vigour. If I speak lies about him, I pour out a hostile force which destroys and may even kill him. In this way every lie is an act of murder. Every spoken truth creates a life-promoting element; every lie, an element hostile to life. Anyone who knows this will take much greater care to speak the truth and avoid lies than if he is merely preached at and told he must be nice and truthful.

The astral world is composed in the main of forms and colours similar to those of the physical world, but the colours float freely, like flames, and are not always associated with a particular object, as they are in the physical world. There is one phenomenon in the physical world—the rainbow—which can give you some idea of these floating colours. But the astral colour-images move freely in space; they flicker like a sea of colours, with varying and ever-changing forms and lines.

The pupil gradually comes to recognise a certain resemblance between the physical and astral worlds. At first the sea of colour appears uncontrolled, unattached to any objects; but then the flakes of colour merge together and attach themselves, not indeed to objects but to beings. Whereas previously only a floating shape was apparent, spiritual beings, called gods or devas, now reveal themselves through the colours. The astral world, then, is a world of beings who speak to us through colour.

The astral world is the world of colours; above it is the devachanic world, the world of spirit. The pupil learns to recognise the spiritual world through a quite definite event: he comes to understand the profound utterance of Indian wisdom, “Tat tvam asi”¹¹—“That thou art”. Much has been written about this saying, but to the pupil its true meaning becomes clear for the first time when he passes from the astral world into the world of Devachan. Then for a moment he sees his physical form outside himself and says, “That thou art”; and then he is in the world of Devachan. And so another world appears to him; after the world of colours comes the world of musical sounds which in a certain sense was there already without the significance it now has. The world of Devachan is a world of sounds the sounds which Pythagoras¹² called the music of the spheres. The heavenly bodies as they pursue their courses can be heard resounding. Here we recognise the harmony of the Cosmos and we find that everything lives in music. Goethe,¹³ as an Initiate, speaks of the Sun resounding; he indicates the secret of Devachan. When Faust is in heaven, in the spiritual world, surrounded by Devas, the Sun and the spheres speak in music:

The day-star, sonorous as of old
Goes his predestined way along,
And round his path is thunder rolled,
While sister-spheres join rival song.^*

Goethe means the spirit of the Sun, which really does sound forth to us in music if we are in the world of Devachan. We can see that this is indeed what Goethe means because he keeps the same image later, in the Second Part of Faust, when Faust is again caught up into this world:

Hark! the Hours, with furious winging,
Bear to spirit-ears the ringing
Rumour of the new day-springing.
Gates of rock grind back asunder,
Phoebus comes with wheels of thunder:
Light spreads tumult through the air.
Loud are trump and timbrel sounded,
Eyes are dazed and ears astounded,
Sounds unheard of none may hear.^**

When we enter the devachanic world the astral world remains fully present; we hear the devachanic, and we see the astral, but under a changed aspect, offering us a remarkable spectacle. We see everything in the negative, as though on a photographic plate. Where a physical object exists, there is nothing; what is light in the physical world appears dark, and vice versa. We see things, too, in their complementary colours: yellow instead of blue, green instead of red.

In the first region of Devachan we see the archetypes of the physical world in so far as it has no life—the archetypes, that is, of the minerals—but also the archetypes of plants, animals and men in so far as their physical forms are concerned. This is the region which provides as it were the basic skeleton of Spirit-land. It can be compared with the solid land on Earth and is therefore called the “Continental Mass” of Devachan. When a man is observed over there by an Initiate, the physical space he occupies appears dark, but round him is a radiant halo.

When our senses have become more delicately organised, the archetypes of life are added: everything that has life flows over the Earth like water. Here the minerals cannot be seen because they have no vibrant life; but plants, animals and men can be seen very well. Life circulates in Devachan like blood in the body. This second region is called the “Ocean” of Devachan.

In a third region, the “Atmosphere”, we encounter feelings and emotions, pleasure and pain, wherever they are active in the physical. Physical forms then are like solid foundations, the Continents, of Devachan. Everything that has life forms its Ocean. Everything that pleasure and pain signify are its Atmosphere. The content of all that is suffered or enjoyed on Earth, by men or by animals, is displayed here. Thus to the Initiate a battle appears like a great thunderstorm, fiery flashes of lightning, powerful claps of thunder. He sees, not the physical actions that occur in the battle, but the passions of the opposing armies, and these appear to him like the heavy clouds and lightning-flashes of a thunderstorm.

The fourth region transcends everything that might still have existed even if there had been no mankind. It includes all man's original thoughts which enable him to bring something new into the world and to act upon it, no matter whether the thoughts are those of an ignorant or a learned man, of a poet or a peasant. They need not involve any great discoveries; they may belong to everyday life.

After these four regions we come to the boundary of the spiritual world. Just as the sky at night looks like a hollow globe encircled by stars, so it is with this boundary of Devachan. But it is a highly significant boundary; it forms what we call the Akasha Chronicle. Whatever a person has done and accomplished is recorded in that imperishable book of history even if there is no mention of it in our history books. We can experience there everything that has ever been done on Earth by conscious beings. Suppose the seer wants to know something about Caesar:¹⁴ he will take some little incident from history as a starting-point on which to concentrate. This he does “in the spirit”; and then around him appear pictures of all that Caesar did and of all that happened round him—how he led his legions, fought his battles, won his victories.

All this happens in a remarkable way: the seer does not see an abstract script; everything passes before him in silhouettes and pictures, and what he sees is not what actually happened in space; it is something quite different. When Caesar gained one of his victories, he was of course thinking; and all that happened around entered into his thoughts; every movement of an army exists in thought. The Akasha Chronicle therefore shows his intentions, all that he thought and imagined as he was leading his legions; and their thoughts, too, are shown. It is a true picture of what happened, and whatever conscious beings have experienced is depicted there. (Plants, of course, cannot be seen.) Hence the Initiate can read off the whole past history of humanity—but he must first learn how to do it.

These Akasha pictures speak a confusing language, because the Akasha is alive. The Akasha image of Caesar must not be compared with Caesar's individuality, which may already have been reincarnated again. This sort of confusion may very easily arise if we have gained access to the Akasha pictures by external means. Hence they often play a part in spiritualistic séances. The spiritualist imagines he is seeing a man who has died, when it is really only his Akasha picture. Thus a picture of Goethe may appear as he was in 1796, and if we are not properly informed we may confuse this picture with Goethe's individuality. It is all the more bewildering because the image is alive and answers questions, and the answers are not only those given in the past, but quite new ones. They are not repetitions of anything that Goethe actually said, but answers he might well have given. It is even possible that this Akasha image of Goethe might write a poem in Goethe's own style. The Akasha pictures are real, living pictures. Strange as these facts may seem, they are none the less facts.

• 6. Helen Keller, 1880–1968, American writer. At the age of nineteen months she became blind and deaf.
• 7. Miss Anne Mansfield Sullivan (Mrs Macy).
• 8. an essay by Helen Keller, 1903.
• 9. Subba Row (Rao), 1856–1890, a learned Indian. He wrote articles for the journal, The Theosophist, which were later collected and published under the title, Esoteric Writings, second edition, 1931, Adyar, Madras.
• 10. Arthur Schopenhauer, 1788–1860, philosopher. The quoted sentence is the motto affixed to his “Prize Essay on the Foundation of Morality”, 30 January, 1840. His essay, “On the Will in Nature”, 1836, contains the sentence: “The upshot is easy, but to provide a foundation for morality is difficult.”
• 11. Tat tvam asi. Sanskrit, from the Vedas.
• 12. Pythagoras, Greek philosopher, sixth century B.C.
• 13. Johann Wolfgang Goethe, 1749–1832.
• *. Faust, Part I, Act I. Prologue in Heaven.
  Translation by Philip Wayne.
  Penguin Classics, 1949.
• **. Faust, Part II, Act I.
  Translation by Philip Wayne.
  Penguin Classics, 1959.
• 14. Julius Caesar, 100–44 B.C.

The title of this course of lectures has been announced as “Theosophy according to the Rosicrucian Method.” By this is meant the wisdom that is primeval, yet ever new, expressed in a form suitable for the present age. The mode of thought we are about to study has existed since the fourteenth century, A.D. in these lectures; however, it is not my intention to speak of the history of Rosicrucianism. As you know, a certain kind of geometry, which includes, for instance, the Pythagorean Theorem, is taught in elementary schools of the present day. The rudiments of geometry are learnt quite independently of how geometry itself actually came into being, for what does the pupil who is learning the rudiments of geometry today know about Euclid? Nevertheless it is Euclid's geometry that is being taught. Only much later, when the substance has been mastered, do students discover, perhaps from a history of the sciences, something about the form in which the teaching that is accessible even in elementary schools today originally found its way into the evolution of humanity. As little as the pupil who learns elementary geometry today is concerned with the form in which it was originally given to mankind by Euclid, as little need we concern ourselves with the question of how Rosicrucianism developed in the course of history. Just as the pupil learns geometry from its actual tenets, so shall we learn to know the nature of this Rosicrucian wisdom from its intrinsic principles.

Those who are acquainted merely with the outer history of Rosicrucianism as recorded in literature know very little about the real content of Rosicrucian Theosophy. Rosicrucian Theosophy has existed since the fourteenth century as something that is true, quite apart from its history, just as geometrical truths exist independently of history. Only a fleeting reference, therefore, will here be made to certain matters connected with the history of Rosicrucianism.

In the year 1459, a lofty, spiritual Individuality, incarnate in the human personality who bears in the world the name of Christian Rosenkreuz, appeared as the teacher, to begin with of a small circle of initiated pupils. In the year 1459, within a strictly secluded spiritual Brotherhood, the Fraternitas Roseae Crucis, Christian Rosenkreuz was raised to the rank of Eques lapidis aurei, Knight of the Golden Stone. What this means will become clearer to us in the course of these lectures. The exalted Individuality who lived on the physical plane in the personality of Christian Rosenkreuz worked as leader and teacher of the Rosicrucian stream again and again in the same body, as occultism puts it. The meaning of the expression “again and again in the same body” will also be explained when we come to speak of the destiny of the human being after death.

Until far into the eighteenth century, the wisdom of which we are here speaking was preserved within a strictly secret Brotherhood, bound by inviolate rules which separated its members from the exoteric world.

In the eighteenth century it was the mission of this Brotherhood to allow certain esoteric truths to flow, by spiritual ways, into the culture of Middle Europe; and thus we see flashing up in an exoteric culture many things that are clothed, it is true, in an exoteric form, but which are, in reality, nothing else than outer expressions of esoteric wisdom.

In the course of the centuries many people have endeavoured, in one way or another, to discover the Rosicrucian wisdom, but they did not succeed. Leibnitz tried in vain to get at the source of Rosicrucian wisdom. But this Rosicrucian wisdom lit up like a flash of lightning in an exoteric work which appeared when Lessing was approaching the close of his life. I refer to Lessing's Education of the Human Race. If we do but read it between the lines, then (but only if we are esotericists) we shall recognise in its unusual utterances that it is an external expression of Rosicrucian wisdom. This wisdom lit up in outstanding grandeur in the man in whom European culture and, indeed international culture, was reflected at the turn of the eighteenth century—in Goethe. In comparatively early years Goethe had come into contact with a source of Rosicrucianism and he then experienced, in some degree, a very remarkable and lofty Initiation. To speak of Initiation in connection with Goethe may easily be misleading; at this point therefore it will be well to indicate something of what happened to Goethe during the period after he had left the Leipzig University and before he went to Strassburg. He passed through an experience which penetrated very deeply into his soul and expressed itself outwardly in the fact that during the last period of his stay in Leipzig, he came very near to death.

As he lay desperately ill, he had a momentous experience, passing through a kind of Initiation. To begin with, he was not actually conscious of it but it worked in his soul as a kind of poetic inspiration and the process by which it flowed into his various creations was most remarkable. It flashes up in his poem entitled “The Mysteries,” which his closest friends have considered to be one of his most profound creations. And indeed this fragment is so profound that Goethe was never able to recapture the power to formulate its conclusion. The culture of the day was incapable of giving external form to the depths of life pulsating in this poem. It must be regarded as issuing from one of the deepest founts of Goethe's soul and is a book with seven seals for all his commentators. Then, however, the Initiation took increasing effect in him and finally, as he grew more conscious of it, he was able to produce that remarkable prose-poem known as “The Fairy Tale of the Green Snake and the Beautiful Lily”;—one of the most profound writings in all literature. Those who are able to interpret it rightly know a great deal of the Rosicrucian wisdom.

At the time when Rosicrucian wisdom was intended to flow gradually into the general life of culture, it happened, in a manner of which I need not speak further now, that a kind of betrayal took place. Certain Rosicrucian conceptions found their way into the world at large. This betrayal on the one hand, and on the other the fact that it was necessary for Western culture during the nineteenth century to remain for a time on the physical plane uninfluenced by esotericism—these two facts made it imperative that the sources of Rosicrucian wisdom, and above all its great Founder, who since its inception had been constantly on the physical plane, should, to all appearances, withdraw. Thus during the first half and also during a large part of the second half of the nineteenth century, little of the Rosicrucian wisdom could be discovered. Only now, in our own time, has it become possible again to make the Rosicrucian wisdom accessible and allow it to flow into general culture. And if we think about this culture we shall discover the reasons why this had to be.

I will now speak of two characteristics of the Rosicrucian wisdom, which are important in connection with its mission in the world. One has to, do with the attitude of the human being towards this Rosicrucian wisdom-which must not be identified with the occult form of Christian-Gnostic wisdom. We must touch briefly upon two facts appertaining to the spiritual life if we are to be clear about the fundamental character of Rosicrucian wisdom. The first of these is the relationship of the pupil to the teacher; and here again there are two aspects to consider. We shall speak, first, of “Clairvoyance,” and secondly, of what is sometimes called “Belief in Authority.” “Clairvoyance”—the term is really inadequate—comprises not only spiritual seeing but also spiritual hearing. These two faculties are the source of all knowledge of the world's hidden wisdom and true knowledge of the spiritual worlds can come from no other source.

In Rosicrucianism there is an essential difference between the actual discovery of spiritual truths and the understanding of them. Only those who have developed spiritual faculties in a fairly high degree can themselves discover a spiritual truth in the higher worlds. Clairvoyance is the necessary pre-requisite for the discovery of a spiritual truth, but only for its discovery. For a long time to come, nothing will be taught exoterically by any genuine Rosicrucianism that cannot be grasped by the ordinary logical intellect. That is the essential point. The objection that clairvoyance is necessary for understanding the Rosicrucian form of Theosophy is not valid. Understanding does not depend upon the faculty of seership. Those who are incapable of grasping the Rosicrucian wisdom with their thinking have simply not developed their logical reasoning powers to a sufficient extent—that is all. Anyone who has absorbed all that modern culture is able to give; who is not too lazy to learn and has patience and perseverance can understand what a Rosicrucian teacher has to impart. Those who have doubts about Rosicrucian wisdom and who say that they cannot grasp it must not cast the blame on the fact that they are incapable of rising to the higher planes. The fault lies in their unwillingness either to exert their reasoning powers sufficiently or to put the experiences gained from general culture to adequate use. Just think of the tremendous popularisation of wisdom that has taken place since the appearance of Christianity down to the present day, and then try to picture Christian Rosicrucianism as it was in the fourteenth century. Think of the relation of a human being then living in the world, with his teachers. It was only possible in those days to work by means of the spoken word. People do not, as a rule, rightly appraise what tremendous development has taken place since that time. Think only of what has been achieved by the art of printing. Think of the thousands and thousands of channels through which, thanks to this discovery, the highest achievements of Culture have been able to flow into civilisation. From books down to the latest newspaper article, you can perceive the innumerable channels through which countless ideas flow into life. These channels have only been open for mankind since that time and they have had the effect of making the Western intellect assume quite different forms. The Western mind has worked quite differently since then and the new form of wisdom had necessarily to reckon with this fact. A form had to be created which would be able to hold its ground in face of all that flows into life along these thousands of channels. Rosicrucian wisdom can hold its own against any objection that might be raised by either popular or technical science. Rosicrucian wisdom contains within itself the sources which enable it to counter every objection made by science. A true understanding of modern science, not the dilettante understanding to be found even in University Professors, but understanding that is free from abstract theorising and materialistic conjectures, standing firmly upon the basis of facts and not going beyond them, can find from science itself the proofs of the spiritual truths of Rosicrucianism.

A second point concerning the relationship between teacher and pupil in Rosicrucianism is that the relationship of the pupil to the “Guru” (as the teacher is called in the East) is fundamentally different from that prevailing in other methods of Initiation. In Rosicrucianism this relationship cannot in any way be said to be based upon belief in authority. Let me make this clear to you by an example drawn from everyday life. The Rosicrucian teacher desires to stand in no different relation to his pupil than does a teacher of mathematics to his students. Can it be said that the student of mathematics depends upon his teacher simply out of belief in authority? No! And can it be said that the student of mathematics does not need the teacher? Some people may argue that he does not, because he may have discovered how to teach himself from good books. But this is simply a different situation from the one where student and teacher are sitting in front of each other. In principle, of course, self-instruction is possible. Equally, every human being, provided he reaches a certain stage of clairvoyance, can discover the spiritual truths for himself but this would be a much lengthier path. It would be senseless to say: My own inner being must be the sole source of all spiritual truths. If the teacher knows the mathematical truths and imparts them to his pupil, the pupil is no longer called upon to have “belief in authority” for he grasps these truths through their own inherent correctness and all he needs is to understand them. So is it with all occult development in the Rosicrucian sense. The teacher is the friend, the counselor, one who has already lived through the occult experiences and helps the pupil to do so himself. Once a man has had these experiences he need as little accept them on authority as in mathematics he need accept on authority the statement that the three angles of a triangle are equal to 180°. In Rosicrucianism there is no “authority” in the ordinary sense. It is far rather a matter of what is required for shortening the path to the highest truths.

That is the one side of the question; the other is the relation of the spiritual wisdom to culture in general.

These lectures will show you that it is possible for truth to flow directly into practical life. We are not setting up a system that is applicable in theory only; we are speaking of teachings which can be put to use in practical life by anyone who desires to know the foundations of the science of worlds and to allow the spiritual truths to flow into everyday life. Rosicrucian wisdom must not stream only into the head, nor only into the heart, but also into the hand, into our manual capacities, into our daily actions. It does not take effect as sentimental sympathy; it is the acquisition, by strenuous effort, of faculties enabling us to work for the well-being of humanity. Suppose some society was to proclaim human brotherhood as its aim and was to do no more than preach brotherhood. That would not be Rosicrucianism. For the Rosicrucian says: Suppose a man is lying in the road with a broken leg. If fourteen people stand around him pityingly but not one of them is able to help, the whole fourteen together are of less importance than a fifteenth who comes, perhaps, without any sentimentality at all, but is able to and actually does deal with the broken leg. The attitude of the Rosicrucian is that what counts is knowledge able to take hold of and intervene effectively in life. Rosicrucian wisdom considers that repeated talk about pity and sympathy has an element of danger in it for continual emphasis upon sympathy denotes a kind of astral sensuality. Sensuality on the physical plane is of the same nature on the astral plane. It is the attitude that is always only willing to feel and not to know. Knowledge that is capable of taking effect in practical life—not, of course in the materialistic sense but because it is brought down from the spiritual worlds—this is what enables us to work efficaciously. Harmony flows of itself from knowledge that the world must progress; and it flows all the more surely because it arises quite naturally out of knowledge. Of a man who knows how to deal with a broken leg, people might say: If he is no friend of humanity, he may just let the sufferer lie. Such a thing would be possible in the case of knowledge pertaining only to the physical plane. But it would not be possible for spiritual knowledge. There is no spiritual knowledge that would refrain from entering into practical life.

This, then, is the second aspect of Rosicrucian wisdom, namely, that it can be discovered only through the powers of clairvoyance but can be understood by normal human reason. It may seem strange to say that in order to have experiences in the spiritual world you must become clairvoyant, but that in order to understand what the clairvoyant sees, this is not necessary. A seer who descends from the spiritual worlds and tells of what comes to pass there, bringing to the knowledge of men something that is necessary for humanity at the present time, can be understood if those who listen are willing to understand. For the constitution of the human being is such that it can be intelligible to him.

First of all we shall study the seven-fold nature of man according to the Rosicrucian teaching. We shall consider the whole nature of man as he confronts us; we shall learn to understand the nature of the physical body, which everyone thinks he knows all about but in reality knows nothing. As little as we can see the oxygen in water but must separate it from the hydrogen in order to recognise it, as little do we see the real physical human being when we look at another man standing before us. Man is a combination of physical body, etheric body, astral body and the other higher members of his being, as water is a combination of oxygen and hydrogen. The being who stands before us is the sum total of all these members! If we are to see the physical body alone, the astral body must have separated from it: this is the condition in dreamless sleep. Sleep is a kind of higher chemical separation of the astral body with the higher members of man's nature, from the etheric and physical bodies. But even then it cannot be said that we have the real physical body before us. The physical body is alone only at death, when the etheric body too has left it.

This has a direct and concrete bearing. I will make it clear to you by means of an example. Think of some particular part of the astral body. In the remote past, the pictures which the human being perceived in dim, shadowy clairvoyance, worked very differently than do mental images today. These pictures were impressed, first of all, into the astral body. Let us suppose that at one time pictures of the three dimensions of space—length, breadth, and depth—were impressed into the astral body. This picture of three-dimensional space which was once impressed into the astral body through the old, dim clairvoyance was carried over into the etheric body. Just as a seal is pressed into liquid sealing wax, so did the astral picture impress itself into the etheric body and this in turn moulded the forms of the physical body. Thus the picture of three-dimensional space built an organ in a particular area of the physical body. Originally there was a picture in the astral body of the three perpendicular directions of space; this picture impressed itself, like a seal into wax, into the etheric body and a certain part of the etheric body moulded an organ in the interior of the human ear, namely, the three semi-circular canals. You all have them within you; if they are in any way impaired you cannot orientate yourself within the three directions of space; you get giddy and cannot stand upright. Thus are the pictures of the astral body connected with the forces of the etheric body and the organs of the physical body.

The whole physical body of man in its plastic forms is nothing else than a product of the pictures of the astral body and the forces of the etheric body. Hence those who have no knowledge of the astral and etheric bodies cannot understand the physical body. The astral body is the predecessor of the etheric body and the etheric body is the predecessor of the physical body. Thus the matter is complicated. The three semi-circular canals are a physical organ, just as is the nose. All noses differ from one another although there may be resemblance between the noses of parents and children. If you were able to study the three semicircular canals in the ears of human beings, you would find difference and resemblance just as in the case of noses, for these canals may resemble those of the mother or father. What is not inherited is the innermost spiritual core of being, the Eternal in man which passes through the successive incarnations. Individual talents and faculties are not determined by the brain. Logic is the same in mathematics, in philosophy, or in practical life. The difference in the quality of the faculties becomes apparent only when logic is applied in domains where knowledge depends, for instance, upon the functioning of the semi-circular organs in the ear. Mathematical talent will be particularly marked when these organs are highly developed. An example of this is the Bernoulli family, which produced a succession of fine mathematicians. An individual may possess great incipient talent for music or some other art, but if he is not born into a human body that has inherited the requisite organic structures, he cannot bring these talents to expression.

So you see, the physical world cannot be understood without knowledge of how it is constituted. The Rosicrucian does not consider it his task to withdraw in any way from the physical world. Certainly not! For what he has to do is to spiritualise the physical world. He must rise to the highest regions of spiritual life and with the knowledge there obtained labour actively in the physical world, especially in the world of men.

This is the Rosicrucian attitude-the direct outcome of Rosicrucian wisdom. We are about to study a system of wisdom which will enable us to understand even the smallest things; and we shall not forget that the smallest thing in the world can be of importance to the greatest, that the smallest thing, in its rightful place, can lead to the highest of goals!

You will have seen from these lectures, which lay down methods of teaching, that we are gradually nearing the mental insight from which should spring the actual timetable. Now I have told you on different occasions already that we must agree, with regard to what we accept in our school and how we accept it, to compromise with conditions already existing. For we cannot, for the time being, create for the Waldorf School the entire social world to which it really belongs. Consequently, from this surrounding social world there will radiate influences which will continually frustrate the ultimate ideal time-table of the Waldorf School. But we shall only be good teachers of the Waldorf School if we know in what relation the ideal time-table stands to the time-table which we will have to use at first because of the ascendancy of the social world outside. This will result for us in the most vital difficulties which we must therefore mention before going on, and these will arise in connection with the pupils, with the children, immediately at the beginning of the elementary school period and then again at the end. At the very beginning of the elementary school course there will, of course, be difficulties, because there exist the time-tables of the outside world. In these time-tables all kinds of educational aim are required, and we cannot risk letting our children, after the first or second year at school, fall short of the learning shown by the children educated and taught outside our school. After nine years of age, of course, by our methods our children should have far surpassed them, but in the intermediate stage it might happen that our children were required to show in some way, let us say, at the end of the first year in school, before a board of external commissioners, what they can do. Now it is not a good thing for the children that they should be able to do just what is demanded to-day by an external commission. And our ideal time-table would really have to have other aims than those set by a commission of this kind. In this way the dictates of the outside world partially frustrate the ideal time-table. This is the case with the beginning of our course in the Waldorf School. In the upper classes¹ of the Waldorf School, of course, we are concerned with children, with pupils who have come in from other educational institutions, and who have not been taught on the methods on which they should have been taught.

The chief mistake attendant to-day on the teaching of children between seven and twelve is, of course, the fact that they are taught far too intellectually. However much people may hold forth against intellectualism, the intellect is considered far too much. We shall consequently get children coming in with already far more pronounced characteristics of old age—even senility—than children between twelve and fourteen should show. That is why when, in these days, our youth itself appears in a reforming capacity, as with the Scouts (Pfadfinder) and similar movements, where it makes its own demands as to how it is to be educated and taught, it reveals the most appalling abstractness, that is, senility. And particularly when youth desires, as do the “Wandervögel,” to be taught really youthfully, it craves to be taught on senile principles. That is an actual fact to-day. We came up against it very sharply ourselves in a commission on culture, where a young Wandervögel, or member of some youth movement, got up to speak. He began to read off his very tedious abstract statements of how modern youth desires to be taught and educated. They were too boring for some people because they were nothing but platitudes; moreover, they were platitudes afflicted with senile decay. The audience grew restless, and the young orator hurled into its midst: “I declare that the old folks to-day do not understand youth.” The only fact in evidence, however, was that this half-child was too much of an old man because of a thwarted education and perverted teaching.

Now this will have to be taken most seriously into account with the children who come into the school at twelve to fourteen, and to whom, for the time being, we are to give, as it were, the finishing touch. The great problems for us arise at the beginning and end of the school years. We must do our utmost to do justice to our ideal time-table, and we must do our utmost not to estrange children too greatly from modern life.

But above all we must seek to include in the first school year a great deal of simple talking with the children. We read to them as little as possible, but prepare our lessons so well that we can tell them everything that we want to teach them. We aim at getting the children to tell again what they have heard us tell them. But we do not adapt reading-passages which do not fire the fantasy; we use, wherever possible, reading-passages which excite the imagination profoundly; that is, fairy tales. As many fairy tales as possible. And after practising for some time with the child this telling of stories and retelling of them, we encourage him a little to tell very shortly his own experiences. We let him tell us, for instance, about something which he himself likes to tell about. In all this telling of stories, and telling them over, and telling about personal experiences, we guide, quite un-pedantically, the dialect into the way of educated speech, by simply correcting the mistakes which the child makes—at first he will do nothing but make mistakes, of course; later on, fewer and fewer. We show him, by telling stories and having them retold, the way from dialect to educated conversation. We can do all this, and in spite of it the child will have reached the standard demanded of him at the end of the first school year.

Then, indeed, we must make room for something which would be best absent from the very first year of school and which is only a burden on the child's soul: we shall have to teach him what a vowel is, and what a consonant is. If we could follow the ideal time-table we would not do this in the first school year. But then some inspector might turn up at the end of the first year and ask the child what “i” is, what “l” is, and the child would not know that one is a vowel and the other a consonant. And we should be told: “Well, you see, this ignorance comes of Anthroposophy.” For this reason we must take care that the child can distinguish vowels from consonants. We must also teach him what a noun is, what an article is. And here we find ourselves in a real dilemma. For according to the prevailing time-table we ought to use German terms and not say “artikel.” We have to talk to the child, according to current regulations, of “Geschlechtswort” (gender-words) instead of “artikel,” and here, of course, we find ourselves in the dilemma. It would be better at this point not to be pedantic and to retain the word “artikel.” Now I have already indicated how a noun should be distinguished from an adjective by showing the child that a noun refers to objects in space around him, to self-contained objects. You must try here to say to him: “Now take a tree: a tree is a thing which goes on standing in space. But look at a tree in winter, look at a tree in spring, and look at a tree in summer. The tree is always there, but it looks different in winter, in summer, in spring. In winter we say: ‘It is brown.’ In spring we say: ‘It is green.’ In summer we say: ‘It is leafy.’ These are its attributes.” In this way we first show the child the difference between something which endures and its attributes, and say: “When we use a word for what persists, it is a noun; when we use a word for the changing quality of something that endures it is an adjective.” Then we give the child an idea of activity: “Just sit down on your chair. You are a good child. Good is an adjective. But now stand up and run. You are doing something. That is an action.” We describe this action by a verb. That is, we try to draw the child up to the thing, and then we go from the thing over to the words. In this way, without doing the child too much harm, we shall be able to teach him what a noun is, an article, an adjective, a verb. The hardest of all, of course, is to understand what an article is, because the child cannot yet properly understand the connection of the article with the noun. We shall flounder fairly badly in an abstraction when we try to teach him what an article is. But he has to learn it. And it is far better to flounder in abstractions over it because it is unnatural in any case, than to contrive all kinds of artificial devices for making clear to the child the significance and the nature of the article, which is, of course, impossible.

In short, it will be a good thing for us to teach with complete awareness that we are introducing something new into teaching. The first school year will afford us plenty of opportunity for this. Even in the second year a good deal of this awareness will invade our teaching. But the first year will include much that is of great benefit to the growing child. The first school year will include not only writing, but an elementary, primitive kind of painting-drawing, for this is, of course, our point of departure for teaching writing. The first school year will include not only singing, but also an elementary training in the playing of a musical instrument. From the first we shall not only let the child sing, but we shall take him to the instrument. This, again, will prove a great boon to the child. We teach him the elements of listening by means of sound-combinations. And we try to preserve the balance between the production of music from within by song, and the hearing of sounds from outside, or by making them on the instrument.

These elements, painting-drawing, drawing with colours, finding the way into music, will provide for us, particularly in the first school year, a wonderful element of that will-formation which is almost quite foreign to the school of to-day. And if we further transform the little mite's physical training into Eurhythmy we shall contribute in a quite exceptional degree to the formation of the will.

I have been presented with the usual time-table for the first school year. It consists of:

Religion—two hours a week.

The mother tongue—eleven hours a week.

Writing—there is no figure given for the number of hours, for it is included in the mother tongue.

Then:

Local geography—two hours² a week.

Arithmetic—four hours a week.

Singing and gymnastics together—one hour a week.

We shall not be guilty of this, for we should then sin too gravely against the well-being of the growing child. But we shall arrange, as far as ever it is in our power, for the singing and music and the gymnastics and Eurhythmy to be in the afternoon, and the rest in the morning, and we shall take, in moderation—until we think they have had enough—singing and music and gymnastics and Eurhythmy with the children in the afternoon. For to devote one hour a week to these subjects is quite ludicrous. That alone proves to you how the whole of teaching is now directed towards the intellect.

In the first year in the elementary school we are concerned, after all, with six-year-old children or with children at the most a few months over six. With such children you can quite well study the elements of painting and drawing, of music, and even of gymnastics and Eurhythmy; but if you take religion with them in the modern manner you do not teach them religion at all; you simply train their memory and that is the best that can be said about it. For it is absolutely senseless to talk to children of six to seven of ideas which play a part in religion. They can only be stamped on his memory. Memory training, of course, is quite good, but one must be aware that it here involves introducing the child to all kinds of things which have no meaning for the child at this age.

Another feature of the time-table for the first year will provoke us to an opinion different from the usual one, at least in practice. This feature reappears in the second year in a quite peculiar guise, even as a separate subject, as Schönschreiben (literally, pretty writing = calligraphy). In evolving writing from “painting-drawing” we shall obviously not need to cultivate “ugly writing” and “pretty writing” as separate subjects. We shall take pains to draw no distinction between ugly writing and pretty writing and to arrange all written work—and we shall be able to do this in spite of the outside time-table—so that the child always writes beautifully, as beautifully as he can, never suggesting to him the distinction between good writing and bad writing. And if we take pains to tell the child stories for a fairly long time, and to let him repeat them, and pay attention all the time to correct speaking on our part, we shall only need to take spelling at first from the point of view of correcting mistakes. That is, we shall not need to introduce correct writing, Rechtschreiben (spelling), and incorrect writing as two separate branches of the writing lesson.

You see in this connection we must naturally pay great attention to our own accuracy. This is especially difficult for us Austrians in teaching. For in Austria, besides the two languages, the dialect and the educated everyday speech, there was a third. This was the specific “Austrian School Language.” In this all long vowels were pronounced short and all short vowels long, and whereas the dialect quite correctly talked of “Die Sonne” (the sun), the Austrian school language did not say “Die Sonne” but “Die Sohne,” and this habit of talking becomes involuntary; one is constantly relapsing into it, as a cat lands on his paws. But it is very unsettling for the teacher too. The further one travels from north to south the more does one sink in the slough of this evil. It rages most virulently in Southern Austria. The dialect talks rightly of “Der SÅ«Å«n”; the school language teaches us to say “Der Son.” So that we say “Der Son” for a boy and “Die Sohne” for what shines in the sky. That is only the most extreme case. But if we take care, in telling stories, to keep all really long sounds long and all short ones short, all sharp ones sharp, all drawn-out ones prolonged, and all soft ones soft, and to take notice of the child's pronunciation, and to correct it constantly, so that he speaks correctly, we shall be laying the foundations for correct writing. In the first year we do not need to do much more than lay right foundations. Thus, in dealing with spelling, we do not yet need to let the child write lengthening or shortening signs, as even permitted in the usual school time-table—we can spend as long as we like over speaking, and only in the last instance introduce the various rules of spelling. This is the kind of thing to which we must pay heed when we are concerned with the right treatment of children at the beginning of their school life.

The children near the end of the school life, at the age of thirteen to fourteen, come to us maltreated by the intellectual process. The teaching they have received has been too much concerned with the intellect. They have experienced far too few of the benefits of will- and feeling-training. Consequently, we shall have to make up for lost ground, particularly in these last years. We shall have to attempt, whenever opportunity offers, to introduce will and feeling into the exclusively intellectual approach, by transforming much of what the children have absorbed purely intellectually into an appeal to the will and feelings. We can assume at any rate that the children whom we get at this age have learnt, for instance, the theorem of Pythagoras the wrong way, that they have not learnt it in the way we have discussed. The question is how to contrive in this case not only to give the child what he has missed but to give him over and above that, so that certain powers which are already dried up and withered are stimulated afresh as far as they can be revived. So we shall try, for instance, to recall to the child's mind the theorem of Pythagoras. We shall say: “You have learnt it. Can you tell me how it goes? Now you have said the theorem of Pythagoras to me. The square on the hypotenuse is equal to the sum of the squares on the other two sides.”

But it is absolutely certain that the child has not had the experience which learning this should give his soul. So I do something more. I do not only demonstrate the theorem to him in a picture, but I show how it develops. I let him see it in a quite special way. I say: “Now three of you come out here. One of you is to cover this surface with chalk: all of you see that he only uses enough chalk to cover the surface. The next one is to cover this surface with chalk; he will have to take another piece of chalk. The third will cover this, again with another piece of chalk.” And now I say to the boy or girl who has covered the square on the hypotenuse: “You see, you have used just as much chalk as both the others together. You have spread just as much on your square as the other two together, because the square on the hypotenuse is equal to the sum of the squares on the other two sides.” That is, I make it vivid for him by the use of chalk. It sinks deeper still into his soul when he reflects that some of the chalk has been ground down and is no longer on the piece of chalk but is on the board. And now I go on to say: “Look, I will divide the squares; one into sixteen, the other into nine, the other into twenty-five squares. Now I am going to put one of you into the middle of each square, and you are to think that it is a field and you have to dig it up. The children who have worked at the twenty-five little squares in this piece will then have done just as much work as the children who have turned over the piece with sixteen squares and the children who have turned over the piece with nine squares together. But the square on the hypotenuse has been dug up by your labour; you, by your work, have dug up the square on one of the two sides, and you, by your work, have dug up the square on the other side.” In this way I connect the child's will with the theorem of Pythagoras. I connect at least the idea with an exercise rooted significantly in his will in the outside world, and I again bring to life what his cranium had imbibed more or less dead.

Now let us suppose the child has already learnt Latin or Greek. I try to make the children not only speak Latin and Greek but listen to one another as well, listen to each systematically when one speaks Latin, another Greek. And I try to make the difference live vividly for them which exists between the nature of the Greek and Latin languages. I should not need to do this in the ordinary course of teaching, for this realization would result of itself with the ideal time-table. But we need it with the children from outside, because the child must feel: when he speaks Greek he really only speaks with the larynx and chest; when he speaks Latin there is something of the whole being accompanying the sound of the language. I must draw the child's attention to this. Then I will point out to him the living quality of French when he speaks that, and how it resembles Latin very closely. When he talks English he almost spits the sounds out. The chest is less active in English than in French. In English a tremendous amount is thrown away and sacrificed. In fact, many syllables are literally spat out before they work. You need not say “spat out” to the children, but make them understand how, in the English language particularly, the word is dying towards its end. You will try like this to emphasize the introduction of the element of articulation into your language teaching with those children of twelve to fourteen whom you have taken over from the schools of to-day.

• 1. Dr. Steiner refers to the beginning of the Waldorf School when the higher classes were from the ages of 12 to 14.
• 2. The word hours is the translation of Schulstunden—50 mts. with intervals between.

My dear friends, it would still be possible, of course, to present many more details from the field of general pedagogy. However, since we are always forced in such cases to conclude prematurely, we will use the remaining time this morning to take our general discussions of education over into an outline of instructional goals for the individual grades. In our general pedagogical studies, we have been trying to acquire the right point of view for dividing up the subject matter with regard to the development of the growing human being. We must always remember the necessity of consolidating our instruction in the way that I demonstrated. For example, we can proceed from mineralogy to geography or use ethnological characteristics to link history and geography when we deal with cultural history in a spiritual way. Bearing in mind this possibility of proceeding from one subject to another, let’s go through the subject matter we want to present to our young charges and divide it into individual categories.

The first thing we need to consider when we welcome children into the first grade is to find appropriate stories to tell them and for them to tell back to us. In the telling and retelling of fairy tales, legends, and accounts of outer realities, we are cultivating the children’s speech, forming a bridge between the local dialect and educated conversational speech. By making sure the children speak correctly, we are also laying a foundation for correct writing.

Parallel to such telling and retelling, we introduce the children to a certain visual language of forms. We have them draw simple round and angular shapes simply for the sake of the forms. As already mentioned, we do not do this for the sake of imitating some external object, but simply for the sake of the forms themselves. Also, we do not hesitate to link this drawing to simple painting, placing the colors next to each other so that the children get a feeling for what it means to place red next to green, next to yellow, and so on.

On the basis of what we achieve through this, we will be able to introduce the children to writing in the way that we have already considered from the perspective of educational theory. The natural way to go about it would be to make a gradual transition from form drawing to the Latin alphabet. Whenever we are in a position to introduce the Latin alphabet first, we should certainly do so, and then proceed from the Latin alphabet to German script. After the children have learned to read and write simple handwritten words, we make the transition to printed letters, taking the Latin alphabet first, of course, and following it up with the German.¹

If we proceed rationally, we will get far enough in the first grade so that the children will be able to write simple things that we say to them or that they compose themselves. If we stick to simple things, the children will also be able to read them. Of course we don’t need to aim at having the children achieve any degree of accomplishment in this first year. It would be completely wrong to expect that. The point is simply that, during the first grade, we should get the children to the point where they no longer confront the printed word as a total unknown, so to speak, and are able to take the initiative to write some simple things. This should be our goal with regard to language instruction, if I may put it like that.

We will be helped in this by what we are going to consider next—namely the elasticity and adaptability that the children’s speech organs can gain from instruction in singing. Without our making a special point of it, they will develop a greater sensitivity to long and short vowels, voiced or voiceless sounds, and so on. Even though this may not be our intention in teaching music, the children will be introduced nonetheless to an auditory understanding of what the instrument of the voice produces in music—in a simple way at first, so that they can get ... well, of course it’s impossible to get an overview of sounds, so I would actually have to invent a word and say: so that they can get an “overhearing” of it. By “overhearing” I mean that they really experience inwardly the single thing among the many, so that they are not overwhelmed by things as they perceive them.

In addition to this we must add something that can stimulate the children’s thinking when we tell them about things that are close at hand, things that will later appear in a more structured form in geography and science. We explain such things and introduce them to the children’s understanding by relating them to things that are already familiar—to familiar animals, plants, and soil formations, or to local mountains, creeks, or meadows. Schools call this “local history,” but the purpose is to bring about a certain awakening in the children with regard to their surroundings; a soul awakening, so that they learn to really connect with their surroundings.

At the beginning of the second grade, we will continue with the telling and retelling of stories and try to develop this further. Then the children can be brought gradually to the point of writing down the stories we tell them. After they have had some practice in writing down what they hear, we can also have them write short descriptions of what we’ve told them about the animals, plants, meadows, and woods in the surroundings.

During the first grade it would be important not to touch on issues of grammar, and so on, to any great extent. In the second grade, however, we should teach the children the concepts of what a noun is, what an adjective is, and what a verb is. We should then connect this simply and graphically to a discussion of how sentences are constructed. With regard to descriptions, to thoughtfully describing their surroundings, we continue with what the children began in the first grade.

The third grade is essentially a continuation of the second with regard to speaking, reading, writing, and many other things. We will continue to increase the children’s ability to write about what they see and read. Now we also try to summon up in them a conscious feeling for sounds that are short, long, drawn out, and so on. It is good to cultivate a feeling for articulating speech and for the general structure of language when the children are in third grade—that is, around the age of eight.² At this point, we attempt to convey an understanding of the different types of words and of the components and construction of a sentence—that is, of how punctuation marks such as commas and periods and so on are incorporated into a sentence.

Once again, with regard to telling and retelling, the fourth grade is a continuation of the third. When we take up short poems in the first and second grade, it’s good to make a point of allowing the children to experience the rhythm, rhyme, and meter instinctively, and to wait to make them aware of the poem’s inner structure--that is, everything that relates to its inner beauty—until the third and fourth grades.

At that point, however, we try to lead everything the children have learned about writing descriptions and retelling stories in writing over into composing letters of all kinds. Then we try to awaken in the children a clear understanding of the tenses, of everything expressed by the various transformations of a verb. At around age nine, the children should acquire the concepts for what they need in this regard; they should get a feeling for it, so that they don’t say “The man ran” when they should have said “The man has run”—that is, that they don’t confuse the past tense with the present perfect. Children should get a feeling for when it is proper to say “He stood” rather than “He has stood,” and other similar things that have to do with transformations in what a verb expresses. In the same way, we attempt to teach the children to feel instinctively the relationship between a preposition and its object. We should always make sure to help them get a feeling for when to use “on” instead of “at,” and so on. Children who are going on ten should practice shaping their native language and should experience it as a malleable element.

In the fifth grade, it is important to review and expand on what we did in the fourth grade, and, from that point on, it is important to take into account the difference between active and passive verb forms. We also begin asking children of this particular age not only to reproduce freely what they have seen and heard, but also to quote what they have heard and read and to use quotation marks appropriately. We try to give the children a great deal of spoken practice in distinguishing between conveying their own opinions and conveying those of others. Through their writing assignments, we also try to arouse a keen distinction between what they themselves have thought, seen, and so forth, and what they communicate about what others have said. In this context, we again try to perfect their use of punctuation. Letter writing is also developed further.

In the sixth grade, of course we review and continue what we did in the fifth. In addition, we now try to give the children a strong feeling for the subjunctive mood. We use as many examples as possible in speaking about these things so that the children learn to distinguish between what can be stated as fact and what needs to be expressed in the subjunctive. When we have the children practice speaking, we make a special point of not allowing any mistakes in the use of the subjunctive, so that they assimilate a strong feeling for this inner dimension of the language. A child is supposed to say, “I am taking care that my little sister learn [subjunctive] how to walk,” and not, “I am taking care that my little sister learns to walk.”³

We now make the transition from personal letters to simple, concrete business compositions dealing with things the children have already learned about elsewhere. Even as early as the third grade we can extend what we say about the meadows and woods and so on to business relationships, so that later on the subject matter is already available for composing simple business letters.

In the seventh grade, we will again have to continue with what we did in the sixth grade, but now we also attempt to have the children develop an appropriate and flexible grasp of how to express wishing, astonishment, admiration, and so on in how they speak. We try to teach the children to form sentences in accordance with the inner configuration of these feelings. However, we do not need to mutilate poems or anything else in order to demonstrate how someone or other structured a sentence to express wishing. We approach it directly by having the children themselves express wishes and shape their sentences accordingly. We then have them express admiration and form the sentences accordingly, or help them to construct the sentences. To further educate their ability to see the inner flexibility of language, we then compare their wishing sentences to their admiring ones.

What has been presented in science will already have enabled the children to compose simple characterizations of the wolf, the lion, or the bee, let’s say. At this stage, alongside such exercises, which are directed more toward the universally human element in education, we must especially foster the children’s ability to formulate practical matters of business. The teacher must be concerned with finding out about practical business matters and getting them into the student’s heads in some sensible fashion.

In the eighth grade, it will be important to teach the children to have a coherent understanding of longer pieces of prose or poetry; thus, at this stage we will read a drama and an epic with the children, always keeping in mind what I said before: All the explanations and interpretations precede the actual reading of the piece, so that the reading is always the conclusion of what we do with the material. In particular, however, the practical business element in language instruction must not be disregarded in the eighth grade.

It will be important that we make it possible for children who have reached the fourth grade to choose to learn Latin. Meanwhile, we will have already introduced French and English [as foreign languages] in a very simple fashion as soon as the children have entered school.

When the children are in the fourth grade, we introduce them to Latin by having them listen to it, and we ask them to repeat little conversations as they gradually gain the ability to do so. We should certainly begin with speaking the language for the children to hear; in terms of speaking, we will attempt to achieve through listening what is usually accomplished in the first year of Latin instruction. We will then take this further according to the indications I gave in the lectures on educational theory, to the point where our eighth-grade graduates will have a mastery of Latin that corresponds to what is ordinarily taught in the fourth year of high school. In other words, our fourth graders must accomplish approximately what is usually taught in the first year of high school and our fifth and sixth graders what is usually taught in the second and third years respectively; the remainder of the time can be spent on what is usually taught in the fourth year.

Parallel to this we will continue with French and English [as foreign language] instruction, taking into account what we heard in the theoretical portion of these lectures.

We will also allow those who choose to study the Greek language to begin doing so. Here too, we proceed in the manner we heard about in the theoretical portion. Specifically, we attempt again to develop the writing of Greek letters on the basis of form drawing. It will be of great benefit to those who now choose to learn Greek to use a different set of letters to repeat the initial process of deriving writing from drawing.

Well, you have seen how we make free use of familiar things from the immediate surroundings for our independent instruction in general knowledge. In the third grade, when the children are going on nine, it is quite possible for this instruction to provide them with an idea of how mortar is mixed, for instance—I can only choose a few examples—and how it is used in building houses. They can also have an idea of how manuring and tilling are done, and of what rye and wheat look like. To put it briefly, in a very free way we allow the children to delve into the elements of their immediate surroundings that they are capable of understanding.

In the fourth grade we make the transition from this type of instruction to speaking about what belongs to recent history, still in a very free way. For example, we can tell the children how it happened that grapes came to be cultivated locally (if in fact that is the case), or how orchards were introduced or how one or the other industry appeared, and other similar things. Then, too, we draw on the geography of the local region, beginning with what is most readily available, as I have already described.

In the fifth grade, we make every effort to begin to introduce the children to real historical concepts. With fifth graders, we need not hesitate at all to teach the children about the cultures of Asian peoples and of the Greeks. Our fear of taking the children back into ancient times has occurred only because people in our day and age do not have the ability to develop concepts appropriate to these bygone times. However, if we constantly appeal to their feelings, it is easy enough to help ten- and eleven-year-olds develop an understanding of the Greeks and Asian peoples.

Parallel to this, as I showed you earlier, in geography we begin to teach the children also about soil formations and everything that is economically related to them, dealing first with the specific part of the Earth’s surface that is most readily available.

Greek and Roman history and its aftereffects (until the beginning of the fifteenth century) belong to the sixth grade. In geography we continue with what we did in the fifth grade, taking a different part of the Earth and then linking its climatic conditions to astronomical conditions, examples of which we experienced yesterday afternoon.

In the seventh grade, it is important to get the children to understand how the modern life of humanity dawned in the fifteenth century, and we then describe the situation in Europe and so on up to about the beginning of the seventeenth century. This is one of the most important historical periods, and we must cover it with great care and attention. Indeed, it is even more important than the time immediately following it. In geography, we continue with the study of astronomical conditions and begin to cover the spiritual and cultural circumstances of Earth’s inhabitants, of the various ethnic groups, but always in connection with what the children have already learned about material cultural circumstances—that is, economic circumstances—during their first two years of geography lessons.

In the eighth grade, we try to bring the children right up to the present in history, including a thorough consideration of cultural history. Most of what is included in history, as it is ordinarily taught, will only be mentioned in passing. It is much more important for children to experience how the steam engine, the mechanized loom, and so on have transformed the Earth than it is for them to learn at too young an age about such curiosities as the corrections made to the Emser Depesche.⁴ The things our history books contain are the least important as far as the education of children is concerned. Even great figures in history, such as Charlemagne, should basically be covered only in passing. You will need to do a lot of what I told you yesterday about aids to guiding abstract concepts of time over into something concrete. Indeed, we must do a very great deal of it.

Now I probably do not need to tell you that even the subjects we have discussed so far will help the children develop an awareness of the spirit that permeates everything present in the world, an awareness that the spirit lives in our language, in the geographical elements covering the Earth, and in the flow of history. When we try to sense the living spirit in everything, we will also find the proper enthusiasm for conveying this living spirit to our students.

Whenever we do this, we will learn to compensate our students for what the religious denominations have been doing to humanity since the beginning of the modern era. These religious denominations, which have never made the free development of the individual a priority, have cultivated materialism from various angles. When it is not permissible to use the entire content of the world to teach people that the spirit is active, religious instruction becomes a breeding ground for materialism. The various religious denominations have made it their task to eliminate all mention of spirit and soul from any other form of instruction because they want to keep that privilege for themselves. Meanwhile the reality of these things has dried up as far as the religious denominations are concerned, and so what is presented in religious instruction consists merely of sentimental clichés and figures of speech. All the clichés that are now so terribly apparent everywhere are actually due more to religious culture than to international culture, because nowadays the emptiest clichés, which human instincts then carry over into outer life, are being promoted by the religious denominations. Certainly ordinary life also creates many clichés, but the greatest sinners in this respect are the religious denominations.

It remains to be seen, my dear friends, how religious instruction—which I will not even touch on in these discussions, because that will be the task of the congregations in question—will affect other types of instruction here in our Waldorf school. For now religious instruction is a space that must be left blank; these hours will simply be given over to the religion teachers to do whatever they choose. It goes without saying that they are not going to listen to us. They will listen to their church’s constitution, or to their church gazette or that of the parochial school administration. We will fulfill our obligations in this respect, but we will also quietly continue to fulfill our obligation to summon up the spirit for our children in all the other subjects.

• 1. Steiner is referring here to the fact that the German language at that time was written in Fraktur, a specifically Germanic style of print and handwriting, rather than in the Latin, or Roman, alphabet now universally used for Western European languages.—TRANS.
• 2. The German translates literally as “in their eighth or ninth year” and is sometimes mistranslated in English as “eight or nine years old”; thus references to beginning school in “the seventh year” can be taken to mean that “children shouldn’t go to school until they are seven.” What Steiner said, however, was “in the seventh year of their life—that is, “six-going-on-seven.”—TRANS.
• 3. These distinctions are not as readily detected in current English. In Steiner’s example, the difference is between lerne and lernt; the first is perhaps closest to the process of learning (not yet fact), the second to having learned (fact).
• 4. Emser Depesche: An incident that touched off the Franco-Prussian War of 1870. Bismark publicized an abridged and misleading version of a telegram (known as the “Ems Dispatch”), and the effect of this action was to feed the fury of the opposing parties in France and Prussia.

Erected by Eugen Reichel in Memory of Gottsched

I

A book ¹ to stir up the minds lies before us. Eugen Reichel has undertaken to redraw the picture of his East Prussian compatriot Gottsched. He considers the image that the world has created of this man to be a distorted one. “The Germans think they know Gottsched; they imagine that they have judged him exhaustively when they repeat what his opponents and their short-sighted or frivolous epigones have said, namely that he was a schoolmaster who, although he may have striven for the good with inadequate strength , but a narrow-minded, conceited schoolmaster who was completely out of touch with life, art and poetry and who knew how to talk eloquently about literature when we still had no literature of our own.» With the boldest courage of thought, Reichel contrasts this judgment with his own, that Gottsched was “not only not a narrow-minded schoolmaster, but rather a thinker and poet who was at the height of life, far ahead of his contemporaries, who were floundering far below him in powerlessness and intellectual narrow-mindedness; a revolutionary in all areas of intellectual life, a courageous fighter, equipped with the sharpest intellectual weapons, against the rigid, dead formalism that prevailed around him in art and literature, in the pulpits and lecture halls, in the schools and intellectual salons; a bold, far-sighted representative of free thought, free research and free speech.» As you can see, this is a re-evaluation on a grand scale!