The Rudolf Steiner Archive

... In the first period after the great Atlantean catastrophe, the life of man was intimately connected with the spirit; each human being could be told the nature of his Karma, according to the moment of his birth. At that time astrology was not the dilettantism it often is to-day, but signified rather a living participation in the deeds of the stars. And from this living participation, the way in which each human being had to live was revealed to him out of the Mysteries. Astrology had a living significance for the experience of each human life. Then came a time about the sixth, fifth and fourth centuries before Christ, in which men no longer experienced the secrets of the starry heavens, but experienced instead the course of the year. What do I mean by saying that men experienced the “course of the year”? It means that they knew through immediate perception, that the earth is not the coarse lump modern geology sees in it. No plants could grow on the earth, if it were what geology imagines; even less could animals or human beings appear on it—this would be quite impossible; for according to geologists the earth is a mineral, and there can be direct growth out of the mineral only when the whole universe works upon it, when there is a connection with the whole universe. In ancient times men knew what to-day must be learned over again, namely, that the earth is an organism and has a soul.

You see, this earth soul too has its particular destiny. Suppose that it is winter where we are, Christmas-time or the time of the winter solstice,—then that is the time in which the soul of the earth is completely united with the earth. For when the earth is decked with snow, when as it were, a frosty cloak envelops the earth, then the earth-soul is united with the earth, rests in the interior of the earth. We find then, that the soul of the earth, resting within the earth, maintains the life of countless elemental spirits. The modern naturalistic conception which thinks that the seeds sown in autumn simply lie there until next spring is quite false, the elemental spirits of the earth must preserve the seeds throughout the winter. This is all connected with the fact that the soul of the earth is united with the body of the earth throughout the time of winter.

Let us take the opposite season: midsummer time. Just as man draws in the air and exhales it, so that it is alternately within him and outside him, so does the earth inhale its soul during the winter. And during the time of mid-summer in the height of summer, the soul of the earth has been exhaled entirely; breathed out into the wide spaces of the universe. The body of the earth is then, as it were, “empty” and does not contain the earth-soul; the earth shares with its soul in the events of the cosmos, in the course of the stars, etc. For this reason Winter Mysteries existed in ancient times, in which one experienced the union of the earth-soul with the earth. There were Summer Mysteries too, in which it was possible to perceive the secrets of the universe, when the soul of the initiate followed the soul of the earth out into the cosmic spaces and shared in its experiences with the stars.

The old traditional remnants still extant to-day can show that men used to be conscious of such things. Long ago,—it happened to be actually here, in Berlin—I often used to spend some time with an astronomer who was very well known, and who agitated violently against the very disturbing idea that the Easter Festival should fall on the Sunday immediately after the first full moon of spring; he thought it terrible that it did not fall each year, let us say on the first Sunday of April. It was of course useless to bring forward reasons against this idea; for what underlay it was this: If Easter falls each year on a different date, a frightful confusion comes about in the debit and credit of account books! This movement had even assumed quite large proportions. I have mentioned here before that on the first page of account books one generally finds the words “With God”, whereas as a rule, the things contained in such books are not exactly “with God”. In the times in which the Easter Festival was fixed according to the course of the stars,—the first Sunday after the spring full moon was dedicated to the Sun—there was still the consciousness that the soul of the earth is within the earth during the winter, and outside in the cosmic spaces during midsummer time, while in spring it is on its way out towards cosmic space. The Spring Festival, the Easter Festival, cannot therefore be fixed on a particular day, in accordance with earthly things alone, but must take into account the constellations of the stars. A deep wisdom lies in this, coming out of an age in which men were still able to perceive the spiritual nature of the year's course through an ancient instinctive clairvoyance. We must again come to this. And we can come to it again, in a certain sense, if we grasp the tasks of the present time by connecting them with what we have discussed and studied together here.

On several occasions I have stated here that amongst the spiritual Beings with whom man is united every night in the way I have described—for instance, with the Archangels through speech—there are some Beings who are the ruling spiritual powers for a particular period of time. During the last third of the nineteenth century, the Michael period began, that period in which the spirit otherwise designated in writings as Michael, has become the most important one for the concerns of human civilisation. Such things repeat themselves periodically. In ancient times, something was known about all these spiritual processes. The old Hebrew period spoke of Jahve. But it always spoke of the “countenance of Jahve or Jehovah” and by “countenance” it meant the Archangels, who were actually the mediators between Jahve and the earth. And when the Jews were awaiting the Messiah on earth, they knew: the Michael period, in which Michael is the mediator for Christ's activity on earth, is here; only the Jews misunderstood this in its deeper connection. Since the seventies of the nineteenth century the time has once more come on earth in which the Michael force is the ruling spiritual power in the world, and in which we must understand how to introduce the spiritual element into our actions, and how to arrange our life out of the spirit. “Serving Michael” means that we should not organise our life merely out of the material, but that we should be conscious that Michael, whose mission it is to overcome the base Ahrimanic forces, must, as it were, be our genius in the development of our civilisation.

Now he can achieve this if we remember how we can link again in a spiritual sense to the course of the seasons. There is really a deep wisdom in the whole world process, manifested in our being able to unite the Festival of the Resurrection of Christ Jesus with the Spring Festival. The historical connection (I have often stated this) is absolutely correct: the Spring Festival, i.e. the Easter Festival, can only fall on a different day each year, because it is something that is seen from the other world. It is only we on earth who have the narrow-minded conception that “time” is continuous, that every hour is just as long as another. We determine time mathematically, by our earthly means alone, whereas for the real spiritual world, the cosmic hour is endowed with life. One cosmic hour is not like another, but shorter or longer than another. Hence we are always likely to err when we try to determine from the earth what should be determined from a heavenly standpoint. The Easter Festival is rightfully determined in accordance with the heavens.

What is the nature of this festival? It is the festival that should remind us, and once did remind people in the most living manner, that a Divine Being descended to the earth, took His dwelling in the human being, Jesus of Nazareth, in order that during the time in which mankind was approaching the Ego evolution, human beings might find their way back, in the right way, through death into spiritual life. This I have often described. Thus, the Easter Festival is the festival in which man contemplates death and the immortality which follows it, through the Mystery of Golgotha. We look at this springtime festival aright when we say: The Christ has strengthened man's immortality through His own victory over death; but we human beings understand the immortality of Christ Jesus in the right way only when we acquire this understanding during our life on earth, i.e. if we awaken to life within our souls our connection with the Mystery of Golgotha, and are able to free ourselves from the materialistic conception which takes away from the Mystery of Golgotha all its spiritual nature. To-day the “Christ” is hardly taken into consideration, but only “Jesus”, “the simple man of Nazareth.” One would almost blush before one's own scientific knowledge if one were to admit that the Mystery of Golgotha contains a spiritual mystery in the midst of earth-existence, namely, the Death and Resurrection of the God.

But when we experience this in a spiritual manner, we prepare ourselves to experience other things also in a spiritual manner. It is for this reason so important for modern man to gain the possibility of experiencing the Mystery of Golgotha above all as something entirely spiritual. He will then be able to experience other spiritual things, and will find through the Mystery of Golgotha the paths leading into the spiritual worlds. At the same time, man must understand the Resurrection in connection with the Mystery of Golgotha, while he is still alive; and if he is able to understand the Resurrection in his feelings while he is alive, this will also enable him to pass through death in the right way. This means that death and resurrection, contained in the Mystery of Golgotha, should teach man to invert the relationship: to experience resurrection inwardly, within the soul, during life, so that after having experienced this inner resurrection in his soul, he may go through death in the right way. This experience is the exact opposite of the Easter experience. At Easter we should submerge ourselves in Christ's Death and Resurrection. But as human beings we must be able to submerge in what is given to us as the resurrection of the soul, in order that the risen human soul may go through death in the right way. Just as in the spring we acquire the real Easter feeling in seeing how the plants spring up and bud, how Nature reawakens to life and overcomes winter's death, so we are able to acquire another feeling when we have lived through the summer in the right spirit and know that the soul has ascended into cosmic spaces; that we are approaching autumn, that September and the Autumn Equinox are drawing near; that the leaves which were shooting so green and fresh in the spring, are now turning yellow and brown, are withering away; that the trees stand there almost bare of their leaves; Nature is dying. Yet we understand this dying Nature when we look into the fading process, when the snow begins to cover the earth: and say: the soul of the earth is withdrawing again into the earth and will be fully within the earth when the winter solstice has come.

It is possible to experience this autumn season just as intensely as we experience springtide. Just as we can experience the Death and Resurrection of the God in the Easter season in spring, so can we experience in the autumn the death and resurrection of the human soul, i.e. we experience resurrection during our life on earth in order to go through death in the right way. Moreover, we must understand what it means for us and for our age that the soul of the earth is exhaled at midsummer into the world's far spaces, is there united with the stars and then returns. He who fathoms the secrets of the earth's circuit during the course of the year will know that the Michael force is now descending again through the Nature-forces—the Michael force which did not descend in former centuries. Thus we can face the leafless autumn, inasmuch as we look towards the approach of the Michael force out of the clouds. The calendars show on this day the name of “Michael”, and Michaelmas is a country festival: yet we shall not experience the present spiritually, linking human events on earth with Nature's events, until we understand again the year's course and establish festivals of the year as they were established in the past by the ancients, who were still endowed with their dreamy clairvoyance. Men of old understood the year, and out of such mysteries, which I could to-day outline only briefly, they founded the Christmas, Easter and Midsummer (St. John) festivals. At Christmas time we give each other presents and do certain other things as well; but I have often explained in the Christmas and Easter lectures I have given here, how very little people still receive to-day from these festivals, how everything has taken on a traditional, external form. When, however, the festivals which we celebrate without understanding them, will again be understood, then we shall have the strength to establish out of a spiritual understanding of the year's course, a festival which only now for present-day humanity, has real significance: this will be the Michael Festival. It will be a festival in the last days of September, when autumn approaches, the leaves wither, the trees grow bare and Nature faces death,—just as it faces a new budding life at Easter time,—and when we experience in Nature's fading life, how the soul of the earth is then united with the earth and brings with it Michael out of the clouds. When we acquire the strength to establish such a festival out of the spirit,—a festival that brings with it once more a feeling of fellowship into our social life,—then we shall have established it spiritually: for we shall then have founded something in our midst which has the spirit at its source. Far more important than other reflections on social conditions—which can lead to no results in our present chaotic conditions, unless they contain the spirit—would be this: that a number of open-minded people should come together for the purpose of instituting again on earth something proceeding out of the universe, as, for instance, a Michael Festival. This would be the worthy counterpart of the Easter Festival, but a festival taking place in autumn, an Autumn Festival. If people could determine upon something, the motive to which can be found only in the spiritual world, something which can kindle feelings of fellowship amongst those who assemble at such a festival—arising out of the fullness and freshness of the human heart through immediate contact—then something would exist which could bind men together again socially.

For in the past, festivals used to bind human beings strongly together. Just think, for instance, of all that has been done and said and thought in connection with festivals for the whole of civilisation.

This is what entered physical life through the establishment of festivals directly out of the spirit. If men could determine in a dignified worthy way to establish a Michael Festival during the last days of September, this would be a most significant deed. But the courage would have to be found amongst them not merely to discuss external social reforms, etc., but to do something that connects the earth with the heavens, that reconnects physical with spiritual conditions.

Thus something would again take place amongst men, constituting a mighty impulse for the continuation of our civilisation and our whole human life; because the Spirit would once more be introduced into earthly conditions.

There is naturally no time to describe to you the scientific, religious and artistic experiences which could arise, just as in the ancient festivals—through such a new festival, established in a great and worthy way out of the spirit. How much more important than all that is going on to-day in the shape of social tirades would be such a creating out of the spiritual world. For what would that imply? It implies a great deal for an insight into man's inner nature if I can fathom his way of thinking, if I can really understand his words aright. If to-day one could see the working of the whole universe when autumn approaches, if one could decipher the whole face of the universe, and acquire creative force out of it, then the establishment of such a festival would reveal, not only the will of human beings, but also the will of Gods and Spirits. Then the Spirit would again be among mankind!

In our time, Theosophy seeks to be a spiritual movement that will deepen our entire spiritual life and steer man away from the sensual and back to the supersensible. It does not bring humanity something absolutely new – no, it stands on the ground of earlier times. It is based on what previous generations have worked for us. But even what earlier generations did and knew was not something new; these were also conceptions of the general and great fundamental truths. Each generation and each time expresses what it can understand of it in its own way, adapting to the spirit and circumstances of the time. Theosophy in our time means the realization of the basic truths in the form in which they are useful for our time.

Now let us think back to a culture like that of 600 to 700 years ago. At that time there were not a lot of channels through which anyone who wished could gather knowledge, as is now the case in schools, libraries and so on. We have now undergone the development for this in the last century. The sciences have spread, one always wants to know more and more and to express everything in scientific forms and terms, because man dresses his thoughts in forms to which he is accustomed. Now the time has come when everyone wants to know, learn and read for themselves, and they can also find the way to do so.

In ancient times there were also a few preachers of wisdom and a great multitude who believed them at their command. (The speaker means that the large circle of people who know a little and who currently exist could not be found at that time, besides the individuals who knew more, whose number is not large even now, any more than it was in the Middle Ages.) Those who knew more of the great truths of life, of this great wisdom, which in its present form we call 'Theosophy', were called initiates or adepts, because they had a great and certain experience behind them. And those who have this experience behind them do not speak of these things as if they were speaking of another world, but as if they were constantly living in this world. And that is the case, because this world has become their own. There are always other worlds around us, spiritual worlds, other beings are always at work around us, and they relate to the sensual and physical life of a person in the same way that the colorful splendor of the world of light relates to a blind person. What the initiate has gone through can be compared to the experience of a blind person who has been born blind, has undergone an operation and been given the ability to see the light.

The Rosicrucian method of initiation presents the experiences that a person undergoes when the world of the spirit opens up to him.

As for the Rosicrucians themselves (the speaker does not say it in so many words, but implies that this is the name of an order or association of initiates who practice the same wisdom teachings as those found in Theosophy) - this name has been much discredited by people who knew very little about it and not much more than a few external forms. What one can find here and there in old writings about the Rosicrucians was not calculated to command respect from the outside world. But all this was very natural, because what was really Rosicrucian was actually kept secret until the end of the nineteenth century, because it was only in this century that it was destined to benefit humanity in general. It is only the present-day theosophical movement that is destined to absorb and disseminate the wisdom of the Rosicrucians.

Now (said the speaker) we are not dealing with the history of the Rosicrucians, but with living Rosicrucianism. The system we are talking about was only founded in the fourteenth century, arising from various spiritual seeds.

Rosicrucianism should not be confused with Theosophy in general: it is only one method. But when it comes to linking Theosophy to modern science, the Rosicrucian method is probably the most suitable.

And how is this method presented? In seven degrees (stages) man is led to the knowledge of spiritual truths.

These seven degrees are:

1. Degree: study
2. Degree: imaginative knowledge
3. Degree: knowledge through the occult scriptures
4. Degree: (what is called) the search for the philosopher's stone
5. degree: the study of the correspondence between man and the great world outside (microcosm and macrocosm),
6. degree: merging into the macrocosm,
7. degree: that which follows from the preceding degrees: beatitude.

Let us take a closer look at these different degrees:

First degree, “Study”: This is the acquisition of elementary knowledge of the higher worlds; for, above all, one needs some elementary knowledge before one can actually feel at home in it. But the higher worlds can only be known through an opening of the soul: Then man becomes a seer, in a certain sense already an initiate. Now, not every person can find the way out of themselves – at least not easily – but every person who is an explorer, gifted with common sense, can find their way through study, which would not have been so easy to find on their own. This is a kind of guidance, like using a map to find your way around an unfamiliar area. In this way, many have found what they previously searched for in vain: a coherent body of knowledge that never fails to provide a logical answer.

Here in the physical world, things correct people when they make a mistake: we would find our way here even without a map, even if it were less convenient. In any case, we would clearly see where we could not go and where there would be serious obstacles. This is not the case in the higher worlds: there you have to find your own guidance.

Once a person has absorbed the basic features of higher knowledge, they can be guided to the second degree of “maginative knowledge”. This is the knowledge that behind everything we perceive lies the truth of things, and that the (sensually) perceived things are only parables for the real spiritual (things).

Everything that is understood in science is in itself only a concept of the mind, it only exists in an idea. The task of the Rosicrucian is to recognize things not only in the idea, in the concept, but in the image.

We will give an example in the form of a dialogue, as it might have been held by a Rosicrucian teacher to his disciple:

The teacher: “Observe how the plant grows out of the ground, as an example of its own development, [observe] how it becomes: stem, blossom, fruit. And then understand that all these environmental conditions were necessary for the plant to develop in this way: air, light, earth and all the substances in it.

And now turn your gaze to the human being: a being formed differently. Flesh has come in place of plant substance, and instead of chlorophyll, the red blood flows through this being.

Sensually, the plant also has a consciousness, roughly that of a human being during sleep. The human being has a consciousness that is elevated to great heights. But this consciousness he has had to purchase at the price of being permeated by desires, instincts and passions. That which the plant contains and which grows into a fruit is pure; but on the other hand, consciousness is narrow and limited. And now grasp the pure plant on the one hand, and man on the other, with his higher development, permeated by the stream of passions."

The Rosicrucian (continued the speaker) must come to feel that it is the stream of passions that transforms the plant substance into muscle tissue, the green plant sap, the chlorophyll, into the red blood.

And then it was said: As a human being, you must rise to a higher ideal. Development does not end with this state. If it is to continue, then the human being and his consciousness must take on other forms, become a higher consciousness. He then returns to the chaste, pure plant substance at a higher level. Then the blood without passions has become like the plant sap again. Just as the plant produces fruit without desires, so the human being will then have become a being again whose organs produce without desires.

This ideal is called the ideal of the “Holy Grail”, the image of the cup in which the blood from the wounds of Christ was caught. As soon as the red blood has become chaste and pure like chlorophyll, it will be the blood of the pure human being.

There is a folk legend that tells how the bees came to suck honey from the wounds of Christ on the cross, just as they do from flowers. This image gives us an idea of what is meant. Everything that prevents man from rising above the plant must be killed. To represent this ideal, a symbol was chosen: the black cross with red roses around it. – The symbol of the spiritual ideal.

And it was of this spiritual ideal that an initiated man, a poet, spoke when he said: He who does not have this remains an ever-gloomy guest on our dark earth. (Goethe - see the same quotation in the lecture in Amsterdam.) It is clear that this is something quite different from intellectual knowledge. When we try to look at the whole world through this image, it makes a different, warmer impression on us than intellectual knowledge. It leaves us cold.

When we then face the world with such images, we feel what is happening in the world. Who can look at the black cross surrounded by red roses without shuddering with inner experience and feeling a flood of feelings within themselves? Feelings are creative forces. Because of them, new thoughts are born, a new world opens up for the person, as for the blind man who has been operated on and now sees the light. A new world opens up for the initiate through imaginative knowledge. These are things that are just as exact as the laws of nature.

Third degree: The appropriation of occult writings. In them, one not only gets to know the laws of nature, but also how to penetrate them with the will. An example of this: two experiences of the soul that are well known to us are shame and fear. If a person wants to hide something, then it is called shame, and the person blushes. If a person sees danger and fears being overwhelmed by it, then he feels fear. And then the person pales. These are two examples of how the inner state of mind results in a change in the physical, outer state. A world view is currently coming to us from America that seeks to explain everything the other way around, namely from material things. According to this, for example, a person does not cry because he is sad, but he is sad because he cries, because the eyes and lacrimal glands are under such material influences that tears are produced. This is: completely reversing the truth.

One can see that spiritual knowledge wants to say: everything that happens in the world is a consequence of the spiritual, which is the principle of this world; and man must experience for himself what happens outside in the great world, namely, by learning to understand how the spiritual is expressed in physical forms. You do not get to know the world by describing things and deducing the laws from them (abstracting), but by experiencing them inwardly.

(What followed here about the heart and its symbolic meaning was not sufficiently explained by the speaker to be more clearly reproduced.

Fourth degree: “The search for the Philosopher's Stone. Which involves no sorcery or deception, but something very natural. A writer who, incidentally, knew little or nothing about the secrets of the Rosicrucians, said something right about this point: the Philosopher's Stone is in the hand of every man - but he does not know it.

The significance of the breathing process is this: in the blood, oxygen combines with carbon to form carbonic acid, which the human being then exhales again. The plant inhales this carbonic acid through a process that is also a kind of breathing, even if we call it by a different name (assimilation process). The plant separates the carbon from the carbonic acid and returns the oxygen to man through evaporation. Without the plant world, human life on earth would be physically impossible, at least in the form in which we know it today. But then man must also realize that he is not an independent being; the plant belongs to him, just as his own limbs belong to him. That man could exist alone is an illusion.

And now we must consider that this material process is just as much based on a spiritual process as the feeling of shame is based on the blush of shame, and so on. This process is only an outward sign of an underlying spiritual process. We must understand that there is a real connection between humans and plants, and that changes in one must take place in the other as well, so that there must be a rhythmic connection between human breathing and that of the plant. There is actually a breathing rhythm in nature – but one cannot discuss this in public – which establishes a conscious contact between humans and plants.

But of this it can be said: When man consciously learns to direct the breathing process towards a goal, then he learns with his consciousness to carry out the process that the plant performs: the direct building of forms from carbon.

This is a completely true fact, even if it may sound strange: Man can learn to transform the carbon within himself, the transformation of matter.

The conquest of consciously transforming carbon into living substance is called the “philosopher's stone”. This is the path of the Rosicrucian: to use and master this greatest of all minerals. We now also understand what the man meant who said that we have all held the “philosopher's stone” in our hands without knowing it.

Now, in conclusion, we must again realize that the breathing process is based on and preceded by a spiritual process; that the transformation of carbon is a symbol of the transformation of man's inner being by ascending into the spiritual world; and also that what will be material in the future must first be spiritual.

Fifth degree: “The correspondence between man and the universe, between microcosm and macrocosm. This is based on the fact that everything that exists in the great world is also present in man as essence; and therefore man can find in himself everything that exists in the great world.

We owe our eye to the sun – its light. The eye is the creation of sunlight. And so the human being in his or her entire being is a creation of the universe. Just as we have to learn how to use our eye to see sunlight, we have to learn how to use our inner organs to receive spiritual light. Man must learn to recognize the relationship of external things to the spiritual world - the relationship of the microcosm to the macrocosm. And then he feels how roots expand out of him into the whole great world. Then he must come to forget his inner self completely: to forget the eye for the sake of the sun. Then it is as if the inner being of man has expanded into a whole universe.

Man learns to no longer say “I” in reference to himself, but in reference to the universe. This is the feeling through which man is absorbed in the macrocosm [- sixth degree].

The ideal of this knowledge is that everything eventually ends in a feeling that encompasses the world. And we cannot grasp this all at once, not with phrases like: Man must become selfless, but only along the long and arduous path of the Rose Cross initiation. To possess this feeling and thus understand the world, that is the initiation of the Rose Cross.

Everything that current science says can be understood in this light, but we do not stop at this science; we learn to understand the world and divinity [- seventh degree]. These are the preparatory teachings of Rosicrucianism.

We see that the teachings and methods of Rosicrucianism are based on the teachings of Theosophy, namely that there is a spark of God in man and that the goal is not to gather wisdom about God, but to learn to feel the pulse of the universe within oneself. Then man has become free. The knowledge that man can do this gives us a powerful impulse to act.

This concept is beautifully expressed by a man who knew (Goethe), in these words: “Man frees himself from the force that binds all beings by overcoming himself.”

I have tried to reconcile the theosophical view of rounds and races, as stated in the “Ancient Wisdom”, with the Bible, and have suggested that the Genesis, the presentation of the Mosaic creation document, is to be taken in a truly literal sense, and that one then fully obtains the theosophical view. It should be noted that the true, great religious documents receive their original and real meaning through Theosophy.

To give an idea of what the Mosaic creation document means, I would like to repeat again: we have to distinguish seven rounds and in each round seven races. In the first round we have the archetypes of the mineral kingdom, in the second round the archetypes of the plant kingdom, in the third round the archetypes of the animal kingdom, in the fourth round the archetypes of man. When our present fourth round is over, the archetypes of man will have been formed. We have not even reached the archetypes yet. When our round is over, we will have expressed the human archetypes. The mineral kingdom will have already reached its completion in the round. It will dissolve again, regress. In the next round, the fifth, the plant kingdom will find its completion, in the sixth the animal kingdom, and in the seventh round the human kingdom.

In the seventh round, humanity will be the complete image of the deity in earthly development. What the deity was at the beginning, humanity will be at the end of the seventh round. The deity will have completed its task and will then rest. Nirvana will have been achieved. It will be able to hand over its task to the Masters and to the Master Lodges, to the Brotherhoods, which will then have developed into the complete image. This is described to us in the Biblical record.

The seven days of Creation signify in the esoteric sense seven rounds, so that the first chapter is to be understood in the following way.

In the beginning God created the heaven and the earth, and the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. And God said, Let there be light: and there was light.

And God saw the light, that it was good:

Then God divided the light from the darkness and called the light Day, and the darkness he called Night. And the evening and the morning were the first day. [Genesis 1:1-5]

I ask you to visualize exactly what I have described as the first round was. It was initially a reddish, brightly glowing sphere that then went through various stages of development to become a violet sphere, then disappeared into the pralaya, only to emerge again as a red sphere. The first day is thus complete. During this round, the archetypes of the mineral kingdom were formed.

Now the second round begins.

And God said, Let there be a firmament in the midst of the waters, and let it divide the waters from the waters. And God made the firmament, and divided the waters which were under the firmament from the waters which were above the firmament: and it was so. And God called the firmament Heaven. And the evening and the morning were the second day.

God said, “Let there be a vault between the waters to separate water from water.” Before the mineral kingdom came into being, there could be no firmament. The waters represent spiritual substances. These did not separate from each other until the archetypes of the mineral kingdom had been formed, so that chunks now appeared in them. Then God made the vault and separated the water under the vault from the water above it. God called them heaven and earth. Only the mineral kingdom was pushed into the earthly, the other was still heavenly.

And God said: Let the waters under the heavens be gathered together into separate places, so that the dry land may be seen. And God called the dry land Earth, and the gathering of the waters he called the Sea. And God saw that it was good. And God said, “Let the earth bring forth grass, and herb yielding seed, and the fruit tree yielding fruit whose seed is in itself, and upon the earth:” And it was so. The earth brought forth grass, and herb yielding seed after his kind, and the tree yielding fruit, whose seed was in itself, after his kind: and God saw that it was good. And the evening and the morning were the third day.

And God said, “Let there be lights in the expanse of the heavens to separate the day from the night, and let them serve as signs to mark seasons and days and years, and let them be lights in the expanse of the heavens to give light on the earth. And it was so. God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. And God set them in the firmament of the heaven, to give light on the earth: and they did so. And God saw the light, that it was good. And the evening and the morning were the fourth day.

Here it is emphasized that the completion of the mineral kingdom comes on the fourth day. In the fifth round, the plant kingdom will reach its completion. That is yet to come. Now the mineral kingdom will reach its completion. In the fifth round, the plant kingdom will reach its completion. This is expressed by saying: the plant idea will reach its completion. Everything that is now connected with the peculiar life that is in the mineral kingdom will be fully expressed in the fifth round. In the fifth round the mineral kingdom will gradually dissolve, and man will have a completely different relationship to the environment. The plant idea will have been realized. The relationship to the mineral kingdom will no longer be there, so that instead of being surrounded by a world of minerals, in the fifth round we will be surrounded by a world of plants. Everything that man leaves behind today will then be a plant product. There will be no more minerals; then human beings will live in the plant nature as they now live in the mineral nature. Man will be master over the plant kingdom; he will have dominion over the plant kingdom. This is how Genesis expresses it:

And God said, “Let the waters swarm with swarms of living creatures, and let birds fly above the earth in all directions under the open heavens.” So God created the great whales and every living creature that moves with which the water swarms, according to their kinds, and every winged bird according to its kind. And God saw that it was good. And God blessed them, saying: Be fruitful and multiply, and fill the water in the seas, and the birds shall multiply on the earth. And there was evening, and there was morning – the fifth day.

In the sixth round, we are dealing with the complete dissolution of the plant kingdom. A high, living animal thought has been realized, so that a difference between living and non-living will no longer exist. One will only live among the living. There will be no element at all as a medium; there will only be animal-like living entities. In the sixth round, everything related to sexual reproduction has long since disappeared; in the sixth round, we are only dealing with living things. Reincarnation ceases in the middle of the fifth round.

And God said, Let the earth bring forth the living creature after his kind, cattle, and creeping thing, and beast of the earth after his kind: and it was so. And God made the beast of the earth after his kind, and cattle after their kind, and every thing that creepeth upon the earth after his kind: and God saw that it was good. And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth.

And God saw that it was good. And God said, “Let us make man in our image, in the image of ourselves; let them be masters of the fish of the sea, the birds of the air, the cattle, and all the earth and all the creatures that creep on the earth.” So God created man in his image, in the image of God he created him; male and female he created them. God blessed them and said to them: Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea, over the birds of the air, and over every living thing that moves upon the earth. God said: See, I have given you every plant yielding seed that is upon the face of all the earth, and every tree with seed in its fruit. These shall be for food for you and for all the beasts of the earth, for all the birds of the air and for all the creatures that move along the ground; I have given you every green plant for food. And it was so. God saw all that He had made, and behold, it was very good. And there was evening, and there was morning—the sixth day. [Genesis 1:24-31]

Everything culminated in animal existence. After the fourth round, the mineral; after the fifth round, the plant; after the sixth round, the animal. In the seventh round, everything had passed into the human. God created man as man and woman, no longer bisexual, but unisexual, and so God rested on the seventh day.

That is the story of the seven rounds. The first three days are over, the fourth day is the present round, and the last three are yet to come. The second chapter presents the story of the fourth round as such. Specifically, the fourth round shows how heaven and earth came into being, that they were created by God, who made heaven and earth and so on. Man was not yet there when the plant was made.

Then came the description of the fourth round. We had the red ball first, which then turns orange, yellow, and turns into a fog. Now the fog turns into the physical. God breathed a living soul into man after he had made him out of the clod of earth - the first two races. And the Lord God planted a garden in Eden, and put the man he had made there. This is the man who is still asexual. We are still very much in the first two races.

Previously, the plant and animal kingdoms were not so strictly separated. Man had a continuation that merged into the plant world. Then the plant world separated and then the animal kingdom. Even during our fourth round, there was a time - at the very beginning, when the first animals had split off - when humans were still connected to the center of the earth, similar to certain aquatic plants that hang from a long stem. Originally, men were plants, in the days when they had not yet descended into animality. They were still more plant-men, men who had not yet set the plant kingdom free from themselves.

Such a man was called Adam Kadmon. The man who still contains the plant and animal kingdoms within himself, and only later expels them, is Adam Kadmon. Then, in a new verse, on the one hand we have the Tree of Life and on the other hand an increase of consciousness, the Tree of Knowledge.

The Lord God formed man - Adam - out of dust from the earth and breathed the breath of life into his nostrils. So man was a living soul.

And the Lord God planted a garden in Eden, in the east; and there he put the man whom he had formed. And out of the ground the Lord God caused to grow every tree that is pleasant to the sight and good for food, with the tree of life in the middle of the garden, and the tree of the knowledge of good and evil. And a river went out of Eden to water the garden; and from there it was divided into four heads. [...] And the Lord God took the man and put him in the garden of Eden to tend and keep it. And the Lord God commanded the man, saying, “You may eat from every tree of the garden; but you shall not eat from the tree of the knowledge of good and evil, for in the day that you eat from it you shall surely die.” [Genesis 2:7-17]

Verse 16: Of every tree of the garden thou mayest freely eat: but of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die.

Now the incarnation begins. The incarnation begins at the moment when Kama-Manas enters. That was in the middle of the third race, and it ends in the middle of the fourth race of the fifth round. Then the text also describes the individual races. But it describes the fourth race in particular.

Among the original Turanians, a kind of betrayal of the deeper secrets occurred. The priests allowed themselves to teach people what were priestly secrets. The soul of man is expressed as the feminine. The incarnated will is the masculine. The soul, the feminine. The initiated priests have now united with the human soul and handed over the secrets to it. This was in the fourth race of the Atlanteans. This betrayal is described in the sixth chapter of Genesis.

But when men began to multiply, the sons of God saw the daughters of men that they were fair; and they took them wives of all which were fair [Genesis 6:1-2]...

... for they are flesh. Now God decides on the downfall, the flood, the downfall of Atlantis. That Noah took a pair of each animal into the ark is based on a real event. It shows how theosophy is becoming infinitely relevant to our culture. Not so long ago, Darwinism and the history of creation were still at a different point of view than they are today. In recent years, science has undergone important transformations. It was thought that animals develop through the struggle for existence and through selection; the imperfect perish, the perfect remain. Naturalists are already talking about the powerlessness of the struggle for existence. De Vries, the Dutch naturalist, has shown that the so-called mutation plays the greatest role in the descent of living beings. It has been found that living beings, when placed in different living conditions, quickly develop into completely different forms. You have to put them in completely different living conditions, that is the only real method of producing new species. It is mutation that causes new breeds to emerge. This does not happen gradually, but in leaps. The tomato, for example, emerged rapidly from a plant that did not have the red fruit. It originated in one place and then spread throughout the earth. All other forms of reproduction and development are secondary to mutation.

Now, science wonders: how could mutation once play such a major role? The Atlanteans knew the secrets of the germination power of seeds well enough to accumulate it, even to use it as a driving force. But they also understood how to cross the seeds of animals and bring forth new forms. What lives on Earth now has come about through conscious methods of crossbreeding, through actual cultivation, so that humans have actually created the animal species. From the few animal species, the Atlanteans created the entire living animal world. It is rooted in human nature that he who possesses greatness is inclined to abuse it.

A few specimens were selected from the animals and taken to the Gobi Desert - an ark. The rest perished. This is the basis of the story of the flood. The aberration of the Atlanteans, the segregation of the animals that arose from the mistakes of the Atlanteans, and the rescue of the same with the pure priests in the Gobi Desert. We must now ask: Who bred the races? Theosophy answers: the Atlanteans. But time is also pressing. The wheat, for example, came directly from a world body, from Venus. So we have to make a connection here between science and theosophy. [...]

After man had enjoyed knowledge, he had to die, he could no longer live, he could not at the same time also enjoy the side of life.

Because one has to consider the supersensible human being as the core of the human being, it is quite natural that the knowledge of the supersensible human being is human self-knowledge. However, with this human self-knowledge you face a very strange paradox. On the one side, you face the necessity of understanding the human being as a supersensible being; on the other side, any usual cognitive ability is bound to the sensory appearance. What he grasps with his reason is also bound to the sensory appearance. One could say without thinking, self-knowledge demands the view of the human being with cognitive abilities that are far away from his consciousness at first. In so far as the human being becomes aware of himself as a supersensible being, he has to acknowledge in a certain sense that everything that he performs in life arises from his supersensible being. On the other side, one could say, everything that appears in his consciousness appears sensorily “veiled” in a somewhat improper sense. Hence, one misunderstands spiritual-scientific research and speaking about the supersensible so easily and so often. Since the today's considerations will show that one cannot approach the true nature of the human being with the usual abilities of the everyday consciousness. Yes, one has even to say that that kind of knowledge which has developed so greatly on scientific basis rather misleads concerning the self-knowledge than to lead this self-knowledge in the right way. Since just if the well-schooled scientific way of thinking approaches the human self-knowledge, one notices that it can fail too easily. We want to take an example as starting point.

In the very interesting booklet The Subconscious Self and Its Relation to Education and Health by Louis Waldstein (1853-1915) is talk of various things that also strike the scientist if he gets to know the human life in its development in the different relations. We have spoken in a former talk about the revelations of the unconscious, of the subconscious. The example that I want to bring in is that of a naturalist, and the way in which he speaks about that is completely scientific. The author of this booklet wants to point to a certain place how this subconscious being plays a peculiar, vague role. Waldstein chooses the following example. He says, I stood before the shop-window of a bookstore. Because I am a naturalist, I just looked at a book about mollusks. At this moment when I saw this book, I started smiling to myself, and I was surprised why I did this, because a book about mollusks has nothing humorous.—He continues: I closed my eyes to investigate what maybe proceeded in my surroundings. When I turned the view away from the book, I heard the tones of a barrel organ quite soft in the distance. It played the melody of a song that one played when I danced my first quadrille. At that time, I did not care with which sympathies or antipathies I met this melody; since I was occupied very much to make my dance steps well arranged. At that time, I was not at all especially careful on what entered half my consciousness musically. Still the fact that I must smile standing before the book about mollusks after decades proves that the impression, which at that time that melody had done still, has continuing effects; and if I had not closed my eyes, but had been content with the astonishment, I would not have known then why I smiled standing before the book.

One realises how mysteriously such things have continuing effects in the subsoil of the soul life, how much generally exists in the human being that comes up only quite fantastically in the consciousness; one realises how difficult it is to get to real self-knowledge. Since to which danger do you expose yourself, if you want to practise introspection? To the danger that you have to deal with all possible completely blurred subconscious things which you have maybe taken up decades ago which have a lasting effect which work only in the deepest subsoil of the soul like a mood that comes up then and nuances what you now observe in yourself.

Waldstein and others bring in numerous such examples. You find those also in my book How Does One Attain Knowledge of Higher Worlds?. Such examples are very suitable to be rather careful about introspection. Since even some people believe to get with introspection also to a real knowledge of the human being. Some people also believe while bringing up such memories from their subconsciousness that they do all possible clairvoyant discoveries.

Now one has to be careful also in another respect. You can realise, for example, that some who claim to figure this or that out by their supersensible knowledge of their inside express this supersensible knowledge in pictures which are got, for example, from telegraphs or railways or as the case may be. From it, one would see that the supersensible with its pictures had just to wait to appear, until the railways were invented. Someone who does not approach the supersensible research uncritically will also be able to know easily how frivolously one proceeds in this field now and again, and how it is really soothing that thorough scientific thinking points to the fact that such contents which somebody regards as revelation of higher worlds sometimes are nothing but what the person concerned has taken up once in any blurred way at a younger age

• what he regards, however, as a revelation what did not come to his consciousness at that time

• what changed in multiple way

• what he does not recognise again,

• what now, which has come about in supersensible way.

In my book I have pointed out that, actually, everything works on the human being and that sometimes in something that the one regards as an inspiration is nothing but the transformation of a shop sign at which he did not properly look when passing by in the street, but which penetrated only into his subconscious.

With it, one points to an area of human life that one has to consider rather carefully and rather critically just by somebody who seriously wants to expand his research to the supersensible world. However, on the other side, all these memories, these subconscious images point to something else, it is as it were the side effect of something quite different. There I have to return more exactly to something that I have already mentioned here in the course of these talks: the relation between memory and the usual mental pictures. A very usual kind of thinking that has played a big role also in science, in particular in psychology, is that the human being has experiences while facing the outside world. These experiences evoke mental pictures in him. Now he has these mental pictures. After some time he “remembers.” Now one imagines this process very often in such a way, as if these mental pictures, which he had once and which he has somewhere in the subsoil of the soul, come up again as recollections in his consciousness. One thinks very often, more or less consciously or subconsciously, that that which appears in the recollection is nothing but the same mental picture which one had once, and which was down there anyhow and comes up again in the consciousness. However, someone who knows to practise real observation in this field has to regard this way of thinking as something rather childish and dilettantish.

Since if we face an outer phenomenon if we have an experience of the smallest or biggest kind, which evokes perception and mental pictures by the perception in us, this “activity”—I want to call it provisionally so—is accompanied by another activity of which we do not become aware usually. This activity is yet another one; it accompanies the conscious imagining activity and causes something in us that leads to memory. However, you have to observe properly. The most trivial observation in this area is that if you consider the difference of imagining, which can be completely easy, and memorising. Remember only what the young people who have to “cram” for an exam have to do, so that they have not only the mental picture, but also keep it in mind. There quite weird performances are carried out sometimes. Think of the play, which takes place between the human hands and the head if anybody has to cram something. Of course, that is only an outer sign of what I mean. But in truth it is in such a way that during the imagining activity another activity is still there which does not get to our consciousness and exercises an effect on our organism which consists of something quite different than of forming mental pictures. Later if we remember that again which we have imagined once, this mental picture completely originates anew. It originates as it were from the “sign,” from the “engram”—if I am allowed to use this expression—which that activity can exercise which accompanies the imagining activity on our organism. As we face the object of the outside world and form, inwards directed, our mental picture, we face our organs while remembering.

What happens there what is different from our imagining as the outer object is different from our mental picture is changed into the mental picture anew. Somebody who is able to observe the organisation of the human mind and its effectiveness knows that that which forms as a mental picture appears and disappears, while it is imagined. If anything is reminded, the mental picture has not slept down there and appears again, but from something quite different that happens below in the organism the mental picture is anew formed. What I want to show there is that we have to see something in that accompanying activity, which goes along with it, actually, in the subsoil of our conscious life and is connected with something that always emerges with the memories from our subconscious. As well as everything that appears in the world has its concomitants which appear like the caricature of the real now and again, is that which I have mentioned from the writing by Waldstein also such a concomitant of the quite normal regular way how the human being works in the memories. I would like to say, what proceeds subconsciously, so that the human being has a memory, appears in such things if it overflows or if anything remains indistinct or blurred like the sounds of a barrel organ that still generate an effect making Waldstein smile. That which is there rather conceals the things than that it explains them. Since the point is that it is a very normal activity, which is very necessary for the human being, namely that which forms the basis of the human memory. This is something that accompanies our whole conscious life perpetually, but we do not turn our attention upon this accompanying activity in the usual life. The accompanying activity is due to our organisation.

It is a kind of touchstone of the real supersensible research to consider such a thing like this accompanying activity forming memory. Since that which normally works in the subconscious can be changed into something conscious on the first level at first. Changing something unconscious into something conscious is one of the capacities that lead to the real investigation of the supersensible. What remains usually subconscious must be brought up in the consciousness. Thereby it already becomes different. The exercises, which I have described in my book, which one has to go through to put the soul in such a condition that it can face the supersensible, consist of many things. However, one can illustrate something elementary showing that this first elementary is related to a quite normal activity which remains, however, usually subconscious. One has to carry out the activity consciously which is carried out there unconsciously, but quite normally to form the memory. For that, it is necessary that you are able to refrain from that activity which causes the usual mental pictures bound to the senses. You must be able to withdraw as it were from this imagining. However, you are not able to do this if you cannot replace it with another kind of imagining. You attain this, while you focus on self-developed mental pictures that are easily understandable.

I say "easily understandable" mental pictures; this is exceptionally important. Self-chosen, self-developed, easily understandable mental pictures must be because just any subconscious, everything about which one cannot know to which blurred perception it is due must be removed. However, you never are sure—one sees this from this example—that this blurred, subconscious weaving of the soul life is blanked out if you do not focus on a mental picture which you can really figure out at the moment where you yourself have formed it, so that you know, any part of this mental picture has arisen from your immediate will which you have unfolded at this moment. “Self-chosen” does not mean of course “self-made;” you can get such mental pictures from an experienced spiritual researcher, and he is able to know best of all how they can be adapted to the individuality of the human being concerned. However, it matters that you intermingle the mental picture with the thoughts and experience in the soul that you have nothing in the soul but this mental picture. It also matters that these mental pictures occupy our consciousness if possible in very versatile way so that this mental picture is present in every atom, I would like to say. This is particularly fulfilled if you take such mental pictures in your consciousness that stimulate you to make the thoughts versatile.

A growing plant, for example, is a good mental picture; not staring at something resting, but at something that is in motion or that has any relations to each other. Thereby we are protected that our consciousness becomes idle while staring at the mental picture. Since it matters for the investigation of the supersensible world that everything that is done as preparation has to be done completely consciously from start to finish that in no way the consciousness is anyhow darkened. Hence, it belongs to the first requirements of the future spiritual researcher that he eliminates everything from that soul activity which should lead him to spiritual research—of course, not from the remaining life—that can decrease the consciousness anyhow. It is particularly important that in this living in easily understandable mental pictures, in this “meditating,” nothing prevails in the consciousness that may darken it. It is the first requirement that anything dreamy, all thoughts, arising from the inside, which one likes, are eliminated from the preparations of spiritual-scientific research. Furthermore, everything has to disappear that could anyhow darken the consciousness of percipience. What you want to aim at must not deal anyhow, for example, with staring a luminous point by which one could get to a certain hypnotic condition, or with that which some people even feel as a rather nice preparation: looking at a “crystal ball” and the like. The opposite of all suggestive or hypnotic conditions you have to exercise if you prepare yourself for spiritual research. You can learn from that: if you often hear from people who are also “followers” of spiritual science and say that you have to lose yourself if possible eliminating the own being to a dreamy “devotion,” then it is that “spiritual science” which may cause a lot of ease which does not at all lead, however, to the investigation of the supersensible world.

I have to draw attention sometimes to such things; since even people who want to be serious critics of spiritual research confuse it with its opposite. Even a critic (Max Dessoir, 1867-1947, German philosopher) who has made a great stir confuses this spiritual research with its opposite, and he describes them in Beyond the Soul (1917), with those phenomena which belong by no means to the spiritual world according to the methods of spiritual research. However, it is strange that just this critic brings in an example of his own soul life that he continued speaking for a while when he held a lecture and then only realised that he had continued speaking without his thoughts having gone along. You can be quite sure that such a lecturer has not understood any trace of that which I mean here with spiritual research.

Of course, you have to develop that further what I have given now, but it matters to emphasise the essentials. The essentials and important of that what you experience internally this way is the following:

While you evoke such mental pictures more and more in your soul and mind how the soul is active different than with the outer percipience, the big, important fact manifests itself to you from a certain point on that you are now inside such a soul activity which remains usually unaware and leads in the usual life to the formation of memory. You have pushed one level down as it were what you experience, otherwise, in the imagining. You have not considered what you experience, otherwise, in the imagining, and you have considered what accompanies this imagining else. You have pushed your whole ego-consciousness one level down where, otherwise, this is done what leads to memory, and you get to know this way what takes place usually perpetually below in the soul what you do not consider in the usual consciousness. I have repeatedly shown also here what the fact depends on that the human being is able to form memories. Everybody knows what it means to the human being if his memory power is disturbed pathologically for a time. You get to know a level of soul experience which represents something subconscious to the usual life, and which still cannot be denied, because it is there in its effects which, however, is a particular experience if you settle in that which you have woken by meditating.

This experience is a shaking one for someone who generally has a feeling of such things. You experience that you have reached that level where memory lives that you have approached something in your being that proceeds, otherwise, rather unconsciously that normally never enters even approximately in your consciousness by its nature. This memory-forming force is related to the formative force in us in a way. Since while the force of growth is far away from the usual imagining, it is near by the memory-forming force. Always something immediately grows together that is, otherwise, separated: the force of growth and the memory-forming force to a compound thing which you have in yourself and which you get to know this way. We carry this perpetually in ourselves.

The usual consciousness does not suspect at all that the same force which accompanies the human being as force of growth, as formative force is—increased and refined—the same to which you appeal if you form memories. However, it is something compound. If you get to know the thing, it presents itself as something compound. Since you learn to distinguish that which is combined as force of growth and as memory-forming force; it is as it were a duality that co-operates as a unity. While you dwell on the thing, you discover: what you bring up as memory is, actually, subconscious knowledge, a deeper level of consciousness in which our usual ego does not live. However, this consciousness penetrates the force of growth.

The force of growth and the memory-forming force face each other closer than our conscious knowledge and the outer physical world. However, our conscious knowledge of the outer physical world is more distant from each other; we cannot build the bridge from the one to the other. That which we want to get from there, which we bring to mind by meditations, carries its own object in itself, but it is something that is related to our knowledge. We learn to figure a duality out. However, this duality appears, the further you advance in your soul life, very clear to the beholding consciousness. You behold the force of growth this way. You behold it—to use a good old quotation of Troxler (Ignaz Paul Vital T., 1780-1866, Swiss physician and philosopher)—as the true human corporeality compared with the physical corporeality. In our usual consciousness, we perceive the physical corporeality. This subconsciousness perceives this corporeality in us.

Do not misunderstand me, I have called this corporeality the body of formative forces in the magazine Das Reich. I called it the “etheric body” previously. Because certain people take exception to expressions, I have tried to come closer with the term to that which it concerns and I have called that which is closest to the physical body and accompanies our whole life as formative- forces the “body of formative forces.” One can call that which does not live in our usual consciousness which is always closer to this body of formative forces, and to which one gets by meditation the “astral body” for certain reasons; but one can also call it the “soul,” which works a level deeper than the usual consciousness.

As the chemist separates a compound substance into the different elements, or as the physicist splits the white sunlight into different colours, we have the nature of the human being divided into the physical body that one perceives with the outer senses, into the body of formative forces that is the first supersensible member of the human being, and into the astral body or soul that subconsciously knows about the work of the body of formative forces, but shines in the usual consciousness only in the memory pictures . From all that the real ego is separated which swims on this triple human being, which knows nothing about that which the soul knows about the bodily, which separates, however, from the soul and which then forms the usual consciousness, and which is spiritual. The fact that this ego-being must be separated as a particular member from the other members turns out only if you advance further with the recommended exercises. I have described how one puts self-formed, clear mental pictures into the soul. It is advantageous if one takes versatile mental pictures and tries to feel, to experience what can be just experienced resting in such mental pictures.

These are two things. The one is that you become aware that there is such a weaving and living in the human being as it is similar to the memory formation. The other is what you experience if you look internally at this experience. It is as if you proceed in such a way that you form the mental pictures on one side, the thinking on the other side, which becomes memory then. This is a particular experience. Someone who goes through it who trains himself as spiritual researcher in the real sense knows that this is a particular experience. Since an element stops from a certain moment on prevailing in this soul life, which, otherwise, is significant always for our soul life: the spatial element. If you reflect that in the usual consciousness almost only spatial images are available, then you realise how much the usual consciousness is dependent on space. This experience, which attaches itself to such mental pictures, as I have developed, causes gradually to know yourself lifted out of space and being in only temporal processes. This is like a significant progress of the human soul life: to know yourself in the tides of time, because this causes to figure the stream of time out really. I said, the whole results in recognising the relationship of the memory power with the forces of growth. You are put just in this.

Something else is still important. I said, it is a double: to have these mental pictures—and to pay particular attention on what you experience there, how you really experience the mental pictures becoming versatile, the living in time, since then you are with your ego in this imagining life.

You are not only in an imagining life, but also generally in a life, which is mixed with the real forces working in time. Then you have got at an ego-experience that is completely different from the usual ego-experience. Someone who knows the usual ego-experience by appropriate introspection knows how narrowly it is bound to the human corporeality, and I have described last time to which elements of the corporeality the ego is bound at first: that it concerns equilibrium relationships, so spatial relations. However, you cannot stay at this experience, but you properly get into the course of time.

Very few people regard anyhow what I have indicated now. Thus, some philosophers assume that our ego is that ego which remains in any experience from birth to death. However, this weird concept of the permanent usual ego as Bergson (Henri B., 1850-1941) designed it can be easily disproved. Every dreamless sleep disproves this assertion. This is why one is not able to build up something on the usual ego-experience if one wants to recognise the human being. However, one carries the ego--experience into the course of time.

If one carries the ego into the course of time if to the other experience of the mental subconscious and the memory-forming body this new ego-experience appears, then it does not count any more that every sleep interrupts this ego-experience, but then something else counts. Then turns out that with our ego-idea also the following is associated.

I have shown last time from which vague feeling this ego-idea appears. It has to be inspired as it were. It is not there in the dreamless sleep. How is it inspired? It is inspired when we approach our corporeality with our soul again. Our corporeality stimulates our ego in the usual consciousness from without. We collide in the usual consciousness with our body; this stimulates our ego-idea. This ego-idea must not be considered as something permanent. However, with that which I have portrayed as new ego-experience the situation is quite different. This lives in the tides of time, it is lifted out from space. This is just inspired, while the human being inspires the experience at one moment in time and not with the spatial collision with his corporeality, but in the collision with the experience of another moment in time. This ego-experience about which I have spoken now is identical with the fact that if I wake I collide in mysterious way with that moment in time at which I have fallen asleep. This forms the basis of the new ego-experience that we experience ourselves at different, at consecutive moments in time that we bridge the time, even if it is discontinuous if sleep disturbs it.

These are the essentials of this ego-experience. Because we immerse the ego in the soul, as far as this is related with the conditions of growth, thereby we immerse the ego itself in the conditions of growth. We advance to that in the ego, which accompanies us from birth to death; we penetrate into the continual stream of ego-experience. What philosophy only concludes else about which one only judges, this is experienced. One defends himself even against the fact that Eduard von Hartmann talks of the fact that if one wants to observe a feeling it is disturbed and changes.

If Eduard von Hartmann notices this, he just wants to exclude that the ego can live in this stream of time. He wants to prove just with it that for the ego-experience the stream of time gets lost to him. However, it does not get lost, but is just gained with it. Yes, someone who can practise introspection spiritual-scientifically knows that the ego-experience that is there at this moment interrelates with former moments in time.

Do not take it as tomfoolery or as boast, if I tell an own experience which seems to be very simple if it is experienced which shook me again recently. I finished a book in 1894 in which I pointed out wholly philosophically that the human thinking is already something spiritual: my Philosophy of Freedom. At that time, I was a young man of 33 years. Now recently the necessity has arisen to work through this book again, to go through everything again that penetrated my soul at that time and to observe at the same time how the ego-experiences of today relate to the quite same ego--experiences of those days.

If you succeed in realising how something similar appears in time while experiencing again and encountering the revived experiences as usually at awakening, then you can just realise with such an example how the ego is inspired exactly the same way as in the corporeality at awakening, while it meets something of it again that existed in the stream of time. Someone who cannot observe this does not imagine at all what he experiences if he does not have the ego in the stream of space, but if he is forced to think it according to the mental pictures in the Philosophy of Freedom that many people regard as “abstractions.” I call them the most concrete, most living mental pictures because the Philosophy of Freedom develops nothing but living concepts. This is the ego-experience due to the interrelation of the one moment in time with the other moment in time. There begins that what you can pictorially call the transition to the inner musical experience of the world. It is, as if you interrelate a tone of a melody to the other tones of the melody if not only this originates that the tone shakes the air as it were, experiences itself in space, but if a tone interrelates with the other tone. It is impossible actually to look different at the inner weaving and living of this highest member of the human being from to proceed to such a musical experience of the one moment of time through the other.

The whole human being is thereby divided into (1) the physical body, (2) the body of formative forces working in the memory, which spiritualises the body of formative forces like a subconscious knowledge, (3) the actual soul or astral body, and (4) the ego. Then we have tried to look at the supersensible, and with it you have the complete human being. With it, you also have the suggestion how you have to experience, so that you can directly behold the permanent in the human being. There is no interpretation or philosophical analysis of the usual ego useful; you have to carry this ego into another sphere, you have to experience it anew on quite different conditions. That ego which you experience this way is an ego that is independent from the spatial corporeality at the same time, and it can gradually perceive, while you continue your exercises, that in the tides of time which lives in the human being only temporally, not spatially.

If I am allowed to insert something for those who know of such things: one has pointed out in the present philosophy that one does not approach the soul if one wants to grasp it substantially, but only if one grasps it as a passage through a process. In particular, Wundt (Wilhelm W., 1832-1920, German psychologist and philosopher) pointed to that. However, Wundt pointed to the fact abstractly that one does not approach the soul if one considers it as a substance, but that one has to observe it in the living process.

However, it does not concern to visualise it only in the mental process by abstractions but to submerge with the own ego in the mental process and to experience it. Then one can gradually pursue this mental process also beyond those times in which it is busy in the spatial-physical. If you have learnt to let collide the experience of one moment in time with the other moment, then you can also gradually develop the ability in yourself to let collide the inner experience of the ego generally with the stream of time where the spatial-bodily-has only originated in the stream of heredity. Then the stream of time extends beyond the spatial-bodily, then you behold in the stream of time in which the ego weaves in the life before birth and in the life after death.

To somebody who experiences that which I have described now in principle something occurs internally that one can compare with the experience, which probably Giordano Bruno (1548-1600) might have had when he stood at the beginning of the modern scientific way of thinking and asserted this. The human beings up to Giordano Bruno looked at the cosmic space, saw the blue firmament and regarded it as a real border of space. It was significant that in Giordano Bruno's soul the idea appeared first: there is really nothing at all; only our view, only the conditions of our sense perception cause that we see a blue bowl there; in truth it extends to infinity, the blue firmament is only a border of our view. This also applies to the temporal. Birth or conception and death become the borders of the temporal firmament at which we look which our sense. What we regard as our world in which we live with our ego, with our supersensible human being, this is beyond this temporal firmament beyond death on one side, beyond birth or conception on the other side. Today we face this great leap forward of the human knowledge where in similar way as centuries ago the spatial illusion was removed the illusion is now removed that birth and death are borders beyond which one cannot get.

You have to do this leap. Then it opens the view of the real life of your supersensible being. However, you have to consider particularly: someone who wants to become a spiritual researcher as I have described here has to pursue with the highest critical introspection always what could keep him from coming objectively into this spiritual world. He can be very easily kept from it. It is advantageous not to use mental pictures for meditation, which evoke feelings and emotions. Somebody who uses mental pictures, which excite him very strongly, can deceive himself very easily. Hence, you should avoid for the preparation that religious impulses are brought in the exercises. Strange to say—it will be fine with some people—those mental pictures are the very best which touch us the least concerning our emotional life. If you become engrossed in geometry in such versatile mental pictures where the figures can accept different forms, or in such mental pictures, as I have shown them in the Philosophy of Freedom, then that furthers us in this field. With it, I do not want to say that spiritual-scientific research is not concerned with the religious life. However, it concerns that one gets to that religious internalization and deepening for which just spiritual science can also be the preparation best of all because one does not take it as starting point, but proceeds with very unemotional and incurious mental pictures on the way of research, and if you are in the spiritual world, the view which can already be a mighty help just for the religious deepening comes to you from this spiritual world. Thus, you have to use particular mental pictures, which are not associated with the griefs and concerns of human life and which you can easily understand. However, these never are the mental pictures, which excite us easily, because there everything imaginable appears from the subconscious in the soul. One has to exclude this subconscious above all.

You really penetrate into a spiritual experience this way where you can find that being in the human being only which lives in the freedom of will which lives in the immortal soul being. Every human being bears it in himself. However, you can recognise it only in such ways as I have described.

In the next talk, I want to go on talking from this point about the important questions of the human soul life: about the freedom of will and about the immortality of the soul. I want to show how one advances from the supersensible human being to a real conception of the life of this supersensible human being, of the life in the real perpetuity, and the life in the freedom of will. People have argued so much about freedom of will and immortality because one did not want to get involved with creating the necessary preparations first to enter the field of human experience which you have to enter if you want to gain a view of that from which only freedom of will originates, and in which only that rests which goes through births and deaths in the human being. You have to recognise first how in the human life the temporal runs during this life on earth. Then you also find the ways to get beyond this life on earth.

Such research can become fertile for the most important, most practical fields of life, for example, for education. One does not at all consider this field from the temporal experience of the soul, although one wants to make modern ideas fertile for it today. Someone who can look from one time of human experience to another finds a metamorphosing life in the soul life. He finds, for example: if he has grown old and looks back at former times and then at more distant times, and if he looks not only outwardly, but experiences it internally, then he notices how the inner mental object changes what originates from an object of the soul life at a moment in time.

One notices: what works in the childhood mainly as will what is expressed as wish works in the later life in the experience of life, works in the thinking. What we have later as fifty years old humans as experience of life is a transformed will life of our childhood. As the petal of the plant is a transformed green leaf in the sense of the Goethean metamorphosis outwardly, but as the leaf does not remain green, but becomes red with the rose, that changes which is wish with the child into experiences of life in the later age. And vice versa: what the child thinks changes into willpower in the later life. If you know this coherence, you can imagine how you can work on the child!

If you fulfil every senseless wish of a child and induce it that it atomises its will in all directions, then you make it relatively idiotic early in later age because the atomised will cannot change into experience of life which expresses itself in a quiet life of thought later.—This metamorphosis of the inner life manifests itself to spiritual beholding as usually spatial relations manifest themselves. One also learns to recognise that one has to try to lead the thoughts of the child, so that it does not become a limp, weak human being later, but takes up such mental pictures that lead to a certain willpower. Someone who possibly believes that by suggestion of the will the will, and by suggestion of the life of thought the thoughts are strengthened is on a quite wrong track; he does not know the weaving and living of the supersensible human being. Here is a point—and we could bring in countless ones—where real penetrating into the reality of existence leads immediately to life praxis. Somebody who wants to stop at the outer reality resembles a person who has a horseshoe-shaped piece of iron before himself and says about it, this is a horseshoe-shaped piece of iron. However, another says to him, this is a magnet. The former means, I see nothing of it, I see a horseshoe only, and I want to shoe my horse with it.—He does not see the magnet. What can the other do who can add the invisible to reality!

Thus, the world is interspersed with something invisible. However, everywhere reality is fulfilled with a stream of existence that one only recognises if one gets a relation of the supersensible in the human being to the supersensible in the surrounding existence. The fact that many things make a particularly unreal impression in our time is due to the fact that the human beings believe to face the stream of reality immediately. This should be “a scientific view.” However, they do not realise what lives in the depths of reality. Hence, they cannot acknowledge that which weaves in the human life as something real. Someone who has a recognising sense for that which goes forward in the present who can compare subtler, more intimate events to the catastrophic events which have now become the human misfortune is reminded very much of how necessary it is just in our time that understanding of the supersensible relation of the human being to the world gains ground again in humanity. If you ask yourself how it has happened, actually, that this understanding is not there, then you can characterise it in the following way.

It is not there. Today people are regarded as especially clever, and those who are far away from reality are clever in certain respect. I can call a book in which, actually, from start to finish no tone of reality is included, and which contains the knowledge of the whole world, nevertheless, strictly speaking from its point of view, because it is a dictionary, a philosophical one: that by Fritz Mauthner (1849-1923, German author) which is an idol of knowledge not so much of the experts but of numerous laymen or—if I am not allowed to say this—“journalists.” However, someone who approaches this book with sense of reality can get a peculiar feeling. Start reading any article, read it to the end: you have turned around in a circle.

It is, as if you have looked at something that blinded you; then you turn around and look again. However, you get to nothing at all. You ask yourself with every article why it is written, actually? It is to everybody with sense of reality a torture to read this pretentious book. Nevertheless, it is a very clever book. I could praise the astuteness, the cleverness of this book; but a book has come about which reminds you with every article of the good Munchausen who wanted to pull himself out of a swamp on his own shock of hair. This book is also typical for many things that are thought in the present and are done for a long time, and what removes the human beings from reality, from the supersensible. However, in this supersensible the spiritual, the real is flowing. Why did the human being diverge from reality?

Nothing can face the real Christianity and the real piety more understanding than spiritual science. However, take the reality that is often associated with the development of the last two millennia, there you get stuck into the idea: you have to search the spirit beyond outer nature, have to consider the outer nature as something that you must avoid if you want to get to the spirit. Go back to the older centuries, and you realise that one withdraws from the outer nature and her secrets; one looks for other ways and does not look for the spirit that is spread out in nature. Then natural sciences came; other necessities appeared to the human consciousness concerning the concept of nature. However, the former centuries had made sure not to see the spirit in nature; one wanted to find it apart nature. Now she faced the human beings and she was divested of spirit. Now one investigated that nature which one had divested of spirit. This takes place since four to five centuries. Because one saw everything approaching the human being from this spirit-divested nature with a certain necessity, the human being was also divested of spirit. The spirit-divested nature became the vampire of the human spirit. Nature entered in science and her facts became irrefutable. I have often said that the human beings have to admire the results of natural sciences; but nature must not be considered as spirit-divested, otherwise, it becomes the vampire, and one can no longer find what lives in the human being as spirit. Then you find what the barrel organ plays. That which the barrel organ plays is below in the organic. There one grasps the organic life only, one side of life only, not the other side that we have taken as starting point today that already has the supersensible stream in the memory.

Today I would like to speak to you about the Waldorf School, founded by our friend Mr. Molt. You well know, from the announcements distributed about this school, that our intention is to take a first step along the path we would want the cultural life of the Threefold Social Organism to take. In establishing the Waldorf School, Mr. Molt has, to a large extent, felt motivated to do something to further the development of inner spirituality. He hopes to do something that will point the way for the present and future social tasks of the Threefold Social Organism. Obviously, the Waldorf School can be successful only if it is completely inspired by the Spirit that aspires toward the threefold nature of the social organism. It is easy to comprehend that such a first step cannot immediately be perfect. And along with this insight, belongs an understanding. We would so very much like to see this understanding offered to the founding of this school, at least from a limited group for the present. The work needed for the Waldorf School has already begun. It has begun with those who have offered to help and whom we have taken under consideration to contribute pedagogically to the Waldorf School. They are now attending a recently begun seminar in preparation for the work there. Gathered in this seminar are only those who, as a result of their talents and bearing, appear capable of working in the cultural movement which the Waldorf School should serve. Of course, they appear particularly called to work in the pedagogical area. Nevertheless, the Waldorf School must be offered understanding, at least from a small group for the present. You will notice more and more as you become aware of social reality that the mutual understanding of people regarding their work will be a major factor in the social life of the future. So, it seems to me that those persons who have themselves shown interest are most suitable to participate in the discussions, to be held here today and next Sunday, concerning the efforts of the Waldorf School.

Indeed, it seems to be of the utmost importance that something more comes about to encourage this understanding. Unquestionably, all parents who want their children to attend the Waldorf School have a broad interest in what this school should achieve. It appears to me to be a particular need that, before the opening of the Waldorf School in the first half of September, we meet again, along with all the parents who want their children to attend. Only what is rooted in the understanding of those involved in such initiatives with their souls and with their whole lives can flourish in a truly socially oriented social life.

Today I would like to speak with you about the goals of the Waldorf School and, to some extent, the desired instructional methods. With the Waldorf School we hope to create something that, in our judgment, needs to be based upon the particular historical stage of human development of the present and near future. You should not misunderstand the establishment of the Waldorf School by believing that everything in the old school system is bad. Nor should you believe that our starting point for the establishment of the Waldorf School is simply a criticism of the old school system. It is actually quite a different question.

In the course of the last three to four centuries a social life has been formed: a state/rights life, a spiritual/cultural life, an economic life, which have assumed a certain configuration. This social life, particularly the educational system, “resists,” we might say, the renewal of our social relationships, as I have recently so often argued. In the last three to four centuries the educational system has become so completely dependent upon the state that we could say that it is, in a quite peculiar way, a part of the state. Now, we can say that to a certain extent—however, only to a very limited extent—the educational institutions to which people have become accustomed were at one time appropriate to the configuration of the states of the civilized world. But what we strive for here is a transformation of the present social configuration. The understanding that is to form the basis of future social life requires that the system of education not remain in the same relationship to the state that it has had until now. For if we strive for a social form of economic life, the need to remove cultural life from the influence of politics and economics will be all the more urgent. This applies in particular to the administration of the educational system. People have felt this need for a very long time. But all pedagogical aspirations in the most recent past, and particularly at present, have something oppressive about them, something that hardly considers the general point of view of cultural life. This has all come about through the peculiar way in which government officials in the most recent past, and especially at present, have publicly addressed such pedagogical aspirations.

Naturally, the Waldorf School will have to reconcile itself with current institutions and public opinion concerning education and teaching. We will not immediately be able to achieve all that we wish to achieve—quite understandably we will, on the whole, find it necessary to comply with the present requirements of public education. We will find it necessary that the graduates of our school reach the level demanded for transfer to institutions of higher education, in particular, the universities. We will, therefore, be unable to organize our educational material so that it represents what we find to be the ideal of a truly humane education. In a manner of speaking, we will be able to use only the holes that still remain in the tightly woven web that spreads over the educational system. In these holes we will work to instruct the children entrusted to the Waldorf School, in the sense of a completely free cultural life. We plan to take full advantage of every opportunity presented. We most certainly will not be able to create a model school. However, we can show to what degree inner strengthening and a truly inner education of the child is possible, when it is achieved solely out of the needs of the cultural life, and not through something imposed from outside.

We will have to struggle against much resistance, particularly regarding the understanding that people can offer us today. We will have much resistance to overcome, precisely because, regarding present-day understanding, as I have often mentioned here, people just pass each other by. Yet, we repeatedly experience, precisely in the area of education, that people elsewhere also speak about a transformation of the educational system from the same point of view as represented here. The people who are involved at present with the latest principles of education listen and say, “Yes, that is exactly right, that is what we wanted all along!” In reality, they want something completely different. But today we are so far removed from the subjects about which we speak, that we listen and believe we mean the same things with the same words, when, in actuality, we mean just the opposite.

The power of the empty phrase has had a prolonged reign and has become very strong in our civilized world. Haven't we experienced this in the greatest measure? And into this reign of the empty phrase has been woven the most terrible event that has occurred in world history—the horrible catastrophe of the war in the past years! Just think about how closely the empty phrase is connected with this catastrophe! Think about the role it has played, and you will arrive at a truly dismaying judgment about the reign of the empty phrase in our time.

So today, in the pedagogical area also, we hear, “What is important is not the subject matter, but the pupil,” from those who strive for something quite different from what we intend.

You know that since we have no choice but to use the words in our vocabulary, we too will often have to say, “The important thing in education is not the subject matter, but the pupil.” We want to use the subject matter in our Waldorf School in such a way that at each stage of instruction it will serve to improve the human development of the pupil regarding the formation of the will, feeling and intellect, rather than serving to provide superficial knowledge. We should not offer each subject for the sole purpose of imparting knowledge. The teaching of a subject should become an art in the hands of the teachers. The way we treat a subject should enable the children to grow into life and fill their proper place. We must become aware that each stage of human life brings forth out of the depths of human nature the tendency toward particular powers of the soul. If we do not educate these inclinations at the relevant age, they cannot, in truth, be educated later. They become stunted, and render people unable to meet the demands of life connected with will, connected with feeling, connected with intellect. People cannot rightly take up the position into which life places them. Between the change of teeth and sexual maturity, that is, in the period of real education, it is particularly important to recognize the powers of soul and body that children need to develop in order to later fulfill their places in life.

Someone who has absorbed the pedagogical thoughts of the last decades could hear everything that I have now said, and say, “Exactly my opinion!” But what he or she does pedagogically on the basis of this opinion is not at all what we desire here. In the present, we commonly speak past each other, and thus we must, in a somewhat deeper way, attempt to draw attention to the real intention of the Waldorf School.

Above all, people are obsessed, we could almost say, with the need to take everything absolutely. By that I mean the following: If we speak today about how people should be educated in this or that way (we only want to speak about education; but we could, in various ways, extend the same considerations to other areas of life), we always think that education should concern something that is absolutely valid for humanity. We think it must be something that, so to speak, is absolutely right, something that, if it had only been available, would have been used, for example, for the people in Ancient Egypt or in Ancient Greece. It must also be useful in four thousand years for the people who will live then. It must also be useful in China, Japan, and so forth. This obsession of modern people, that they can set up something absolutely valid, is the greatest enemy of all Reality. Thus we should keep in mind, we should recognize, that we are not people in an absolute sense, but people of a quite particular age. We should recognize that people of the present age are, in their soul and physical body, constituted differently from, for example, the Greeks and Romans. Modern people are also constituted differently from the way in which people will be constituted in a relatively short time, in five hundred years. Thus, we do not understand the task of education in an absolute sense. Rather, we understand it as emerging from the needs of human culture in the present and near future.

We ask how civilized human beings are constituted today and base our viewpoint concerning methods of education upon that. We know quite well that a Greek or Roman had to have been raised differently, and, also, that people will have to be raised differently again in five hundred years. We want to create a basis of upbringing for our present time and the near future. We can really dedicate ourselves to humanity only if we become aware of these real conditions for human development and do not always keep nebulous goals in mind. Thus, it is necessary to point out what threatens human development, especially in connection with the educational instruction of the present, and what, in the present time, we want to avoid.

I have just pointed out that some people say, “The subject matter is not important, the pupil is important. The way the teacher acts in instructing the pupil is important. The way the subject matter is used for teaching, for educating, is important.” At the same time, however, we see a remarkably different direction in the very people who say this. We see a tendency that, to some extent, thoroughly paralyses and negates their demand of “more for the pupil than for the subject matter.”

People who say such things perceive that, as a result of specialization, science has gradually moved beyond normal intellectual comprehension. They see it taught in a superficial way, purely for the sake of knowledge, without any attention to the pupil. So now people say, “You may not do that. You must educate the pupil according to the nature of young people.” But how can we learn how the pupil needs to be treated? People expect to learn this from the very science that was formed under the regime they want to fight! They want to know the nature of the child, but they employ all kinds of experimental psychologies, those methods science developed by forcing itself into the very situation people desire to remedy. So, following the path of experimental psychology, they want to conduct research at the universities to determine which special methods are right for pedagogy. They want to carry experimental pedagogy into university life, to carry in all the one-sidedness that science has assumed. Yes, people want to reform! People want to reform because they have a vague feeling that reform is necessary. But this feeling arises out of the very spirit that has brought about the old methods they now want to keep. People would like to found an educational science, but they want to base it upon that scientific spirit that has arisen because people were not brought up correctly.

People still do not see the very strong forces at work in the development of our culture. People do not at all see that even though they have the best intentions they become involved in such conflicts and contradictions. Although some people may have another view about this, we can nevertheless say that Johann Friedrich Herbart is in many ways one of the most significant people in the pedagogical field. Herbart’s pedagogical writing and work place him in a position very unusual in recent times. His book, Allgemeine Padagogik [Pedagogical theory], appeared in 1806, and he continued to learn through his own pedagogical work after that. The 1835 Survey of his pedagogical lectures shows how he advanced in his understanding of pedagogical problems. We can say that a good portion of the pedagogical development in the second half of the nineteenth century stemmed from the impulse of Herbart’s pedagogy, since, for example, the whole Austrian educational system has been inspired by it. In Germany, too, a great deal of the spirit of Herbart’s pedagogy still lives today in views on education. Thus today, if we want to orient ourselves to the idea that we live in a particular cultural age, we must confront the content of Herbart’s pedagogy, and discover what a pedagogical force, a pedagogical reality, actually is.

To properly understand Herbart, we can say that all his thoughts and ideas stand fully within that cultural period that, for the true observer of human development, clearly ended in the mid-fifteenth century. Since the middle of the fifteenth century, we stand in a new epoch of human civilization. But, we have not followed the impulses that bloomed in the fifteenth century and have, therefore, achieved little; and what was active before the fifteenth century continues in our lives. It has brilliantly, significantly, continued in our pedagogical life in all that Herbart worked out and all that he inspired. Human development during the long period that began in the eighth century B.C. and ended in the middle of the fifteenth century AD. can be characterized by saying that intellect and feeling were instinctive. Since the middle of the fifteenth century, humanity has striven toward a consciousness of personality and toward putting itself in charge of its own personality. For the present and future, the most important change in the historical impulse of human development is the decline of instinctive understanding. No change is more important than the decline of the instinctive soul activity of the Greco-Roman age, and the beginning of the new epoch in the fifteenth century! The particular considerations which prove what I have just said are presented in my writings and publications. Here we must accept as a fact that as of the middle of the fifteenth century, something new began for humanity, namely the aspiration toward conscious personal activity, where previously an instinctive understanding and soul activity were present. This instinctive understanding and soul activity had a certain tendency to cultivate intellectual life one-sidedly. It could seem strange to say that the time in which understanding was instinctively oriented, led to a peak of a certain kind of education, an overdevelopment of human intellectuality. But you will not be amazed by such an idea if you consider that what affects a person intellectually need not always be something consciously personal, that instinctive intelligence in particular can come to the highest degree of expression. You need only remember that people discovered paper much later than wasps did through their instinctive intelligence, for wasp nests are made of paper, just as people, with their intelligence, make paper. Intellect need not affect only people. It can also permeate other beings without necessarily simultaneously bringing the personality, which should develop only just now in our age, to its highest level.

Now obviously, in a period in which intelligence endeavored to develop itself to its highest level, the desire was also present to permeate the educational system, and everything that the educational system permeates, with the intellect. Those who now examine Herbart’s pedagogy find that it emphasizes that the will and feeling should be educated. However, if you do not simply remain with the words, but if you go on to Reality, you will notice something. You will notice that an education based upon discipline and order, as is Herbarts pedagogy, desperately requires something. It should educate the will, it should educate the feeling. However, what Herbart offers in content is, in truth, suited only to educating the intellect. What he offers as pedagogical principles is instinctively felt, most particularly by Herbart himself, to be insufficient to comprehend the whole human; it comprehends only the human as an intellectual being. Thus, out of a healthy instinct he demands over and over again that there must also be an education of the feeling and will.

The question is, can we, with this as a foundation, really teach and educate the feeling and will in an appropriate way, in a way befitting human nature? I would like to point out that Herbart assumes that all pedagogy must be based upon psychology and philosophy, that is, upon the general world conception and understanding of the human soul life. Herbart’s thinking is thoroughly oriented to the abstract, and he has carried this abstract thinking into his psychology. I would like to examine Herbart’s psychology with you by means of a simplified example.

We know that in human nature three basic forces are at work: Thinking, Feeling and Willing. We know that the health of the human soul depends upon the appropriate development of these three basic forces, upon each of these basic forces coming into its own. What in Herbart’s philosophy develops these basic forces? Herbart is really of the opinion that the entire soul life first opens in the conceptual life—feeling is only a conceptual form for him, as is willing, endeavoring, desiring. So you hear from Herbart's followers, “If we try to drink water because we are thirsty, we do not actually desire the real substance of the water. Rather, we try to rid ourselves of the idea that thirst causes in us and to replace it in our soul with the idea of a quenched thirst. Thus, we do not desire the water at all. Instead, we desire that the idea of thirst cease and be replaced with the idea of quenched thirst. If we desire a lively conversation, we do not actually desire the content of this conversation. Rather, we long for a change in our present ideas and are really trying to obtain the idea that will occur through a lively conversation. If we have a desire, we do not have it as a result of basic forces at work in our soul. Rather, we have the desire because a particularly pleasant idea easily arises in our consciousness and easily overcomes the opposing inhibitions. This experience is desire. The ideas cause everything. Everything else is, in truth, only what the activity of the ideas reveals.” We can say that the whole Herbartian way of thinking, and everything which has been built upon it—and more than you think has been based upon the Herbartian way of thinking—is permeated by an unconscious belief that the true life of the soul takes place in the struggle between restraint and support of ideas. In this way of thinking, what appear to be feeling and willing exist only as emotions of the life of ideas. We should not be confused that many modern people who are concerned with pedagogy oppose teaching and bringing up children in this way, and yet direct their efforts only toward the life of ideas. They say they oppose it, of course, but they do not act accordingly; they base everything they do on the thought, “Conceptual ideas are what matter!” The strangest thing we can experience today is the lives of people caught in such contradictions. People preach and lecture today that we should indeed look at the whole person, that we should be careful not to neglect the soul life, the life of feeling and willing! Yet, if we return to what is practiced, precisely those who talk so much about the development of feeling and willing, are the ones who intellectualize teaching and education. These people do not understand even themselves because what they say is so far from the subject and has become just empty phrases.

We must look at these things intensely when we try to meet the demands of our cultural period, particularly regarding teaching and education.

So, I now come to the main point! People say that the subject matter does not matter so much as the pupil. But, as I have already mentioned, they want to study the pupil with a science of education that uses the methods of an imbalanced science. However, they do not even come close through the superficially oriented science of the last centuries. They need a very different orientation to understand humans. This other orientation is sought by our Anthroposophically oriented spiritual science. We want to replace the superficial anthropology, the superficial understanding of humanity, with something that studies the whole person, the physical, emotional and mental essence. Certainly, today people emphasize, even literally, the mental and the emotional, but they do not understand it. People do not pay any attention at all to the fact that something like the Herbartian philosophy, particularly as it regards the soul, is quite intellectually based, and therefore, cannot be integrated into our cultural period. On the other hand, Herbart wants to base his work on philosophy. But that philosophy upon which he builds likewise ended with the period that concluded in the middle of the fifteenth century. In our time, a philosophy founded in spirituality needs to have room. Out of this new philosophy, the soul and spirit can be so strengthened that we can link them to what we learn through anthropology regarding the physical aspects of humans. For in our time, the knowledge concerning the physical aspects of humans is truly great, even though it barely mentions the soul.

If you look at modern psychology with healthy common sense, you have to ask what you could really gain from it. There you will find disputes about the world of thinking, the world of feeling, the world of willing. But what you will find about these words, “thinking, feeling, willing,” is only word play. You will not become any wiser concerning the nature of thinking, feeling and willing if you search through modern psychology. Thus you cannot base a genuinely good pedagogy upon modern psychology. First, you must go into what is pertinent about the true nature of thinking, feeling and willing. To do that, the outdated scholastic spirit so prevalent in modern psychology is not necessary; what is necessary is a real gift for observing human life. What we observe today in psychology and in pedagogical laboratories appears to be efforts carried by the best of intentions. These efforts have nonetheless taken the direction they have taken because, fundamentally, the ability to pursue a true observation of people is lacking. Today most of all, people would like to put the developing child in a psychological laboratory and superficially study inner development, because they have lost the living relationship between people. A living way of observing is necessary for life, and it has largely been lost.

Today people talk about the spirit and soul in much the way that they speak about external characteristics. If we meet a child, a person of thirty-five and an old person, we say, “This is a person, this is a person, this is a person.” Although the abstract idea of “a person” is often useful, a real observation distinguishes a reality in the end, namely, that the child will become a person of thirty-five years and that a person of thirtyfive will become old. True observation must be quite clear concerning the difference in this development. Now, it is relatively easy to distinguish a child from a person of thirty-five and from an elderly person. However, a true observation of such differences concerning the inner aspects of people is somewhat more difficult. Thus, in the present, we often become entangled in questions of unity and multiplicity that arise, for example, from the three aspects of the soul life. Are thinking, feeling and willing completely separate things? If they are, then our soul life would be absolutely divided into three parts. There would be no transition between willing, feeling and thinking, and, therefore, human intellect, and we could simply delineate, as modern people do so easily, these aspects of human soul life. For the very reason that we cannot do that, Herbart tries to treat thinking, feeling and willing uniformly. But he has biased the whole thing toward abstractions, and his whole psychology has turned into intellectualism. We must develop an ability to see, on the one side, the unity of thinking, feeling and willing and, on the other side, the differences between them.

If, having sufficiently prepared ourselves, we now consider everything connected with human willing and desiring, then we can compare this willing with something that stands farther away in the life of the soul, namely, the intellect. We can ask ourselves, “How is the life of willing, the life of desiring, related to the intellectual life of concepts?” Slowly we realize that a developmental difference exists between willing and thinking, a developmental difference like the one that exists, for example, between the child and the elderly person. The elderly person develops from the child; thinking develops from willing. The two are not so different from one another that we can put them next to each other and say, the one is this, the other is that. Rather, they are different from one another in the way that developmental stages are different. We will first be able to correctly understand the life of the human soul in its unity when we know if an apparently pure desire, a pure willing that appears in the human soul, is a youthful expression of the life of the soul. There the soul is living in a youthful stage. If intellectual activity appears, if ideas appear, then the soul is living in the condition that presupposes an unfolding of the will, a development of the will. The life of feeling exists in between, just as the thirty-five-year-old person exists between the child and the elderly person. Through feeling, the will develops itself into intellectual life. Only when we grasp that willing, feeling and thinking, in their liveliness, in their divergence, are not three separate capacities of the soul, which Herbart resisted but which has never been properly corrected, do we come to a true grasp of human soul life.

However, our observations indeed easily deceive us if we view the life of the soul from this standpoint. Our observations easily deceive us because in this life between birth and death we can never allow our understanding to remain fixed if we use a living awareness of life as a basis. Those who want to believe that life between birth and death proceeds so that intelligence simply develops out of the will, stand on quite shaky ground. We see how intelligence gradually reveals itself out of basic human nature in the growing child. We can only develop intelligence, including the intelligence developed through education, if we are conscious that what children experience after birth is the idea, the consequence, of their experiences before birth, before conception. We only understand what develops into will during life between birth and death if we are aware that people go through the Portals of Death into a spiritual life, and there further develop the will.

We cannot really educate people if we do not take their total life into account. We cannot really educate people if we merely say to ourselves, “We want to develop what the future will need.” In saying this, we do not take the constitution of human nature into account. Every child, from day to day, from week to week, from year to year, reveals through its physical body what had developed in the life before birth, before conception. We will never gain a correct view of the will if we do not become conscious that what begins to appear as will is only a seed which develops in the physical body as in a fertile soil, but does not come to full fruition until we lay aside the physical body. Certainly, we must develop moral ideas in people. However, we must be clear that these moral ideas, embedded in the will as they are between birth and death, do not mean nearly as much as they seem, for their real life first begins when we leave this body.

Modern people are still shocked that, to obtain a complete understanding of humanity, it is necessary to consider all that humans endure before birth and after death along with what presently lives in people. This is necessary if we are to achieve an integration of humans into the whole, including into the temporal world. If we do not include that, if we consider people the way modern anthropology considers them—only in their existence between birth and death—then we do not consider the complete person, but only a portion. We cannot educate this portion of a person for the simple reason that we stand before the growing child and try to educate something we don't understand. Characteristics want to develop according to the standards set by the experiences before birth, but no one pays attention to that. We cannot solve the riddle of the child because we have no idea about what is in the child from the life before birth, and we do not know the laws of development that first unfold when the child has gone through death.

A main requirement of modern education must be to work out of a science that takes the whole person into account, not one that claims to see the pupil instead of the subject matter, but sees only a faceless abstraction of the person. What we will use as the basis of the educational system is truly not one-sided mysticism, but simply a full observation of all of human nature and the will to really comprehend the whole person in education. If we tend, as Herbart does, toward the one-sided development of the intellect, then the formation of willing and feeling must remain untrained and undeveloped. In this case, we would believe that through the acquisition, creation and development of certain ideas, we can call forth the restraint and support of the ideas he speaks of when he speaks of feeling and willing. We cannot do that; we can only develop the outdated will, that is, through an intellectual education we can only develop intellectualism. We can develop feeling only through a relationship that itself arises out of a genuine rapport between teacher and pupil. We can develop the will only by becoming conscious of the mysterious threads that unconsciously connect the pupil and teacher. Creating abstract principles of education for the development of feeling and willing can lead to nothing if we disregard the necessity of permeating the teachers and instructors with characteristics of mind and will that can work spiritually—not through admonition, that is physical—on the pupil. So, too, we must not build the educational relationship one-sidedly on intellectualism. It must depend wholly upon the person-to-person relationship. Here you see that it is necessary to expand everything that is connected with education. We must, therefore, take into account that the intimate relationship between teacher and pupil can be formed, thus raising the statement, “We should not simply pass on information, we should educate the pupil,” above the empty phrase. We can do this only if we become conscious that, if this is the goal, the teacher’s life cannot depend upon political or economic whims. It must stand on its own two feet to work out of its own impulses, its own conditions.

The leaders of modern society only vaguely feel what Anthroposophy and the realm of the Threefold Social Organism assert. Since these leaders of modern society uncourageously shun the thought of allowing themselves really to grasp life, to grasp it in the way striven for through anthroposophically oriented spiritual science, they are also unable to recognize, even with all good will, the full nature of human beings. They cannot bring themselves to say, “We must base the educational system in particular upon a real recognition and a real experiencing of spiritual impulses.” It is interesting to see the leaders agonizing their way through modern culture toward a freeing of the educational system. It is interesting to see how they are unable to free themselves, because they really do not know what to do; they live in contradiction because they want reform through a science founded upon outdated concepts.

I have a book in front of me, entitled Entwicklungs-Psychologie und Erziehungswissenschaft [Developmental psychology and pedagogy], by Dr. Johann Kretzschmar, who actually wants to do something new in instruction, who feels that instructional methods do not really fit the social mood of the times. Let’s examine something characteristic about this man. He says:

If we proceed in this way from the standpoint of independent, investigative science [and here he means a pedagogy that is thoroughly based upon an outdated science] then not only will the teacher training and school work be influenced, but also the position of the teacher, the pedagogue, in the state, in the school administration. First of all, it is obvious, in principle, that the teacher, like a doctor, must hold a position of trust regarding the state and community. They must admit that education—just like health care—is something in which primarily the opinion of the scientifically trained expert must be the standard, not the wishes of political and religious parties; further, the leadership of the school is less an administrative activity than a scientific function...

What does this man feel, then? He feels that administrative activity, however much it may be a state function, cannot extend so far into education that there is only an administrative knowledge, with too little understanding of human nature, in the impulses of the instructors and teachers. He would like to see administration replaced with what we can learn scientifically about human nature. Therefore, from a vague feeling he says:

... further, the leadership of the school is less an administrative activity than a scientific function, that consequently cannot be prescribed in every detail by means of official decrees. Communities and the state must have full trust that the faculty will competently carry out their responsibilities, that they are aware of the full extent of their duties and are, thus, completely independent of external influences. This trust is revealed in that—insofar as the internal affairs of the school organization are concerned—along with the directors, the teachers will also come into their own, that is, the teachers will not be considered as subordinates, as employees. The proper appreciation of pedagogical activity will thus show itself in the question of the regulation of school supervision. Neither the theologian nor the academic can be considered as the suitable person for the leadership and supervision of the school; [One only wonders then, how does he not get around to understanding that he, too, cannot be appointed as a school supervisor by the state, that he, too, must be removed from his position in the school system?] both must be completely placed in the hands of experts, of pedagogues. [Yes, why shouldn't those from the pedagogical field direct the schools first hand? Why is there first the detour through something that, in principle, cannot relevantly partake in the discussions!] That the institutions for handicapped persons, the schools for the mentally retarded, etc., should be directed neither by ministers nor by doctors, hardly needs any particular proof. Most important now is the influence of the faculty on educational legislation...

The influence of the faculty on educational legislation will quite certainly be the greatest when the teachers themselves make the laws concerning education in the self-administered cultural realm of the Threefold Social Organism.

You see in all this a dull movement toward what only the impulse of the Threefold Social Organism has the courage to really want to implant in the outside world. The best of modern people recognize the need for what the impulse of the Threefold Social Organism wants. But, the stale air of today’s public life constricts the spiritual breathing of these modern people. They never complete their thoughts because prejudices weld everything together in the unified state. And so, one can read that the legislation

... will have to point out that the influence of the school on the home must be supported and strengthened by the state, that under certain circumstances, difficult or antieducation parents are to be forced into the proper rearing of their children. The school board would thus look to the state to sanction not only the board’s overseeing of the school system, but also the support and protection of the teachers...

People wonder, “Yes, why shouldn't the teachers be able to do all this?” As I just said, they do not sense the free breath that permits free cultural life. The enfeeblement of thought in the old unified state has brought people so far that they don't even think about what an absurdity it is to want the state to first order, then protect and support what the cultural members of the social organism should manage. Isn't the idea that the teacher “should be protected and supported by the state” so typical? That is the same as saying, “We don't dare to bring about this condition which would be so desirable; we want to be forced.” But the motivation does not come. For on that side from which we should expect it, exists no understanding—obviously, quite justifiably—for what really should happen.

This increased influence of the state upon child rearing [now he wants an even greater influence by the state upon what the teacher and educator should do] lies quite logically in the direction of historical development.

Yes, it really does lie in the direction of historical development, but for it to be healthy, historical development must take a course different from the one that it is now on. Consider, for instance, a plant that, in the sense of Goethean metamorphosis, would only produce green leaves, never going on from the green foliage leaf to the colored flower leaf. Such a plant would never reach the goal of its development. In a similar sense, we must take account of the fact that historical development cannot always continue in the same way, but rather that one stage of development must supersede another.

There was a time when the state had no direct interest in the education system, a time when it first expressed an interest in compulsory schooling and formal education. The modern state, regarded as a constitutional state in that the people are directly involved in legislation, must put particular value not only upon the political, but also upon the general education of its members.

Inasmuch as the educational possibilities of the school are limited, the state must expand its influence into all areas of upbringing, to the family and environment of the child. [Now the state should be a co-educator in parallel to what cultural life is itself able to do. You see how you can have vague feelings that are correct, and how you can arrive at a point of view that is in such contrast to that toward which you, from a healthy point of view, should strive.] That area of pedagogy that is of the greatest value to the state is, of course, pedagogical sociology; [Now he wants to make social life the yardstick of pedagogy, while, in actuality, the social desires of people must arise from correct education so that they are available for the rehabilitation of social life.] it shows, on the one hand, the influence of education on public welfare and, on the other hand, sheds light on the extent to which the development of the child is not simply a matter of systematic education, but also depends upon the co-educators. The school board must also be reminded time and again of the importance of pedagogical sociology, since the Board's advice will be all the more indispensable to the state as the state’s influence upon education increases.

Here Kretzschmar understands that the state will find it increasingly more necessary to pay attention to education. Yet, we shall not hear directly from an institution that can be developed out of the school system itself; rather, the state should do it. Then he points out that the state can also give orders. Thus, what in our time actually demands to develop freely and independently is to be curtailed.

There is something particularly interesting in this book. Obviously a person as well-intentioned as Kretzschmar is will also be aware that we must change teacher training. He notes that in the schools of education, not everything is as he would like to have it. He notices it, and says that there is much that we must change. He notes that the universities treat pedagogy as a secondary subject, but pedagogy includes much that, in his opinion, should not be treated in a subsidiary fashion. Rather, we must integrate it into the universities as an independent department. Now, he thinks, the four schools have already been augmented. The School of Natural Science has been formed out of the School of Philosophy, the School of Political Science has been formed out of the School of Law. He wonders if it would be possible to expand one of these schools to include Pedagogy.

There are universities today that, along with the four main schools—that is, the Theological, Philosophical, Medical and Law Schools—also have Political Science and Natural Science Schools. Kretzschmar thinks that the creation of an independent School of Education could lead to all kinds of problems. With which school could Pedagogy be joined? It is so characteristic that he concludes that it is most appropriate to join Pedagogy with Political Science and create a new School of Political-Educational Science!

You see, so great is the pressure working on people that everything should emanate from the state, that such an enlightened man as this believes it best to make pedagogy a part of political science. I have said it here before: people continually strive to be not what they are by nature, but what they can be through the blessing of the state. They are not to be free citizens, but people somehow included with their rights in the state. People strive to be members of the state. That fulfills the thought, “People must be educated so that they may become good members of the state.” Where should we better place pedagogy than as a part of political science? It is interesting that a man who has such completely correct feelings concerning what should happen, draws such opposite conclusions from his premises than you would think.

Today I have characterized the resistance against which we will have to struggle if we are to create a school such as the Waldorf School is to be. It goes against the thoughts of people, even the best people. It must oppose them, for otherwise it would not work in the direction of future development. We must work in the direction of future development, particularly in the areas of culture and education.

We have no desire to create a school with a one-sided philosophical viewpoint. Anyone who believes that we wish to form an “Anthroposophical school” or spreads that idea, believes or spreads a malignment. That is not at all what we want, and we will prove it. If people try to meet us as we try to meet everything, then religious instruction in the Waldorf School for Protestant children will be taught by the local Protestant minister, Catholic instruction given by the Catholic priest, Jewish by the rabbi. That is, we will not engage in propagating any particular point of view. We do not want to bring the content of Anthroposophy into our school; we want something else. Anthroposophy is life, it is not merely a theory. Anthroposophy can go into the formation, into the practice of teaching. Insofar as Anthroposophy can become pedagogical, to the extent that, through Anthroposophy, teachers can learn skills to teach arithmetic better than it has been taught, to teach writing, languages, geography better than they have been taught, to the extent that a method should be created for this school through Anthroposophy—to this extent we strive to bring in Anthroposophy. We aspire to methodology, to instructional reform. That is what will result from a true knowledge of the spiritual. We will teach reading, we will teach writing, and so forth, in a manner appropriate to human nature.

Thus, we can turn our backs on what people will probably insinuate, that through a school we want to subject children to anthroposophical propaganda. We do not want that. For we know quite well that already the resistance we need to overcome is nearly immeasurable. We will only strive to teach as well as it is possible to teach when enlivened by anthroposophical impulses. Thus it will not disturb us if we must meet certain demands that come from here and there, for example, that people designated by the confessions must give religious instruction for the different confessions.

Dr. Steiner: I am sorry I could not come sooner, but it was not possible. We have a number of things to catch up on, and I am really very happy to be here today.

A member of the administrative committee: (After greeting Dr. Steiner) After we came back from the Christmas Conference in Dornach, we felt responsible for doing everything to make the Waldorf School an appropriate instrument for its new task. I have been asked to tell you that the members of the administrative committee now place their positions in your hands. Since it seems possible that the relationship of the school to the Anthroposophical Society may change, we would like you to redetermine from this new standpoint how the school should be run.

Dr. Steiner: I certainly understand how this view could arise among you, since the intent of the Christmas Conference was to do something for anthroposophy based upon a complete reformation, a new foundation of the Anthroposophical Society. On the other hand, the Christmas Conference gave the Anthroposophical Society an explicitly esoteric character. That seems to contradict the public presentation, but through the various existing intentions, which will gradually be realized over the course of time, people will see that the actual leadership of the Anthroposophical Society, the present board of directors [Vorstand] in Dornach, will have a completely esoteric basis. That will also effect a complete renewal of the Anthroposophical Society.

Now, it is quite understandable that the various institutions connected with anthroposophy ask themselves how they should relate to what happened in Dornach. In my letter to members published in our newsletter, I said that the conference in Dornach will have a real purpose only if that purpose is not forgotten for all time. The conference will realize its complete content to the extent individual anthroposophical institutions slowly make the intent of the Dornach conference their own.

The Christmas Conference was the second part of a decision in principle. The first part was that if anthroposophists want it, the board of directors will do some things from Dornach, and that includes a continuous questioning of life within the Anthroposophical Society. In principle, there is a decision that—to the extent that this intention is realized, that we bring it into reality—the board of directors in Dornach is justified in taking over the responsibility for anthroposophy, not just for the Society. That is the esoteric purpose, but of course the esoteric impulses must come from various directions. I would like to ask the individual institutions to understand that whatever emanates from Dornach always has an esoteric background. It is, of course, just as understandable that the Waldorf School particularly, and its representatives, question its relationship to Dornach and to the Free School of Spiritual Science.

Perhaps, as you have considered the question in more detail, you already feel there are some significant difficulties, particularly concerning the final decision about the administrative committee. The situation is this: First, we must find the form through which the Waldorf School can make the connection to the School of Spiritual Science. Formally, the Waldorf School is not an anthroposophical institution; rather, it is an independent creation based upon the foundations of anthroposophical pedagogy. In the way it meets the public, as well as the way it meets legal institutions, it is not an anthroposophical institution, but a school based upon anthroposophical pedagogy. Suppose the Independent Waldorf School were now to become officially related to the School of Spiritual Science in Dornach. Then the Waldorf School would immediately become an anthroposophical school in a formal, external sense. Of course, there are some things that would support making such a decision. On the other hand, though, we must consider whether the Waldorf School can fulfill its cultural tasks better as an independent school with an unhindered form than it can as a direct part of what emanates from Dornach. Everything that emanates from Dornach is also collected there. If the Independent Waldorf School entered a direct relationship to Dornach, all activities of the Waldorf School falling within the Pedagogical Section of the Anthroposophical Society would also be the responsibility of the leadership of the School of Spiritual Science and fall within their authority. In the future, Dornach will not be simply a decoration, as many anthroposophical institutions have been. Dornach will be a reality. Every institution belonging to Dornach will, in fact, must, recognize the authority of the leadership in Dornach. That will be necessary. At the same time, the leadership of the Waldorf School would then take on an esoteric character.

On the other hand, given the state of the world today, we could certainly weigh the question of whether the Waldorf School could best achieve its cultural goals that way. This is definitely not a question we can immediately brush aside. Weighed with nothing but the most serious feeling of responsibility, the question is extremely difficult since it could mean a radical change throughout the Independent Waldorf School.

Pedagogical life in the modern world may still be subject to the error, or better said the illusion, expressed through the various goals of all kinds of pedagogical organizations. However, everything in those pedagogical organizations is really nothing more than talk. In reality, pedagogy is increasingly falling prey to three factors of development, two of which are making giant steps today. Anthroposophy, the third factor, is very weak; it is only a shadow and is not seen by opponents as anything of any importance. Pedagogy is slowly being captured by the two main streams in the world, the Catholic and the Bolshevik, or socialist, streams. Anyone who wants to can easily see that all other tendencies are on a downward path in regard to success. That says nothing at all about the value of Catholicism or Bolshevism, only about their strength. Each has tremendous strength, and that strength increases every week. Now people are trying to bring all other cultural movements into those two, so it only makes sense to orient pedagogy with the third cultural stream, anthroposophy. That is the situation in the world.

It is really marvelous how little thought humanity gives to anything today, so that it allows the most important symptoms to go by without thinking. The fact that a centuries-old tradition has been broken in England by MacDonald’s system is something so radical, so important, that it was marvelous that the world did not even notice it. On the other hand, we from the anthroposophical side should take note of how external events clearly show that the age whose history can be written from the purely physical perspective has passed. We need to be clear that Ahrimanic forces are increasingly breaking in upon historical events. Two leading personalities, Wilson and Lenin, died from the same illness, both from paralysis, which means that both offered an opening for Ahrimanic forces. These things show that world history is no longer earthly history, and is becoming cosmic history. All such things are of great importance and play a role in our detailed questions.

If we now go on to the more concrete problem of the administrative committee putting their work back into my hands, you should not forget that the primary question was decided through the conference in Dornach. From 1912 until 1923, I lived within the Anthroposophical Society with no official position, without even being a member, something I clearly stated in 1912. I have actually belonged to the Anthroposophical Society only as an advisor, as a teacher, as the one who was to show the sources of spiritual science. Through the Christmas Conference, I became chairman of the Anthroposophical Society, and from then on my activities are those of the chairman of the Society. If I were to name the administrative committee now, that committee would be named by the chairman of the Anthroposophical Society. The highest body of the Independent Waldorf School would thus be designated by the chairman of the Anthroposophical Society. That is certainly something we could consider, but I want you to know that when we go on to discuss this whole problem. If the Waldorf School and Dornach had that relationship, then the Waldorf School would be something different from what it is now. Something new would be created, different from what was created at the founding of the Waldorf School. The Christmas Conference in Dornach was not just a ceremony like the majority of anthroposophical activities, even though they may not have a ceremonious character, particularly in Stuttgart. The Christmas Conference was completely serious, so anything resulting from it is also very serious.

The Independent Waldorf School can relate to Dornach in other ways. One of those would be not to place the school under Dornach, but instead to have the faculty, or those within the faculty who wish to do so, enter a relationship to Dornach, to the Goetheanum, to the School of Spiritual Science, not for themselves, but as teachers of the school. The Waldorf School, as such, would not take on that characteristic, but it would emphasize to the outer world that from now on the Pedagogical Section at the Goetheanum will provide the impulse for the Waldorf School pedagogy, just as anthroposophical pedagogy previously provided it. The difference would be that, whereas the relationship to anthroposophical pedagogy was more theoretical, in the future the relationship would be more alive. Then, the faculty as a whole or as individuals would conform to the impulses that would result when one, as a teacher at the Independent Waldorf School, is a member of the School of Spiritual Science. That relationship would make it impossible for the Goetheanum to name the administrative committee. The committee would, of course, need to remain as it is now because the thought behind it is that the committee was chosen, even elected, by the faculty. It may not even be possible from the perspective of the legal authorities here for the administrative committee to be named from Dornach. I do not believe the laws of Württemberg would allow the administrative committee of the Independent Waldorf School to be chosen from the Goetheanum, that is, from an institution existing outside Germany. The only other possibility would be for me to name the new administrative committee. However, that is unnecessary.

These are the things I wanted to present to you. You can see from them that you should consider the question in detail yourselves. Now I would like you to tell me your thoughts about the solution of the question. Whether you want to give me more or less control over the solution, whether you want me to decide how you should operate. You do not need to do this in any way other than to say what you have already discussed in the faculty, and what led you to say what you said at the outset.

A teacher: For us, the question was whether the Christmas Conference in Dornach changed the relationship of the Waldorf School to the Anthroposophical Society.

Dr. Steiner: The Waldorf School has had no relationship to the Anthroposophical Society. Because it was outside the Society, the Christmas Conference has no significance for the Waldorf School. That is the situation. It is different, though, for institutions that arose directly from the Anthroposophical Society. That is quite different. The Waldorf School was founded as an independent institution. The relationship that existed was unofficial and can continue with the new Society. The relationship was completely free, something that came into existence each day because the vast majority of the teachers here belonged to the Anthroposophical Society and because anthroposophical pedagogy was carried out in a free manner, since, as the representative of anthroposophical pedagogy, I also was chairman of the faculty. We need change none of that.

A teacher: How should we understand the Pedagogical Section?

Dr. Steiner: We can only slowly put into practice the intentions of the Christmas Conference, particularly those of the School of Spiritual Science. To an extent, that is because we do not have enough money right now to construct all the buildings that we will need for everything we want to do. What we need will gradually be created. For now, the various sections will be created to the extent possible with the people and resources available today. My thought was that the basis for creating the Independent University as an institution of the Anthroposophical Society would be the membership of the School of Spiritual Science. I have now seen that a large number of teachers of the Waldorf School have applied for membership; thus, they will also be members and from the very beginning become a means for spreading the pedagogy emanating from the Independent University. We will have to wait and see which other institutions join the Independent University.

Other institutions have often expressed a desire to form a relationship with Dornach. The situation is simple with those anthroposophical institutions that have either all the prejudices against them or none. For example, the Clinical Therapeutic Institute here in Stuttgart can join. Either it has been fought against from the very beginning as an anthroposophical institution, in which case no harm is done if it joins, or it has been recognized because people are forced to see that the healing methods used there are more effective than those found elsewhere, in which case it is obvious that it joins. That institution is not in the same situation in regard to the world as a school. The clinic can join without any further problems.

However, if a school suddenly became an anthroposophical school, that would upset both the official authorities and the public. There is even a strong possibility that the school officials would object. They actually have no right to do so, and it doesn’t make any sense to object to the pedagogical methods, which can certainly be those of anthroposophy. There is also no reason to object even if all the teachers personally became members of the School of Spiritual Science in Dornach. That is of no concern to the officials, and they can raise no objection to it. However, they would immediately object if an existing relationship between the Waldorf School and the School of Spiritual Science at the Goetheanum required the Waldorf School to accept pedagogical decisions made there, so that, for example, those in Dornach controlled the curriculum here. That is certainly true for the first eight grades. If we had only the higher grades, from the ninth grade on, hardly any objections could be raised except for possibly not allowing the students to take their final examinations, but the officials would hardly do that. Nevertheless, they would not allow it for the elementary school grades.

The basic thought of the School of Spiritual Science is that it will direct its primary activity toward insight and life. Thus, we can say that every member has not only the right, but, in a certain sense, a moral obligation to align him- or herself with Dornach in regard to pedagogical questions. Certainly, there will be people at the School of Spiritual Science who want to learn par excellence. However, once having learned, they will remain members, just as someone who has earned a diploma from a French or Norwegian or Danish university remains a member of the university and has a continuing relationship with it. In France, you do not simply receive a piece of paper when you earn a degree, you become a lifelong member of the university and retain a scientific connection to it. That is something the old Society members who will be members of the school under the assumption that they already know a great deal of what will be presented there should consider from the very beginning. The school will, however, continually have scientific or artistic tasks to resolve in which all members of the school should participate. To that extent, the life of each individual member of the school will be enriched. In the near future, we will send the same requests to all members of the other sections that we have already sent to the members of the Medical Section, requesting that they turn toward Dornach in important matters. We will also send a monthly or bimonthly newsletter, which will contain answers to all the questions posed by the membership. However, you would not be a member of the section, but of the class. The sections are only for the leadership in Dornach. The board of directors works together with the sections, but the individual members belong to a class.

A teacher: Should we work toward making it possible for the Waldorf School to be under Dornach?

Dr. Steiner: As with everything that can really be done, the moment we wish to join the school with Dornach we are treading upon a path we once had to leave, had to abandon, because we were not up to the situation when we undertook it. That is the path of threefolding. If you imagine the Independent Waldorf School joined with the School of Spiritual Science, you must realize that could only occur under the auspices of what lies at the foundation of threefolding. We would be working toward a specific goal if all reasonable institutions worked toward threefolding. However, we have to allow the world to go its own way after it intentionally did not want to go the other one. We are working toward threefolding, but we have to remember that an institution like the Independent Waldorf School with its objectively anthroposophical character, has goals that, of course, coincide with anthroposophical desires. At the moment, though, if that connection were made official, people could break the Waldorf School’s neck. Therefore, the way things presently are, I would advise that we not choose a new administrative committee; rather, leave it as it is and decide things one way or another according to these two questions. First, is it sufficient that the teachers here at the school become individual members of the School of Spiritual Science in Dornach? Or, second, do you want to be members through the faculty as a whole, so that you would have membership as teachers of the Independent Waldorf School? In the latter case, the Pedagogical Section in Dornach would have to concern itself with the Waldorf School, whereas it would otherwise be concerned only with general questions of pedagogy.

That is certainly a major difference. Our newsletter might then have statements such as, “It would be best to do such and such at the Independent Waldorf School.” In a certain sense, such statements would then be binding on the teachers at the Waldorf School, which would be connected with the School of Spiritual Science. There is no danger in joining all branches and groups with the Anthroposophical Society. Actually, they have to do that. All such groups of many individuals who fulfill the requirements, and such institutions as, for example, the biological institute, the research institute, and the clinic can join. You could have problems otherwise. The difficulties that would arise for the Waldorf School would not be of concern there. When the school was founded, we placed great value upon creating an institution independent of the Anthroposophical Society. Logically, that corresponds quite well with having the various religious communities and the Anthroposophical Society provide religious instruction, so that the Society provides religious instruction just as other religious groups do. The Anthroposophical Society gives instruction in religion and the services. That is something we can justifiably say whenever others claim that the Waldorf School is an anthroposophical school. Although anthroposophy believes it has the best pedagogy, the character of anthroposophy is not forced upon the school. That is a very clear situation. Had The Coming Day approached the Anthroposophical Society for exercises everyone who wanted to could do, then the remarks in the Newsletter would not have been necessary. We can clearly see the real formalities through such things.

A teacher: Hasn’t a change already occurred since you, the head of the Waldorf School, are now also the head of the Anthroposophical Society?

Dr. Steiner: That is not the case. The position I have taken changes nothing about my being head of the school. The conference was purely anthroposophical and the Waldorf School had no official connection with the Society. What might happen if, in the course of time, the leadership of the Anthroposophical Society in Dornach takes over the guidance of the religious instruction, is a different question. Were that to occur, it would be a situation of organic growth.

A teacher: Is the position we took at the founding of the Waldorf School still valid today?

Dr. Steiner: When you present the question that way, the real question is whether it is even appropriate for the faculty to approach the question, or whether that is actually a question for the Waldorf School Association. You see, the outside world views the Waldorf School Association as the actual administration of the school. You know about the seven wise men who guide the school. This is a question we should consider in deciding whether the Waldorf School is to be joined with Dornach or not, that is, should the faculty of the Waldorf School decide whether to join as a whole or as individual teachers? Everything concerning pedagogy can be decided only in that way. Under certain circumstances, this is a professional question. The Waldorf School is as it is, outside of that. You need to look at things realistically. What would you do if you, here in the faculty, decided to connect the school with Dornach, and then the school association refused to pay your salaries because of that decision? That is something that is at least theoretically possible.

A teacher asks about the final examination.

Dr. Steiner: In connection with the question of the final examination, which is purely a question of compromise, what would change through the connection to the Society?

The teacher explains his question further.

Dr. Steiner: Well, the only other viewpoint would have to be that we absolutely refuse to take into account whether a student wishes to take the final examination or not, that we consider it a private decision of the student. Until now, no one has been thinking of that, and the question is whether we should consider that as a principle. Thus, all students’ parents would be confronted with the question, “Do I dare consider sending my child into life without having taken the final examination?” Of course, we can do that, but the question is really whether we should do that. All that is quite independent of the possibility that we may have no students at all or only those who cannot go anywhere else. It seems to me very problematic whether we can bring that question into the discussion of final examinations. I do not believe a connection with Dornach would change anything in that regard. In some ways, we would still have to make a compromise.

I believe we first need to choose a form. Such things are not permanent; they can always be reconsidered. I think you should decide to become members of the School of Spiritual Science as individual teachers, but with the additional remark that you want to become a member as a teacher of the Independent Waldorf School. I think that will achieve everything you want, and nothing else is necessary for the time being. The difference is that if you join as an individual without being a member as a teacher, there would be no mention of the Waldorf School in our newsletter, and, therefore, questions specifically about the Waldorf School would not be handled by Dornach. Of course, if you add that you are joining as a teacher, that has no real meaning for you, but for the cultural task of the Waldorf School it does have some significance, because all other members of the School of Spiritual Science will receive news about what those in Dornach think about the Waldorf School. The Independent Waldorf School would then be part of anthroposophical pedagogical life, and interest would spread to a much greater extent. Everywhere members of the School of Spiritual Science come together, people would speak about the Waldorf School: “This or that is good,” and so forth. The Waldorf School would thereby become a topic of interest for the Society, whereas it is presently not an anthroposophical activity. For you, it is all the same. The questions that would be discussed in Dornach would of course be different from those that arise here. It could, however, be possible that we need to discuss the same questions here in our meetings. For the Society as a whole, however, it would not be all the same. It would be something major for anthroposophical pedagogy, and in doing that you would fulfill the mission of the Independent Waldorf School. Through such an action, you would accomplish something you actually want, namely, making the Independent Waldorf School part of the overall cultural mission of anthroposophy. It could, for example, happen that a question arises in the faculty meeting in the Waldorf School in Stuttgart that then becomes a concern of the School of Spiritual Science.

A teacher: That would mean the school would send reports about our work for publication in the newsletter.

Dr. Steiner: It would be good to make reports about the pedagogical methods so long as they do not concern personnel questions, unless, of course, these had pedagogical significance.

The teachers ask Dr. Steiner how he envisions the Easter pedagogical conference and ask him to give a theme for the conference.

Dr. Steiner: The only thing I have to say is that the conference at Easter must take into account that there will also be a pedagogical course in Zurich beginning Easter Monday.

I would like to bring up another question, which relates to something we mentioned earlier. What we can do from the Waldorf School is the following, although I need to consider what I’m now going to mention in more detail. There is another way that could immediately bring you closer to achieving your intention of a complete connection with the anthroposophical movement. The proposal is that the Waldorf School declare itself prepared to host a conference that the Anthroposophical Society would present at Easter at the school. No one could complain about that. Certainly, the Independent Waldorf School could hold an anthroposophical conference on its own grounds. That is something we can do. I would like to think some more about whether this is the proper time. However, I do not think there will be any public objection, and the officials at the ministry will not even understand the difference. They will certainly not understand what it means. That would be a beginning. I will set up the program.

There is one other thing I would like to say. The Youth Conference of the Christian Community in Kassel was quite in character in terms of the desires you now bear in your hearts. What happened was that the Christian Community priests held small meetings from Wednesday until the end of the week with those who wished an introduction to what the Christian Community, as a religious group, has to say. The whole thing closed with a service for the participants of the conference. The last two or three days were available for open discussions, so that the people who attended had an opportunity to meet officially with the Christian Community and see that it is independent of the Anthroposophical Society.

I should mention that the participants consisted of young people under the age of twenty, and others who were thirty-six and older, so that the middle generation was missing, something characteristic of our time. They participated in a Mass, followed by open discussion that assumed the topic would cover what had been experienced. What actually happened, however, was that what had been experienced awakened a longing for something more, so that the anthroposophists present then spoke about anthroposophy. It could be seen that all of what had occurred had anthroposophy as its goal. That was a very characteristic conference because it shows that what is objectively desired is a connection with Anthroposophy. There will be something about the Kassel youth conference in the next newsletter.

A teacher discusses the question of the final examination and says that some students will be advised to not take it.

Dr. Steiner: The question is how we should give the students that advice. If you handle the question from the perspective you mentioned, the principles will not be readily apparent when you give that advice. I would like to know what you have to say about the principles.

A teacher: If students are to take the final examination at the end of the twelfth grade, we cannot achieve our true learning goals in the tenth, eleventh, and twelfth grades. Instead, we will have to work toward preparing the students to pass the examination. They should take both a thirteenth school year and the examination at another school.

Dr. Steiner: On the other hand, the whole question of final examinations arose from a different perspective, namely, that the students wanted to, or their guardians wanted them to, take the test. Has anything changed in that regard? The students, of course, are unhappy, but students in other schools are also unhappy that they need to learn things they don’t want to learn. I mean that our students are unhappy about the same things all other children with the same maturity at eighteen or nineteen years are unhappy about. The question of final examinations is purely a question of opportunity. It is a question of whether we dare tell those who come to us that we will not prepare them for the final examination at all, that it is a private decision of the student whether to take the final examination or not. That is the question. For the future, it would be possible to answer that question in principle, but I do not think it would be correct to decide it for this year at the present stage.

A teacher asks whether it would be better to have the students take a thirteenth school year at another school and take their examinations there. Should a note be sent to the parents with that suggestion?

Dr. Steiner: You can do all that, but our students cannot avoid having to take an entrance examination. The question is only whether they will fail the entrance examination or the final examination.

Most of the parents want their children to have an opportunity to attend a university, in spite of the fact they gave the students to us. Both parents and students want that. At the beginning, the children did not believe it would be a problem. Their concern was that they would be able to take the final examination. That is certainly a possibility, and they can try it, but we cannot solve the problem simply by sending the students to a thirteenth school year at another school. The question is only whether we can solve it in the way we already discussed but found very problematic and therefore rejected. If we are firm about completing the school, the question is whether we could consider the alternative of creating a preparatory session in addition to the school. We rejected that because we thought it very unpedagogical. The question is whether to create a preparatory group or ignore the curriculum. I think it would be best if we did not send the students to another school. They would then need to take an entrance examination. However, if we completed the curriculum through the twelfth grade, we could use a thirteenth year to prepare them for the final examination.

Let’s consider the question pedagogically. Suppose a child comes into the first grade at the age of six or seven and completes the twelfth grade at the age of eighteen or nineteen. At that time and not later, the child should actually begin the transition into the university. Adding another year then is just about as smart as what the state does when it believes there is more material to be learned and adds an additional year for medical education. Those are the sorts of things that can drive you up the wall. Those who do not want to attend the university will need to find their own way in life. They will be useful people in life without the final examination, since they will find what they need for life here. Those who are to go to the university can use an additional year to unlearn a little. I think we can certainly think of the thirteenth year as a year of boning up. Nevertheless, we will certainly need to be careful that they pass, since we cannot put the children in a different school. We will need to separate it in some way from the Waldorf School, and we could hire instructors. We would have to enlarge the faculty to include the thirteenth grade. If we hired such people and the faculty kept control of things, we could possibly do that. That is what I think.

A teacher asks about the students who are not yet ready for the examination.

Dr. Steiner: We could suggest that, in our judgment, they are not yet ready. At other schools, the question of taking the final examination is also handled by advising the relatives of such students in the last grade not to enroll them, but to wait a year. We could also give such advice, and tell the officials that we gave it. You have always said something that is true: we have had these students only from a particular grade. We could give the ministry a report stating that it was impossible for us to properly prepare the students for the final examination during the time they were with us. We believe they need to wait a year. You should try to advise them against it, but if they want to enroll for the examination, you should inform the officials in the way we discussed by saying we think the students need to stay in school one more year.

A teacher asks about counseling students for choosing a career.

Dr. Steiner: That can be done only in individual cases. It would hardly be possible to do it in principle. In most instances, the school has little influence upon their choice of career. Determining that is really not so simple. By the time a boy is eighteen or nineteen, he should have come to an opinion about which career he should work toward; then, based on that desire, you can counsel him. This is something that involves much responsibility.

A teacher asks about pedagogical activities relating to writing essays and giving lectures.

Dr. Steiner: That would be good in many instances, particularly for eurythmy students. I think that if you held to the kind of presentations I gave in Ilkley, it would be very useful.

I do not know what you should do to revise my lectures. It is not really possible to give a lecture and then tell someone how to revise it.

A teacher asks about reports on work at the school.

Dr. Steiner: Why shouldn’t we be able to report on our work? I think we should be able to send reports to the Goetheanum on things, like those, I believe it was Pastor Ruhtenberg, has done about German class. You could give the details and the general foundation of what you as a teacher think about the specific subject. For each subject you could do things like what Ruhtenberg did and also a more general presentation about the ideas and basis of the work done up to now.

It would probably be quite good if you did some of these things the way you previously did. Keep them short and not too extended, so that the Goetheanum could publish something more often, something concrete about how we do one thing or another. the Goetheanum now has a circulation of six thousand, so it would be very good for such reports to appear in it or in some other newspaper.

A shop teacher thinks it is too bad that painting instruction cannot be done as regularly and in the upper grades as often as in the lower grades. He also asks about painting techniques for the lower grades.

Dr. Steiner: It does no harm to interrupt the painting class for a few years and replace it with sculpting. The instruction in painting has a subconscious effect, and when the students return to the interrupted painting class, they do it in a more lively way and with greater skill. In all things that depend upon capability, it is always the case that if they are withheld, great progress is made soon afterward, particularly when they are interrupted.

I think painting instruction for the lower grades needs some improvement. Some of the teachers give too little effort toward technical proficiency. The students do not use the materials properly. Actually, you should not allow anyone to paint on pieces of paper that are always buckling. They should paint only on paper that is properly stretched. Also, they should go through the whole project from start to finish, so that one page is really completed. Most of the drawings are only a beginning.

Since you are a painter, what you want will probably depend upon your discussing technical questions and how to work with the materials with the other teachers. No other practical solution is possible.

In the two upper grades, you could have the talented students paint again. There is enough time, but you would have to begin again with simpler things. That could not cause too many problems if you did it properly. With younger children, painting is creating from the soul, but with older children, you have to begin from the perspective of painting. You need to show them what the effects of light are and how to paint that. Do all the painting from a practical standpoint. You should never have children older than ten paint objects because that can ruin a great deal. (Dr. Steiner begins to draw on the blackboard with colored chalk.) The older the children are, the more you need to work on perspective in painting. You need to make clear to them that here is the sun, that the sunlight falls upon a tree. So, you should not begin by drawing the tree, but with the light and shadowy areas, so that the tree is created out of the light and dark colors, but the color comes from the light. Don’t begin with abstractions such as, “The tree is green.” Don’t have them paint green leaves; they shouldn’t paint leaves at all, but instead areas of light. That is what you should do, and you can do it.

If I were required to begin with thirteen- or fourteen-year-olds, I would use Dürer’s Melancholia as an example of how wonderfully light and shadows can be used. I would have them color the light at the window and how it falls onto the polyhedron and the ball. Then, I would have them paint the light in the window of Hieronymus im Gehäus. And so forth. It is very fruitful to begin with Melancholia; you should have them translate the black and white into a colorful fantasy. We cannot expect all the teachers to be well-versed in painting. There may be some teachers who are not especially interested in painting because they cannot do it, but a teacher must be able to teach it without painting. We cannot expect to fully develop every child in every art and science.

A teacher: Someone proposed that the school sell the toys the shop class makes.

Dr. Steiner: I do not know how we can do that. Someone also wanted to sell such things in England, with the proceeds going to the Waldorf School, I believe. However, we cannot make a factory out of the school. We simply cannot do that; that would be pure nonsense. This idea makes sense only if someone proposes building a factory in which the things we make at school would be used as prototypes. If that is what they meant, it is no concern of ours. At most, we can give them the things for use as prototypes. However, I did not understand the proposal in that way, so it really doesn’t make much sense. In the other case, someone could make working models. If someone were to come with a proposal to create a factory, we could still think about whether we wanted to work that way.

A teacher requests a new curriculum for religion class in the upper grades.

Dr. Steiner: We have laid out the religious instruction for eight grades in two groups, the first through fourth grades in the lower group, and the others in the upper. The religious instruction is already arranged in two stages. Do you mean that we now need a third?

A teacher asks whether the curriculum could be more specialized for the different grades, for instance, the fifth, eighth, and twelfth grades.

Dr. Steiner: You can show me tomorrow how far I went then.

A teacher asks about the material for religion class in the ninth grade.

Dr. Steiner: St. Augustine and Thomas à Kempis.

A teacher asks if Dr. Steiner would add something more to the ritual services throughout the year, for example, colors or such things.

Dr. Steiner: The Youth Service for Easter is connected with the entire intention of youth services. I am not certain what you mean. Were you to do that, you would preoccupy the children with a suggested mood. That is not good while they are still in school.

Through that, you would make them less open. Certainly, children need to remain naïve until a certain age, to do things without being fully conscious of them. Therefore, we should not have a complete calendar of the year, as that would suggest certain moods. Children need to be somewhat naïve about such things, at least until a certain age. You certainly could not have a small child who has just learned to walk, walk according to a vowel or consonant mood. You can work only with the Gospel texts in the Mass. I think that in the Youth Services we can proceed more objectively. The Mass is also not given according to season; it does not adhere strictly to the calendar. What was done historically comes in question only for the reading. During the period from Christmas until Easter, there is an attempt to present the story of the birth and suffering, but later, we can only take the standpoint that the listeners should learn about the Gospels. I don’t think we can do this strictly according to the calendar.

A teacher asks about creating new classes at Easter.

Dr. Steiner: It is a question of space and even more so of teachers. The problem is that there are no more people within the Anthroposophical Society who could teach within the Waldorf School. We can find no more teachers, and male teachers are nowhere to be found within our movement.

A teacher asks what they can do about the poor enunciation of the children.

Dr. Steiner: You mean you are not doing the speech exercises we did during the seminar? You should have done them earlier, in the lower grades. I gave them for you to do. It is clear the children cannot speak properly. You should also do the exercises for the teachers, but you need to have a feeling for this improper speaking. We have often discussed the hygiene of proper speech. You should accustom the children to speaking clearly at a relatively early age. That has a number of consequences. There would be no opportunity for doing German exercises in Greek class, but it is quite possible during German class. You could do speech exercises of various sorts at nearly every age.

In Switzerland, actors have to do speech exercises because certain letters need to be pronounced quite differently if they are to be understood, g, for example. Every theater particularly studies pronouncing g. Concerning the course by Mrs. Steiner, you should never give up requesting it. At some time you will have to get it from her. If you request it often enough, it will happen.

Some teachers ask about the school garden and how it could be used for teaching botany.

Dr. Steiner: Cow manure. Horse manure is no good. You need to do that as well as we can afford to do. In the end, for a limited area, there can be no harmony without a particular number of cattle and a particular amount of plants for the soil. The cattle give the manure, and if there are more plants than manure, the situation is unhealthy.

You cannot use something like peat moss, that is not healthy. You can accomplish nothing with peat. What is important is how you use the plants. Plants that are there to be seen only are not particularly important. If you grow plants with peat, you have only an appearance, you do not actually increase their nutritional value. You should try to observe how the nutritional value is diminished when you grow seedlings in peat.

You need to add some humus to the soil to make it workable. It would be even better if you could use some of Alfred Maier’s manure and horn meal. That will make the soil somewhat softer. He uses ground horns. It is really a homeopathic fertilizer for a botanical garden, for rich soil. In the school garden, you could arrange the plants according to the way you want to go through them. Sometime I will be able to give you the twelve classes of plants.

Yesterday I spoke of the karma of the Anthroposophical Society. To-day I propose to speak of certain cognate matters, and in such a way that the present lecture will be comprehensible in itself.

Everything that will have to be achieved in the present epoch of evolution as a preparation for spiritual happenings in the near and more distant future, is connected with what, among anthroposophists, I have often called the Michael Event. And in connection with this Michael Event I want to speak to-day about something that concerns the Anthroposophical Movement.

In speaking of a happening such as this Michael Event, it must always be remembered that the world develops by stages. When we study the evolution of the world with the faculties which man's earthly life between birth and death enables him to possess to-day, we see humanity evolving on the Earth, we see ancient peoples arising from still earlier peoples; we see that from the background of very ancient Oriental civilisations, from the Indian, the Chinese, the Arabian and the Chaldean-Egyptian peoples, the Greeks and the Romans gradually emerge; then we come to the Middle Ages and finally to our own age—our modern age with all its aberrations but also with its great technical achievements. Yet not only is there this external development of the peoples but as it were behind it, evolution is also taking place. We can perceive evolution being passed through not only by mankind but also by spiritual Beings who are connected in certain ways with the evolution of humanity. In their ranks are those Beings called the Angeloi—the Angels in Christian terminology. They are directly connected with the individual human being. They lead, or guide him in so far as he needs guidance, from one earthly life to another and are his Guardians, his Protectors, whenever and wherever he needs their protection. Therefore, super-sensible though they be and imperceptible to earthly sight, the Angeloi are directly connected with mankind's evolution.

In the next immediately adjacent spiritual realm, the Beings whom we call the Hierarchy of the Archangeloi, the Archangels, unfold their activity. The Archangeloi have to do with much that also plays a part in the evolution of humanity. They have to do, not with the individual human being, but with groups of human beings. Thus, as I have said in many anthroposophical lectures, the evolution of the peoples is under the rulership of Archangelic Beings. But it is also the case that certain epochs in Earth-evolution receive their essential impulses from individual Archangeloi. For example, during the three centuries preceding the last third of the nineteenth century, namely during the nineteenth, eighteenth, seventeenth centuries and part of the sixteenth, we must think of the civilised world as being essentially under the dominion of the Archangel known to Christians capable of speaking of these things, as Gabriel. This period was therefore the Age of Gabriel.

This particular Gabriel Age is of great significance for the whole evolution of mankind in modern times, for the following reason. Since the Mystery of Golgotha took place it has been possible for men on the Earth to have this realisation: Through the Mystery of Golgotha, Christ, the sublime Being of the Sun, has come down to the Earth. He has descended from the Sun to the Earth, entering into the body of Jesus and uniting Himself with Earth's destiny. But although the Christ Being has remained united with the Earth, it has not been possible through the succeeding rulerships of Archangeloi from the time of the Mystery of Golgotha until that of the dominion of Gabriel, for the Christ Impulse itself actually to lay hold of the inner physical and etheric forces of mankind. This became possible for the first time under the Gabriel impulse which began to work about three hundred years before the last third of the nineteenth century. Thus, in reality, it is only since that time that by way of the forces of heredity themselves the Christ Impulse has been able to penetrate humanity inwardly. As yet this has not been achieved.

Gabriel rules over the whole realm of the physical forces of heredity within humanity. He is the super-sensible Spirit who is connected essentially with the sequence of the generations, who is—if I may put it so—the great Guardian Spirit of the mothers who bring children into the world. Gabriel has to do with births, with the embryonic development of the human being. The forces of Gabriel work in the spiritual processes underlying the physical process of propagation. And so it is only since this recent Gabriel rulership that the physical propagation of mankind on Earth has come into connection in the real sense with the Christ Impulse.

From the end of the eighteen-seventies, the rulership of Michael begins. It is a rulership altogether different in character from that of Gabriel. Whereas the rulership of the Archangel in the three preceding centuries comes to expression in spiritual impulses working in the physical, Michael is the Archangel who in his rulership has paramountly to do with the powers of the intelligence in mankind, with everything, therefore, that concerns the intellectual, the spiritual evolution and culture of mankind. In any study of the earthly circumstances of humanity it is extremely important to realise that the Gabriel rulership which in the spiritual sphere has an effect upon what is most deeply physical, is always followed by the regency of Michael, who has to do with the spiritual element in culture. The Archangel Gabriel, therefore, is the Divine Guardian of the process of physical propagation. The Spirit who has to do with the development of the sciences, of the arts, of the cultural element of the epoch, is the Archangel known in Christianity as Michael. Over those civilisations which are predominant in every epoch, seven successive Archangel-rulerships take place. Six other such rulerships have therefore preceded the present rulership of Michael. And if, beginning with Gabriel, we go backwards through these rulerships, we come to an epoch when Michael again held sway. Every such rulership, therefore, is always the repetition of earlier, identical rulerships, and the evolution of the Archangels themselves takes place through this cyclic progress. After a period of about two thousand years, the same Archangel always assumes the rulership again within the predominating civilisation.

But these periods of rulership, each of which lasts for a little over three hundred years, are essentially different from one another. The difference is not always as great as it is between the Michael rulership and the Gabriel rulership, but the rulerships are, nevertheless, essentially different. And here we can say: Each reign of Gabriel is preparatory to an age when the peoples become more widely separated from one another and more differentiated. In the age following his dominion the nationalistic tendency also becomes accentuated. So, if you ask yourself why it is that such strong nationalistic feeling is asserting itself to-day under the rulership of Michael, which has now begun, the answer is that preparation took place spiritually a long time ago; the influence worked on and then began to decline, but the after-effects—often worse than the event itself—continue. It is only by degrees that the impulse of Michael can make its way into what is, to a great extent, a legacy from the past reign of Gabriel. But always when an age of Michael dawns, a longing begins to arise in mankind to overcome racial distinctions and to spread through all the peoples living on the Earth the highest and most spiritual form of culture produced by that particular age. Michael's rulership is always characterised by the growth of cosmopolitanism, by the spread of a spiritual impulse among peoples who are ready to receive it, no matter what language they speak. Of the seven Archangels who send their impulses into the evolution of humanity, Michael is always the one who gives the cosmopolitan impulse—and at the same time the impulse for the spreading of whatever is of most intrinsic value in a particular epoch.

If we turn now to past times in the evolution of humanity, asking ourselves in what period the previous Michael Age occurred, we come to the epoch which culminated in those cosmopolitan deeds springing from the impulse of the lofty spiritual culture of Greece, whose fruits were carried over to Asia through the campaigns of Alexander. There, developing from the foundations of the ancient culture, we see the urge to take the spiritual culture of Greece—the little land of Greece—over to the Oriental peoples, to Egypt; there is an urge to spread a cosmopolitan impulse in this way among all the peoples able to receive it. This cosmopolitan impulse, this urge of the earlier Age of Michael, to spread over the world all that the Greek culture had achieved for humanity, was of the very greatest possible significance. The crowning triumph of that Age was represented, in a certain sense, by the city of Alexandria in its prime, standing yonder in North Africa.

These things came to pass in the preceding Age of Michael. Thereafter the other six Archangels assume in time their dominions. And in the last third of the nineteenth century, at the end of the seventies, a new Michael Age begins. But never yet in the whole of earthly evolution has the difference between two Ages of Michael been as great as that between the Michael Age at the time of Alexander and the one in which we have been living since the end of the seventies of the last century. For between these two reigns of Michael falls the Event which gives Earth-evolution its true meaning: the Mystery of Golgotha.

Let us now consider what it is that Michael has to administer in the spiritual Cosmos. It is Michael's task to administer a power that is essentially spiritual, reaching its zenith in man's faculty of intellectual understanding. Michael is not the Spirit who, if I may put it so, cultivates intellectuality per se; the spirituality he bestows strives to bring enlightenment to mankind in the form of ideas, of thoughts—but ideas and thoughts that grasp the spiritual. His wish is that man shall be a free being, but one who discerns in his concepts, in his thoughts, what comes to him as revelation from the spiritual worlds.

And now think of the Michael Age at the time of Alexander. As I have so often said, human beings in our day are extremely clever—that is to say, they form concepts, they have ideas; they are intellectual, possessing as it were a self-made intellectuality. People were clever, too, in the days of Alexander. Only if in those times they had been asked: Whence do you derive your concepts, your ideas?—they would not have said: We have produced them out of ourselves. ... No, they received into themselves the spiritual revelations, and together with these revelations, the ideas. They did not regard the ideas as something which man evolves out of himself, but as something revealed to him in his spiritual nature. The task of Michael at that time was to administer this heavenly Intellectuality—in contrast to earthly Intellectuality. Michael was the greatest of the Archangels who have their abode on the Sun. He was the Spirit who sent down from thence to the Earth not only the Sun's physical-etheric rays but, within them, the inspired Intellectuality. And in those past days men knew: the power of Intelligence on Earth is a gift of the Heavens, of the Sun; it is sent down from the Sun. And the one who actually sends the spiritual Intellectuality down to the Earth, is Michael. In the ancient Sun Mysteries this wonderful Initiation-teaching was given: Michael dwells on the Sun; there he administers the Cosmic Intelligence. This Cosmic Intelligence, inspired into human beings, is a gift of Michael.

Then came the epoch when man was to be made ready to unfold intellect out of his own, individual force of soul; he was not merely to receive the Cosmic Intelligence through revelation but to evolve Intelligence out of his inner forces. Preparation for this was made by Aristotelianism—that remarkable philosophy which arose in the twilight period of Greek culture and was the impulse underlying the campaigns of Alexander the Great in Africa and Asia.

By means of Aristotelianism, earthly Intelligence emerged as though from the shell of the Cosmic Intelligence. And from what came to be known as Aristotelian Logic there arose that intellectual framework on which the thinking of all subsequent centuries was based; it conditioned human intelligence.

And now you must conceive that through this single deed the Michael Impulses culminated: the earthly-human Intelligence was established, while, as a result of the campaigns of Alexander, the culture of Greece was imprinted upon those peoples who at that time were ready to receive the cosmopolitan impulse.

The epoch of Michael was followed by that of Oriphiel. The Archangel Oriphiel assumed dominion. The Mystery of Golgotha took place. At the beginning of the Christian era, those human souls who had been conscious of the leadership of the Archangel Michael in Alexander's time and had participated in the deeds of which I have just spoken, were gathered around Michael in the realm of the Sun. Michael had relinquished his dominion for the time being to Oriphiel, and in the realm of the Sun, together with those human souls who were to be his servants, Michael witnessed the departure of Christ from the Sun.

This, too, is something of which we must be mindful.—Those human souls who are connected with the Anthroposophical Movement may say to themselves: We were united with Michael in the realm of the Sun. Christ, who hitherto had sent His Impulses towards the Earth from the Sun, departed from the Sun in order to unite Himself with earthly evolution!—Try to picture to yourselves this stupendous cosmic event that took place in realms beyond the Earth: it lies within the mighty vista open to those human souls who at that time were gathered around Michael as servants of the Angeloi, after his rulership on Earth had ended. In the realm of the Sun they witnessed the departure of the Christ from the Sun. “He is departing!” ... such was their great and overwhelming experience when He left in order to unite His destiny with the destiny of earthly humanity.

Truly it is not only on the Earth but in the life between death and rebirth that the souls of human beings receive the impulse for the paths they take. Above all was it so in the case of those who had lived through the time of Alexander. A great and mighty impulse went forth from that moment in cosmic history when these souls witnessed the departure of Christ from the Sun. They saw clearly: the Cosmic Intelligence is passing over gradually from the Cosmos to the Earth! And Michael, together with those around him saw that all the Intelligence once streaming through the Cosmos was now sinking down, stage by stage, upon the Earth.

Michael and those who belonged to him—no matter whether they were in the spiritual world or incarnate for a brief earthly life—were able to visualise the rays of the Intelligence arriving, in the eighth century of the Christian era, in the earthly realm itself. And they knew that down upon the Earth the Intelligence would unfold and develop further. Now, on the Earth, the appearance of the first ‘self-made’ thinkers could be observed. Hitherto, great human beings who were ‘thinkers’ had received their thoughts by way of Inspiration; the thoughts had been inspired into them. Only now, from the eighth century A.D. were there those who could be called ‘self-made’ thinkers—those who produced their own thoughts out of themselves. And within the Archangelic host in the realm of the Sun, the mighty proclamation rang forth from Michael: The power belonging to my kingdom and under my administration in this realm is here no longer; it streams downwards to the Earth and must there surge onwards!

From the eighth century onwards this was the spectacle of the Earth as witnessed from the Sun. And within it was the great mystery: The forces which are pre-eminently the forces of Michael have descended from the Heavens and are now upon the Earth. This was the profound secret which was known to Initiates in Schools such as those I spoke of yesterday, for example, the renowned School of Chartres. In earlier times, when men wished to discover the true nature of Intelligence they had been obliged, in the Mystery Centres, to look upwards to the Sun. Now the Intelligence was upon the Earth, though not as yet very clearly perceptible. But gradually there was recognition that human beings were now evolving who possessed an individual intelligence of their own. One of those in European civilisation in whom the first sparks of personal thinking were alight was Johannes Scotus Erigena. I have often spoken of him. But there had been a few others, even before him, whose thoughts were not merely inspired, who no longer received revelations, but who could be called self-made thinkers. And now this individual thinking became more and more widespread.

There was a possibility in Earth-evolution of making this self-produced thinking serve a particular end. Consider what it represented: it was in actuality the sum-total of those impulses from Michael's realm in the Heavens which had found their way to the Earth. And for the time being Michael was called upon to allow the Intelligence to unfold without his participation. Not until the year 1879 was he to re-assume his rulership. In the meantime, the Intelligence developed in such a way that at the first stages he could not have exercised his dominion. His influences could not be exerted over men who were unfolding their own, individual thoughts. His time had not yet come.

This profound secret of the descent of the pan-Intelligence in the evolution of humanity was known in a few Mystery Centres over in the East. And so, within these particular Oriental Mysteries, a few chosen pupils could be initiated into this secret by certain deeply spiritual, highly developed men. Through dispensations of a nature which it is difficult for the earthly intellect to comprehend, the illustrious Court of which I have spoken at the Goetheanum and in other places, came into touch with this secret of which certain Oriental Mysteries were fully cognisant. In the eighth and at the beginning of the ninth century, under the leadership of Haroun al Raschid, this Court wielded great power over in Asia. Haroun al Raschid was a product of Arabian culture, a culture tinged with Mohammedanism. The secret of which I have spoken found its way to some of Haroun al Raschid's initiated Counsellors—or to those who possessed at least a certain degree of knowledge—and the brilliance of his Court was due to the fact that it had come in touch with this secret. At this Court were concentrated all the treasures of wisdom, of art, of the truths of religious life to be found in the East—coloured, of course, by Mohammedanism. In the days when, in Europe, at the Court of Charlemagne who was a contemporary of Haroun al Raschid, men were occupied in collating the first rudiments of grammar and everything was still in a state of semi-barbarism, there flourished in Baghdad that brilliant centre of Oriental, Western Asiatic spiritual life. Haroun al Raschid gathered around him men who were conversant with the great traditions of the Oriental Mysteries. And he had by his side one particular Counsellor who had been an Initiate in earlier times and whose spiritual driving forces were still influenced by the previous incarnations. He was the organiser of all that was cultivated at the Court of Haroun al Raschid in the domains of geometry, chemistry, physics, music, architecture, and the other arts—above all, a distinguished art of poetry. In this renowned and scintillating assembly of sages, it was felt, more or less consciously: the earthly Intelligence that has come down from the Heavens upon the Earth must be placed in the service of Mohammedan spiritual life!

And now consider this: from the time of Mohammed, from the time of the early Caliphs onwards, Arabian culture was carried from Asia across North Africa into Europe, where it spread as the result of warlike campaigns. But in the wake of those who by means of these campaigns spread Arabism as far even as Spain—France was affected by it and, spiritually, the whole of Western Europe—there also came outstanding personalities. The wars waged by the Frankish kings against the Moors, against Arabism, are known to all of you ... but that is the external aspect, that is what happens in external history ... much more important is it to know how the spiritual streams flow on perpetually within the evolution of mankind.

Haroun al Raschid and his wise Counsellor passed through the gate of death. But after their life between death and rebirth they continued to pursue their earthly aims in remarkable ways. It was their aim to introduce Arabian modes of thinking into the European world with the help of the rudiments of the Intelligence now spreading in Europe. And so after Haroun al Raschid had passed through the gate of death, while his soul was traversing spiritual, starry worlds, we see his gaze directed unswervingly from Baghdad across Asia Minor, to Greece, Rome, Spain, France and then northwards to England. Throughout this life between death and rebirth his attention was directed to the South and West of Europe. And then Haroun al Raschid appeared again in a new incarnation—becoming Lord Bacon of Verulam. Bacon himself is the reincarnated Haroun al Raschid who in the intervening time between death and rebirth had worked as I have just described.

But the other, the one who had been his wise Counsellor, chose a different direction—from Baghdad across the Black Sea, through Russia and then into Middle Europe. The two individualities took different paths and directions. Haroun al Raschid passed to his next earthly goal as Lord Bacon of Verulam; the wise Counsellor during his life between death and a new birth did not divert his gaze from the sphere where influences from the East can be increasingly potent, and he appeared again as Amos Comenius (Komenski), the great educational reformer and author of “Pan-Sophia.” And from the interworking of these two individualities who had once been together at the Court in Baghdad there subsequently arose in Europe something which unfolded—more or less at a distance from Christianity—in the form of Arabism derived from influences of that past time when the Intelligence had first fallen away from Michael on the Sun.

What came outwardly and physically to expression in wars was, as we know, repelled by the Frankish kings and the other European peoples. We see how the Arabian campaigns which with such a powerful initial impetus were responsible for the spread of Mohammedan culture, were broken and brought to a halt in the West; we see Mohammedanism disappearing from the West of Europe. Nevertheless, divested of the outer forms it had assumed and the external culture it had founded, this later Arabism became modern natural science, and also became the basis of what Amos Comenius achieved for the world in the domain of pedagogy. And in this way the earthly Intelligence, ‘garrisoned’ as it were by Arabism, continued to spread right on into the seventeenth century.

Here we have indicated something that lies as sub-strata of the soil into which we to-day have to sow the seeds of Anthroposophy. We must ponder deeply over the inner and spiritual reality behind these things.

In Europe, while this stream was flowing over from Asia as the spiritual continuation of that Illustrious Court of Baghdad, Christianity was also developing and spreading. But the spread of Aristotelianism in Europe was fraught with great difficulties. The natural science of Aristotle had been carried to Asia by the mighty deeds of Alexander and the impulses flowing from Hellenistic spiritual life, but here it had been seized upon by Arabism. In Europe, within the expanding Christian culture, Aristotelianism was at first known in a diluted form only. Then, in the manner which I have already indicated, Aristotelianism joined hands with Platonism—Platonism, which was based directly upon the ancient teachings of the Greek Mysteries.

But at the very outset, Aristotelianism spread in Europe by slow degrees while Platonism took the lead and prompted the establishment of schools, one of the most important being the School of Chartres. At Chartres, the scholars of whom I spoke yesterday—Bernard Sylvestris, Bernard of Chartres, John of Salisbury and, foremost among them all, Alanus ab Insulis—were all working in the twelfth century. In this School men spoke very differently from those whose teachings were merely an echo of Arabism. The teachings given in the School of Chartres were pure and genuine Christianity, illumined by the ancient Mystery-wisdom still remaining within reach of men. And then something of immense significance took place. The leading teachers of Chartres, who with their Platonism had penetrated deeply into the secrets of Christianity and who had no part in Arabism, went through the gate of death. Then there took place, for a brief period at the beginning of the thirteenth century, a great ‘heavenly conference.’ And when the most outstanding of the teachers—foremost among them Alanus ab Insulis—had passed through death and were in the spiritual world, they united in a momentous cosmic deed with those who at that time were with them but who were destined in the very near future to come into earthly existence for the purpose of cultivating Aristotelianism in a new way. Among those preparing to descend were individualities who had participated with deep intensity of soul in the working of the Michael Impulse during the time of Alexander. And at the turn of the twelfth century we may picture, for it is in keeping with the truth, a gathering-together of souls who had just arrived in the spiritual world from places of Christian Initiation—of which the School of Chartres was one—and souls who were on the point of descending to the Earth. In the spiritual realms, these latter souls had preserved, not Platonism, but Aristotelianism, the inner impulse of the Intelligence deriving from the Michael Age in ancient times. Now, in the spiritual world, the souls gathered together ... among them, too, were souls who could say: We were with Michael and together with him we witnessed the Intelligence streaming down from the Heavens upon the Earth; we were united with him too in the mighty cosmopolitan Deed enacted in earlier times when the Intelligence was still administered from the Cosmos, when he was still the ruler and administrator of the Intelligence.

And now, for the time being, the teachers of Chartres handed over to the Aristotelians the administration and ordering of the affairs of the spiritual life on Earth. Those who were now to descend and were by nature fitted to direct the earthly, personal Intelligence, took over the guidance of spiritual life on Earth from the Platonists, who could work truly only when the Intelligence was being administered “from the Heavens.”

It was into the Dominican Order above all that those individualities in whose souls the Michael Impulse was still echoing on from the previous Age of Michael, found their way. And from the Dominican Order issued that Scholasticism which wrestled through many a bitter but glorious battle to master the true nature and operation of the Intelligence within the human mind. Deeply rooted in the souls of those founders of Dominican Scholasticism in the thirteenth century was this great question: What is taking place in the domain of Michael?

There were men, later on known as Nominalists, who said: Concepts and ideas are merely names, they have no reality. The Nominalists were under an Ahrimanic influence, for their real aim was to banish Michael's dominion from the Earth. In asserting that ideas are only names and have no reality, their actual aim was to prevent Michael's dominion from prevailing on Earth. And at that time the Ahrimanic spirits whispered to those who would lend their ear: The Cosmic Intelligence has fallen away from Michael and is here, on the Earth: we will not allow Michael to resume his rulership over the Intelligence! ... But in that heavenly conference—and precisely here lies its significance—Platonists and Aristotelians together formed a plan for the furtherance of the Michael Impulses.—In opposition to the Nominalists were the Realists of the Dominican Order who maintained: Ideas and thoughts are spiritual realities contained within the phenomena of the world, they are not merely nominal.

If one understands these things, one is often reminded of them in a really remarkable way. During my last years in Vienna, one of my acquaintances among other ordained priests was Vincenz Knauer, the author of the work, Hauptprobleme der Philosophie, which I have often recommended to Anthroposophists. In the nineteenth century he was still involved in this conflict between Nominalism and Realism. He was trying to make it clear that Nominalism is fallacious and he had chosen a very apt example to illustrate his arguments. It is also given in his books. But I remember with deep satisfaction a certain occasion when I was walking with him along the Wahringstrasse in Vienna. We were speaking about Nominalism and Realism. With all his self-controlled enthusiasm which had something remarkable about it, something of the quality of genuine philosophy in contrast to the philosophy of others who had more or less lost this quality—Knauer said on that occasion: I always make it clear to my students that the Ideas made manifest in the things of the world have reality—and I tell them to think of a lamb and a wolf. The Nominalists would say: A lamb is muscle, bone, matter; a wolf is muscle, bone, matter. What receives objective existence in lamb-flesh as the form, the idea of the lamb—that is only a name. “Lamb” is a name there and not, as idea, a reality. Similarly, as idea, “wolf” is not anything real but only a name. But—Knauer went on—it is easy to refute the Nominalists for one need only say to them: Give a wolf nothing but lamb's flesh to eat for a time and no other food whatever. If the idea “lamb” contains no reality, is only a name, and if the lamb is nothing but matter, the wolf would gradually become a lamb. But it does not do so! On the contrary, it goes on being the reality “wolf.” In what stands there before us as the lamb, the idea “lamb” has, as it were, gathered the matter and brought it into the form. Similarly with the wolf: the idea “wolf” has gathered the matter and cast it into the form.

This was the fundamental issue in the conflict between the Nominalists and the Realists: the reality of what is apprehensible only by the intellect.

Thus we see that it was the task of the Dominicans to work in advance, at the right time, for the next Michael rulership. And whereas in accordance with the decisions of that heavenly conference at the beginning of the thirteenth century, the Platonists—the teachers of Chartres, for example—remained in the spiritual world and had no incarnations of significance, the Aristotelians were to work at that time for the cultivation of the Intelligence, on Earth. And from Scholasticism—which only much later, in the modern age, was distorted, caricatured and made Ahrimanic by Rome—from Scholasticism there has proceeded all intellectual striving in so far as it has kept free from the influence of Arabism.

So at that time when these two streams of spiritual life are to be perceived in Middle and Western Europe: on the one side, the stream with which Bacon and Amos Comenius were connected; on the other side, the stream of Scholasticism that was and is Christian Aristotelianism takes its place in the evolution of civilisation in order to prepare, as was its task, for the new Age of Michael. When, during the rulership of the preceding Archangels, the Schoolmen looked up into the spiritual realms they said to themselves: Michael is yonder in the heights; his rulership must be awaited. But some preparation must be made for the time when he once again becomes the Regent of all that which, through the dispensation of cosmic evolution, fell away from him in the Cosmos. This time must be prepared for! ... And so a stream began to flow which, though diverted into a false channel through Ultramontanism, continued and carried with it the impulse of preparation proceeding from the thirteenth century.

It was a stream, therefore, whose source is Aristotelian and whose influence worked directly on the ordering of the Intelligence that was now in the earthly realm. With this stream is connected that of which I spoke yesterday, saying that one who had remained a little longer with Alanus ab Insulis in the spiritual world, came down as a Dominican and brought a message from Alanus ab Insulis to an older Dominican who had descended to the Earth before him.

An intense will was present in the spiritual life of Europe to take strong hold of the thoughts. And in realms above the Earth these happenings led, at the beginning of the nineteenth century, to a great, far-reaching Act in the spiritual world where that which later on was to become Anthroposophy on the Earth was cast into mighty Imaginations. In the first half of the nineteenth century, and even for a short period at the end of the eighteenth, those who had been Platonists under the teachers of Chartres, who were now living between death and rebirth, and those who had established Aristotelianism on Earth and who had long ago passed through the gate of death—all of them were united in the heavenly realms in a great super-earthly Cult or Ritual. Through this Act all that in the twentieth century was to be spiritually established as the new Christianity after the beginning of the new Michael Age in the last third of the nineteenth century—all this was cast into mighty Imaginations.

Many drops trickled through to the Earth. Up above, in the spiritual world, in mighty, cosmic Imaginations, preparation was made for that creation of the Intelligence—an entirely spiritual creation—which was then to come forth as Anthroposophy. What trickled through made a very definite impression upon Goethe, coming to him in the form, as it were, of little reflected miniatures. The mighty pictures up above were not within Goethe's ken; he elaborated these little miniature pictures in his Fairy Tale of the Green Snake and the Beautiful Lily. Truly, it opens up a wonderful vista! The streams I have described flow on in such a way that they lead to those mighty Imaginations which take shape in the spiritual world under the guidance of Alanus ab Insulis and the others. Drops trickle through, and at the turn of the eighteenth century Goethe is inspired to write his Fairy Tale. It was, we might say, a first presentation of what had been cast in mighty Imaginations in the spiritual world at the beginning of the nineteenth, indeed by the end of the eighteenth century. In view of this great super-sensible Cult during the first half of the nineteenth century, it will not surprise you that my first Mystery Play, The Portal of Initiation—which in a certain respect aimed at giving dramatic form to what had thus been enacted at the beginning of the nineteenth century—became alike in outer structure to what Goethe portrayed in his Fairy Tale. For having lived in the super-earthly realms in Imaginative form, Anthroposophy was to come down to the Earth. Something came to pass in the super-earthly realms at that time. Numbers of souls who in many different epochs had been connected with Christianity came together with souls who had received its influences less directly. There were those who had lived on Earth in the Age when the Mystery of Golgotha took place and also those who had lived on Earth before it. The two groups of souls united in order that in regions beyond the Earth, Anthroposophy might be prepared. The individualities who, as I said, were around Alanus ab Insulis, and those who within the Dominican stream had established Aristotelianism in Europe, were united, too, with Brunetto Latini, the great teacher of Dante. And in this host of souls there were very many of those who, having again descended to the Earth, are now coming together in the Anthroposophical Society. Those who feel the urge to-day to unite with one another in the Anthroposophical Society were together in super-sensible regions at the beginning of the nineteenth century in order to participate in that mighty Imaginative Cult of which I have spoken.

This too is connected with the karma of the Anthroposophical Movement. It is something that one discovers, not from any rationalistic observation of this Anthroposophical Movement in its external, earthly form only, but from observation of the threads that lead upwards into the spiritual realms. Then one perceives how this Anthroposophical Movement descends. At the end of the eighteenth and beginning of the nineteenth centuries it is, in very truth, the “heavenly” Anthroposophical Movement. What Goethe transformed into little miniature images in the Fairy Tale of the Green Snake and the Beautiful Lily were drops that had trickled through. But it was to come down in the real sense in the last third of the nineteenth century, since when Michael has been striving—but now moving downwards from the Sun to the Earth—to take hold of the earthly Intelligence of men.

We know that since the Mystery of Golgotha Christ has been united with the Earth—with humanity on Earth. But, to begin with, He was not outwardly comprehended by human beings. We have seen also that in the age of Alexander the last phase of the rulership of Michael over the Cosmic Intelligence was taking place. By the eighth century A.D., the Cosmic Intelligence had descended to the Earth. In accordance with the agreements reached with the Platonists, those who were connected with Michael undertook to prepare this earthly Intelligence in Scholastic Realism in such a way that Michael would again be able to unite with it when, in the onward flow of civilisation, he would assume his rulership at the end of the seventies of the nineteenth century.

What matters now is that the Anthroposophical Society shall take up this, its inner task—this task which is: not to contest Michael's rulership of human thinking! Here there can be no question of fatalism. Here it can only be said that men must work together with the Gods. Michael inspires men with his own being in order that there may appear on the Earth a spirituality consonant with the personal Intelligence of men, in order that men can be thinkers—and at the same time truly spiritual. For this and this alone is what Michael's dominion means. This is what must be wrestled for in the Anthroposophical Movement. And then those who are working to-day for the Anthroposophical Movement will appear again on Earth at the end of the twentieth century and will be united with the great teachers of Chartres. For according to the agreement reached in that heavenly conference at the beginning of the thirteenth century, the Aristotelians and the Platonists were to appear together, working for the ever-growing prosperity of the Anthroposophical Movement in the twentieth century, in order that at the end of this century, with Platonists and Aristotelians in unison, Anthroposophy may reach a certain culmination in earthly civilisation. If it is possible to work in this way, in the way predestined by Michael, then Europe and modern civilisation will emerge from decline. But verily in no other way than this! The leading of civilisation out of decline is bound up with an understanding of Michael.

I have now led you towards an understanding of the Michael Mystery reigning over the thinking and the spiritual strivings of mankind. This means—as you can realise—that through Anthroposophy something must be introduced into the spiritual evolution of the Earth, for all kinds of demonic, Ahrimanic powers are taking possession of men. The Ahrimanic powers in many a human body were exultant in their confidence that it would no longer be possible for Michael to take over his rulership of the Cosmic Intelligence which had fallen down to the Earth. And this exultation was particularly strong in the middle of the nineteenth century, when Ahriman already believed: Michael will not again recover his Cosmic Intelligence which made its way from the heavens to the Earth. And this exultation was particularly strong in the middle of the nineteenth century, when Ahriman already believed that Michael would not again recover his Cosmic Intelligence which made its way from the Heavens to the Earth. Verily, great and mighty issues are at stake! For this reason it is not to be wondered at that those who stand in the midst of this battle have to go through many extraordinary experiences.

Stranger things have been said about the Anthroposophical Movement than about any other spiritual Movement. The curious statements made indicate in themselves that with its spirituality and its connection with the Mystery of Golgotha, it is beyond the comprehension even of some of the most enlightened minds of the present day.—Does anyone ever tell you that he has seen a man who is black and white at the same time? I hardly think you would regard him as sane if he said such a thing to you. But to-day people are quite capable of writing in a similar strain about the Anthroposophical Movement. In his book, The Great Secret [Le Grand Secret. Bibliothèque Charpentier, 1921. The passages concerned have been translated from the German version of Maeterlinck's book from which Dr. Steiner was quoting. The original French of these passages will be found on page 182 of the present volume.], Maurice Maeterlinck, for example, taking me to be the pillar of the Anthroposophical Movement, applies in regard to myself a kind of logic entirely similar to that used by someone who claims to have seen a man who is black and white, a European and a Moor at the same time. Now a man can be one of the two, but certainly not both simultaneously! Yet Maeterlinck says: “What we read in the Vedas, says Rudolf Steiner, one of the most erudite and also one of the most confusing among contemporary occultists ...” If somebody were to say he had seen a man who was a European and a Moor at the same time, he would be considered crazy; but Maeterlinck uses the words “erudite” and “confusing” in juxtaposition. He also says: “Rudolf Steiner who, when he does not lose himself in visions—plausible, perhaps, but incapable of verification—of the prehistoric ages, and in astral jargon concerning life on other planets, is a clear and shrewd thinker who has thrown remarkable light on the meaning of this judgement” (he is referring to Osirification) “and of the identification of the soul with God.” In other words, therefore: when Rudolf Steiner is not talking about Anthroposophy, he is a clear and shrewd thinker. Maeterlinck allows himself to say this—and other remarkable things too, for example the following: “Steiner has applied his intuitive methods, which amount to a kind of transcendental psychometry, in order to reconstruct the history of the Atlanteans and to reveal to us what takes place on the sun, the moon and in other worlds. He describes the successive transformations of the entities which become men, and he does so with such assurance that we ask ourselves, having followed him with interest through the introductions which denote an extremely well-balanced, logical and comprehensive mind, if he has suddenly gone mad or if we are dealing with a hoaxer or with a genuine seer.” ... Now just think what this means.—Maeterlinck states that when I write books, the introductions are admittedly the product of an “extremely well-balanced, logical and comprehensive mind.” But when he reads on he does not know whether I have suddenly gone mad or whether I am a hoaxer or a genuine seer. Well, after all I have not written only books! It is always my custom to write an introduction to each book first. Very well, then ... I write a book. Maeterlinck reads the introduction and I seem to him to have an “extremely well-balanced, logical and comprehensive mind.” Then he reads on, and I turn into someone who makes him say: I don't know whether Rudolf Steiner has suddenly gone mad or whether he is a hoaxer or a seer. Then it happens again ... I write a second book: when he reads the introduction Maeterlinck again accepts me as having an “extremely well-balanced, logical and comprehensive mind.” Then he reads the further contents and again does not know whether I am a lunatic or a hoaxer or a seer. And so it goes on ... But suppose everybody were to say: when I read your books you seem, at the beginning, to be very clever, balanced and logical, but then you suddenly go mad! People who are logical when they begin to write and then as they write on suddenly become crazy, must indeed be extraordinary creatures! In the next book they switch round, are logical at the beginning and later on again lunatics! There seems to be a rhythmical sequence ... well, after all there are rhythms in the world!

Such examples indicate how the most enlightened minds of the present age receive what must be established as the Michael Epoch in the world and what has to be done in order that the Cosmic Intelligence which in accordance with the World-Order fell away from Michael in the eighth century A.D., may again be found within earthly humanity. The whole Michael tradition must be renewed. Michael with his feet upon the Dragon—it is right to contemplate this picture which portrays Michael the Warrior, defending the Cosmic Spirit against the Ahrimanic Powers under his feet.

This battle, more than any other, is laid in the human heart. There, within the hearts of men, it is and has been waged since the last third of the nineteenth century. Decisive indeed will be what human hearts do with this Michael Impulse in the world in the course of the twentieth century. And in the course of the twentieth century, when the first century after the end of Kaliyuga has elapsed, humanity will either stand at the grave of all civilisation—or at the beginning of that Age when in the souls of men who in their hearts ally Intelligence with Spirituality, Michael's battle will be fought out to victory.

I

Since the publication of his poem “Sturm” in 1888, John Henry Mackay has been called the “first singer of anarchy”. In his book “Anarchisten” (1891), which describes the social currents of the late 19th century in a way that is more transparent, comprehensive and based on a deep knowledge of the cultural factors of our time than any other book, he emphasized that he was proud of this name. And he has every right to be proud of it. For through him, the world view that is capable of freeing man from the fetters that prejudice and violence have imposed on him for thousands of years has found its poetic expression. What it means that he has put his poetic power at the service of this world view can be seen from the words with which he introduces his “cultural portrait from the end of the century: The Anarchists”. “In no other area of social life is there such a hopeless confusion, such a naive superficiality, such a dangerous ignorance as in the area of anarchism. The mere uttering of the word is like waving a red flag - in blind rage, most people rush at it without taking the time to calmly examine and consider it.” The anarchist's conviction is nothing other than that one person cannot rule over the thoughts, desires and feelings of another, that only a state of communal life can be fruitful in which each person is able to determine the direction and goal of his or her own actions. Until now, everyone thought they knew what was good for everyone in the same way. And they wanted to organize community life in such a way that the “ideal of man” that they had in mind would be achieved. But how can Hinz know whether it is right for Kunz to realize the “ideal of man” that Hinzianism considers to be the “truly ideal”? Religion, the state, laws, duty, justice, etc. have come about because Hinz believed he had to tell Kunz how he – Kunz – could achieve his goal. Hinz has thought of everything for Kunz, except for one thing: that if Hinz shows Kunz the way to his happiness, he takes away from Kunz the opportunity to take care of his own happiness. But that is precisely what anarchism wants to do: to make Hinz realize that he will best take care of Kunz if he lets him be happy in Kunz's way, not Hinz's.

J. H. Mackay has given this view a beautiful expression in the poem “Anarchy” (on p. 444 of this collection):

Always reviled, cursed – never understood,
you have become the nightmare of this age —
They call it the dissolution of all order,
you are and struggle and never-ending murder.

O let them scream! - To them who never sought
To find the truth behind a word,
The true meaning of the word is also denied. They will remain blind among the blind.

But you, word, so clear, so strong, so pure,
That says everything I strive for restlessly,
I give you to the future! - It is yours,
When everyone finally awakens to themselves.

Will it come in the sun's rays? — In the roar of the storm?
I don't know - ... but it appears on earth! —
“I am an anarchist!” - ‘Why?’ - ”I do not
not rule, but also not be ruled!» —

It is sad that it has to happen: But it is necessary to say it again and again that true anarchism has nothing to do with the ridiculous behavior of those unfortunate and unclear fellows who seek to overcome the current social order by force. No, this “anarchism” is nothing more than the docile pupil of these same social institutions, which have always sought to make people understand their ideals of “religion, nationality, state, patriotism, law, duty, right, etc.” through inquisition, cannon and prison. The true anarchist is opposed to all measures of violence, even those that impudently claim the title of “anarchism.”

True anarchism wants the same opportunity for the free development of the personality. And there is no greater restriction of the personality than to try to teach it by force what it should be.

It is not my intention here to refute the objections of all the clever people who regard this avowal of the anarchists as a “pious belief” and point out that the whole of political economy demonstrates the refutation of this belief. Anarchism has a large body of literature that builds its economic foundation better than the advocates of state socialism or any other form of socialism are able to do for theirs. One need only read Tucker's excellent writings to be convinced of this.

But it is not the foundation of true anarchism that interests me here, but J.H. Mackay's position within it.

It is a stroke of luck of the first magnitude that this anarchistic world view has found a singer in Mackay. It may be left to future ages to judge what the enthusiastic and inspiring poems of this man have contributed to the world view of the future. But it behooves us to say that this man, who has undergone difficult and rare struggles to rise to the anarchist confession, should not be taken one-sidedly as a “poet”. John Henry Mackay is a cultural factor within the current development of the European intellectual life. And he has every right to say of the volume of his poems under discussion here: “More than once a sentimentality, a self-deception, an exuberance has elicited a smile from me as the pen went through the pages, changing a word here and there - but always only a single one on purpose - into another. But this volume represents a development, and for that very reason, arbitrary gaps should not be torn into its independently created structure, quite apart from the fact that it was the desire to give a complete picture of this development that this edition owes its existence to in the first place. Therefore, the stronger may try to hold the weaker or the one may fall with the other – in any case, the claim should appear fair to the discerning: that a whole person may demand to be taken as a whole.»

In a future essay, I will show to what extent this statement is justified, especially in the case of J. H. Mackay.

II

It is the energetic struggle of a strong personality that is expressed in J. H. Mackay's “Gesammelte Dichtungen”¹

We are confronted with the noble sensibilities of a man who can only be satisfied when he has reached the height of human existence, where he can feel his own worth as clearly as possible. The highest nobility of the human soul does not lie in a humble, devoted attitude. It lies in the proud awareness that one cannot place oneself high enough. People with such a consciousness feel the great responsibility that the personality has towards itself. They do not want to omit anything that is suitable for developing all the wealth of their talents. For them, human dignity consists in the fact that man must give himself his own value, his own meaning. Humble, devoted natures seek an ideal, a deity that they can worship and adore. For they feel, by their very nature, small and want greatness to be given to them from outside. They do not feel that man is only the pinnacle of nature when he makes himself into one. Their estimation of the world is not the highest. Those who choose a hero “to whom they work their way up the paths to Olympus” ultimately value existence as being of little worth. Those who feel the obligation to make the most of themselves so that their essence contributes to the general value of the world, value it more highly. This obligation is the source of the self-respect of noble natures. And it is also the source of their sensitivity to any foreign intervention in their own self. Their own self wants to be a world unto itself so that it can develop freely from within. Only from this sacred regard for one's own personality can the esteem for the foreign ego also arise. Those who want the possibility of free development for themselves cannot even think of interfering in the world of the foreign personality. And with that we have given the anarchism of noble natures. They strive for this world view out of inner, spiritual necessity.

We follow the path of such a nature in J. H. Mackay's poetry. Only people with a deep soul and fine sensibilities follow this path. It is their nature to see everything in its true greatness. That is why they are also allowed to seek the greatness of their own self. It is true that proud natures usually grow out of a sentimental mood of youth. That they become effusive when they express their feelings towards things. And this sentimentality, this exuberance, is a feature of Mackay's youthful poetry in abundance. But it would be a sad state of affairs for a youth that could not be sentimental, not exuberant. For in such a disposition of mind it is announced that man will recognize the true meaning of things in his later development. He who does not see things in their romantic splendor in his youth will certainly not see them in their truth later. The great things in the world will only escape us if our soul's eye is not attuned to their greatness. But such a disposition leads people in their youth to see things in a more ideal light than they really radiate. And when we can feel with Mackay when he says: “I do not love this youth. It was not cheerful, not free enough, not open enough,” we feel no less his other words: ‘But I have respect for it, for its tireless struggle, its silent self-confidence and its lonely struggle.’ It is precisely the exuberance of youth that gives him the right to feel self-sufficient today. A self-confidence that does not arise from such a disposition inspires us with little confidence. Only those who feel the need to see the world as something lofty and worthy of veneration will have the strength to seek the valuable within themselves. A sober youth will develop into a maturity that underestimates things; an exuberant youth will develop into a true appreciation of the whole world.

This is how Mackay's later, self-liberated nature is foreshadowed in his youthful poetry. His descriptions of nature show his tendency to see things in the light of greatness. When he sings of Scotland's mountains in his first poem, “Children of the Highlands”, it sounds like a demand of the later life ideal:

Like a virgin untouched,
never seduced by love,
To give herself to a man
and to bow her head,
So proud and stiff, so powerfully strong,
Her noble limbs full of marrow,
And never faltering in her courage
In silent splendor Mull rests island.

A poem such as “Über allen Wipfeln” seems to us to have been inspired by a true piety that has the need to be everything to the world that it can be. The poet wrote it during a visit to Ilmenau, in memory of the feelings that Goethe's soul experienced in the same place:

Are these the paths? And you may walk them
Is that not great, unnameable happiness?
And do you not feel how the breath of these winds
carry you back to that distant time?
- You think - and silently you walk the old tracks;
A song hovers on your lips - a song!
You feel the melancholy, how it gently, gently
once surrounded him – and now surrounds you too.

Anyone who can feel the greatness and beauty of the world in this way also has the full right to speak the words that we encounter in Mackay's “Storm” (1888) in later years:

I lift myself up! - Above the others
Rises high and free my proud self!
How long has it taken - after how long a journey?
until I finally found myself!
Now I wander alone. The world seems different to me
The world since I no longer give myself to it:
No laughter laughs to me, and no weeping weeps to me,
I am no longer a “one” - only I am I!
I know nothing more today of that delusion,
the last that forced me into its yoke:
The flag that is called love fell from the tired hand
is called love. - You laugh? Crush me, then!

Anyone who has been able to appreciate the world will also respect the part of the world that he himself is allowed to work on, if it is worthy of appreciation: his own self.

The depth of Mackay's empathy with every human personality is demonstrated by the deeply moving poem “Helene”. It describes a man's love for a fallen girl. If you follow the human ego into such depths, you will also gain the certainty of finding it on the heights.

The only thing that is justified about the belief in God is the human feeling that is inherent in it, which strives for a saint. Only a person who has the need for holy, pious feelings also has the right to atheism. Anyone who denies God only because he does not have the urge for the holy, his atheism appears stale and superficial. One must be capable of being pious, according to one's disposition: then one may be content with the de-divinized world. For one has not simultaneously eradicated the greatness of the world with the divine. What great religious sentiment lies in Mackay's poem “Atheism”.

Perhaps when once the weary eyes break,
When the dark night of death descends,
That a prayer then my lips speak,
that never in life the mind had thought.

Perhaps that I depart with a lie
from a being that has only known truth,
When I suffer the last pains of life
in fear and night and madness bound.

Then my spirit succumbed; then my will broke!
Then reason fled! - But if I can,
Then the last cry, the shrill one, will still be heard,
Then the last beat of the heart will still proclaim:
“I never believed in a God above,
The liar or the fool only give us. I die – and I know of nothing to praise
Perhaps only one: that we live only once!"

We are born into a world that wants to sweep us away with its eternal waves. The thoughts and will of those who came before us live on in our blood. The ideas and power of those around us exert countless influences on us. In the midst of all the hustle and bustle around us, we become aware of our own selves. The more we manage to take the rudder of our life into our own hands, the freer we are. The man who presents us with his poems here strove for such self-liberation. And he considers it his good fortune that he has found himself:

O world, how far you are!
I am drawn over your mountains.
But time, the minion, holds me back.

O man, how small you are!
you can only lift yourself up high
When you have learned to live only for yourself.

O illusion, how great you are!
I never gave myself to you,
And I conquered the fate of silence.

My ego, you raise your head!
You were a child and became a warrior.
He who always believed in himself remains the victor!

This poem from the last part of the “Collected Poems” from the “Strong Year” expresses the attitude of a person who has found himself.

It is from such feelings that a deep resentment of a social order arises that seeks the salvation of the world in erecting all possible barriers around man. The poet Mackay wages war with such an order, the noblest, bloodless war, which fights only with the one weapon that brings people to recognize their true nature. For such a war is nourished by the belief that people free themselves to the extent that they feel the need for their freedom.

A dog is one that knows a master!
But we are not masters and we are not servants!
impudent insolence dares to call
another man, who has the same rights
as he once had in the cradle of life!
— Let everyone see if he can walk,
But no one should be so dog-like as to bend
His knee in fear of another man.

Let every man's forehead be raised equally high,
Whether it be poor or rich!
I will have my right, you may praise yours:
For me, for you, for all it is the same...

(Collected Poems, $. 445)

Mackay may be quiet when others call him a poet of tendency, because as an artist he expresses a world view. Whose whole personality is so intertwined with this world view as his, he expresses it like another person expresses the feeling of love that he feels. For whoever has fought for a world view expresses it as his own being. And truly, it is no less worthy to express humanity's deepest thoughts and feelings than the inclination towards women or the joy of the green forest and the singing of birds.

We see the creator of the great cultural painting “The Anarchists” growing in the volume before us. Those who want to get to know him, how he struggled to realize the ideas in which he sees the liberation of humanity, should reach for these “Collected Poems”. They will feel that clarity is born out of suffering and disappointment. But they will also see the great path of liberation that alone brings man the self-satisfaction that can establish his happiness.

• 1. . Unfortunately, the title of the book discussed here was omitted in the first part of this essay. I am adding it here: “Gesammelte Dichtungen von John Henry Mackay. Mit der Photogravure des Dichters” (Zurich and Leipzig, Karl Henckell & Co).

Certain facts that we come to know through Occult Science, show us that the world is becoming quite different through Theosophy or Occult Science. First, let us talk about how the different realms of nature, the world around us, is imbued with souls. Theosophy illustrates how the human being consists initially of four limbs—the physical body, the etheric body, the astral body and the Ego. Then there are also three higher limbs that are developments of these four.

If we say that the mineral has a physical body in common with all of lifeless nature, and, in addition, plants have an etheric body, animals an astral body, and the human being has the “I am”, then this statement applies to our physical world. On the physical plane, when looking at a mineral even the most developed eye of a clairvoyant is not able to perceive anything apart from a physical body. When looking at a plant, a physical and an etheric body can be seen, and looking at an animal, in addition to these an astral body becomes visible; whilst looking at a human being all of these bodies and the “I am” can be seen in the physical world.

Observation of these entities in the higher worlds reveals that the plant does not only have a physical and an etheric body, but it presents itself to us as quite a complicated entity. If we first examine the plant, we find it with its roots under the earth, and it sticks out of the earth with its stem and shoots out of this leaf by leaf. Looking with a clairvoyant eye at the astral world above the plant, we will see above it a glowing astral light that envelopes the blossom of the plant. If we were able to check the view from the Devachan world as well, we would find something curious. There the plant is as if enclosed by a sheath that extends to the centre of the Earth, where it has its top. In reality this is the whole plant. We can see these glow-lights in the astral world when we observe the entire plant cover of the Earth.

The etheric body of the plant is a vital strength body. It has a very particular function in plant life. Its task is to push forth leaf by leaf in a kind of repetitive routine. If a plant only had an etheric body, it could never come into bloom. It would only sprout out leaf by leaf. The etheric body is the principle of repetition. We can also observe this in the human being, who consists of the physical body, the etheric body, the astral body and the “I”. Not all parts of the human body are equally participating in these four “limbs”. There are parts from which the astral body has withdrawn again. It no longer intervenes in some of these organs, as it has no strength there. It has withdrawn from the top of the head. There, only the etheric body is active with repetition—creating hair by hair repeatedly in the same form. At a different point, we can see how the principle of the etheric body passes into the principle of the astral body. The etheric principle is active in the vertebrae of the spinal cord. At the bottom end of the spinal cord the astral body intervenes and drives the vertebrae upwards towards the cavity of the head.

The glow-light above the plant is also substantially astral but here it must be penetrated by the spiritual power of the Sun’s rays. Here, the power that borders and surrounds the plant is activated by the sunlight’s spiritual strength. The astral principle intervenes and transforms the etheric body’s principle—expressed in the repetitive sprouting out of the leaves—into the emergence of blossoms. Such an intervention by the astral is a hindrance. When we then follow the sheath of the plant into the interior of the Earth, we will find the Ego of the plant there. None should argue that not all plant-Egos would find space in the centre of the Earth. In the spiritual, the principle of permeability holds sway. All plant-Egos are together in the centre of the Earth. Seen from this perspective, the Earth appears to us not only as a globe in the universe, but also appears to be imbued with souls. The individual plants grow out of the Earth like the fingernails out of our organism. Inside the Earth, many plant-Egos are together. Not every plant has an Ego, but whole groups of plants share a common Ego. This is also the case with animals. There too whole groups share a common Ego. It doesn’t matter if a lion is in Africa and another one in a menagerie, they are the limbs of the one lion-Ego. Imagine your hand stretched through a screen. We must tell ourselves: an Ego must belong to those fingers. In this way all lions on Earth belong to one single Ego, all tigers on Earth belong to one tiger-Ego. All lions, all tigers are limbs of a common group-Ego.

First of all, it is interesting to familiarise oneself a little with those animal-Egos. A person who observes the world from a materialistic standpoint believes that he only walks through material substances. But this is not so. The animal group-Souls, like the trade winds, are going around the Earth on the most diverse routes. They are circling around the Earth; they go through the spinal marrow of animals. The main characteristic of these group-Egos is the following: The astral plane has self-contained beings, only they do not possess a self-contained body. But, for example, an astral self-contained being belongs to all lions These beings form a population on the astral plane. The animal group-Egos are much smarter than the human-Egos—they are wiser. Every wise establishment that exists in the animal kingdom stems from the animal group-Egos.

When we see birds flying in autumn towards the South, when we observe the beaver at work on his lodge, then we see the animal group-Egos at work. The individual beaver is not clever, but the beaver group-Ego is wise. When we reach such self-contained beings on the astral plane, we are entering a world of wisdom and intelligence. Essentially, it is just very good to communicate with these beings. They know much more than we do about the wisdom of the world. The plant-Egos are located in the centre of the Earth. If we visit them, we will learn there about the joy and pain of the plants. What the plant shoots out onto the surface of the Earth, even if it is green, even if it is firm, can still be compared to the milk that is secreted by an animal. Indeed, it is as if the whole Earth organism sends out something like milk that is secreted by animals. Plucking a plant causes a delightful feeling for the plant-Soul, similar to a cow’s feelings when the calf suckles on the udder. If someone empathizes with the plant-Soul, then he can share in the knowledge of all nature and feel with it. If we make ourselves confidants of the whole of nature, then our Soul will be tuned to also empathize with the other human beings.

One learns to recognise that something like a whiff of well-being streams across the fields in autumn when the reaper scythes the fields, mowing down stalk by stalk and sheaf by sheaf. It is a wonderful observation to see that when the farmer mows, whiffs of delight are wafting across the Earth. However, if someone rips out plants by their roots, then he causes pain to the plant’s soul. What applies to our physical plane does not always apply to other worlds as well. Someone might pluck out their white hair because this appeals to his sense of beauty, but it still hurts. In the same way, it hurts the plant when it is ripped out by the roots, even though from the perspective of the physical plane one might think this is the right thing to do. We must not believe that we can prevent pain, even if we know that here or there pain is caused in nature.

Now we have seen how the human being, by gaining insight into nature, learns to empathise with his fellow beings. The souls of the stones too feel pleasure and pain. When we observe a quarry and see how the workers blast stone by stone apart, then we could believe that as the stones are chipped off, this would cause pain to the rock. This is not the case. Whole streams of delight are splintering off together with the stones and pouring out of the quarry. If you take a glass of water and dissolve salt in it, the clairvoyant can see that at the dissolution of the salt whole streams of wellbeing are distributed. When the water cools down and the salt becomes solidified again, that causes pain.

If we light a matchstick and burn something, then this causes a soul-being involved in the burning process to experience whole streams of inner delight. The light that streams through the universe distributes itself not only as a physical essence but with it streams of bliss are disseminated. The spiritual beings who live in the light enjoy sharing out the light—this is a feeling of bliss. They feel blessed by the streaming forth of the life in the light. In this way, we learn to know the whole world inwardly. If we thus gain more and more spiritual insights into the life that surrounds us, then indeed we will learn to know wonderful secrets of human evolution through this.

Let us return to earlier times when Earth was at such a high temperature that all metals, all minerals, were dissolved. We can look back to a condition where everything was dissolved in warmth. At that time, the human being was connected to the Earth as a spiritual being. How has Earth in its present form become the setting for modern man? The substances of the Earth had to become firm and crystallise together. This process has been undergone on Earth. In the future, the Earth will go through this process in reverse. The Earth and all human beings will spiritualise themselves. For physical life to spiritualise means to disperse into its smallest parts. If after long periods of time a world-body has fulfilled its task, then by and by small parts of this world-body dissolve. There is an ongoing alternation between the conglomeration and the dissolution of matter.

Already we can see from the radium that the Earth is beginning to scatter apart, to spiritualise. Starting with the beginning of the Earth’s evolution, we find the Earth in a fiery state, then the compression of matter into rock, the conglomeration. There the mineral-Souls had to experience pain. Only when the world-body once again approaches spiritualisation, then a feeling of pleasure and well-being will emerge through the fragmentation.

The initiate has expressed this in profound words: St Paul said, “All creatures are sighing in pain, waiting to be adopted as children.”¹ This means that they are waiting for the moment where once again everything will be transformed into spirit. In this way the intellect teaches us best to understand the religious scriptures again—then we will gain the right feeling for these texts. Today’s materialistic man who says, “We have finally made such magnificent progress,”² doesn’t know anything about this evolution.

Today, these Pauline words are often interpreted in an endlessly trivial way. But shivers of awe will once again penetrate the human being who looks at the Earth in this (Pauline) way. Not only our Earth, but all individual parts of the cosmos are not only physical worlds but are ensouled spiritual worlds.

When the human being walks through the portal of death, he must spend some time in a purely spiritual world to then return to a new incarnation. Here on the physical plane, the human being manufactures his instruments, his tools, and so on. Is it the case that the soul-nature of man between death and a new birth is only busy with itself?—The soul is neither idle then, nor is it in a different world from our own. The beings who are experiencing this state are really all around us and are all working. Once the human being has died and reappeared on the surface of the Earth in a new incarnation, then he usually finds the Earth with a new physiognomy.

You only need to realise how Earth is changing its face. Just think of how the climatic conditions, plants and animals, and cultural conditions are nowadays completely different from how they were at the time of Jesus Christ. When one really learns to know history, he knows how everything is changing on Earth. Who then changes the face of the Earth externally, physically? That which changes the Earth, is what we make ourselves in between death and a new birth, but certainly under the guidance of higher beings.

Thus, the clairvoyant sees the plants continually buzzing with the souls of humans, who are preparing the bed for their new incarnation. Higher beings are directing this whole process. But we ourselves are participating in this conversion of the Earth. The human being himself is the worker, the modifier of the construction of our Earth. In this context, a wonderful life on this Earth comes together for us when we look at the Earth in its entirety. This is also how we recognise that we live under the guidance of higher beings who are in contact with our Earth, but who do not descend as far as to a physical incarnation.

Our Earth also goes through embodiments, just like an individual human being. The Earth has gone through earlier embodiments and in the future will go through other ones. If we would stir our present Earth together with the current Moon—we would get the old Moon. In an even earlier embodiment, the Earth was the Sun planet. If today, we would stir together the Earth, Moon and Sun, then we would get the old Sun planet. In the future, Earth will be embodied as Jupiter, Venus and as Vulcan. Each of those existences are connected with spiritual beings. Earth proceeds from embodiment to embodiment. Whenever a planet proceeds on to further embodiment, spiritual beings are developed to higher heights in the course of this.

When the old Moon developed itself, first one body appeared—then two bodies emerged. When our Earth evolved, there stepped out of the darkness of the cosmos a world body. Then first the one world body split into two. Then the Moon split out of the Earth again, so that we got three world-bodies: Sun, Moon and Earth. Humanity was also connected with all of these embodiments. The rudiment for a physical body was created on Saturn. The rudiment for an etheric body was created on the Sun, and the rudiment for the astral body on the Moon. Higher beings are standing above the human being. When the Earth was still connected with the Sun and the Moon, these higher beings were unable to proceed further in their more rapid development. Therefore they needed to separate themselves off and extract the best substances so that now the Sun is populated by these sublime entities, who we are calling the divine creators of the human being. They inhabit the Sun. That which is streaming along with the light resides on the Sun—experiencing the bliss that is felt when the light is streaming out.

On the Moon, however, there were lower beings at first. During the earlier evolution, beings existed who did not have the opportunity, so to speak, to raise themselves up to the solar existence. They could not endure being on the Sun, because this was reserved for higher beings. But they could not be on Earth either, as this was not advanced enough for them. On both world bodies they were unable to live. For this reason, the Sun had to split off two more planets, where these beings live. These are Mercury and Venus. On Mercury, beings reside that are similar to human beings but do not know death. Life on Mercury proceeds, so to speak, in such a way that a transition like death is only like a transformation, just as we change the body between birth and death. This is how the souls of Mercury beings live when they put on their spirit bodies and lose them again, but they do not know death. Also, on Venus beings reside who stand between the human beings and the Sun-beings. They inhabit Venus and are even able to be active on Earth. They become effective within the human body. We call these beings Luciferian beings. In a way, their home is on Venus. For this reason, Venus is also called Lucifer.

When we direct our gaze toward the stars, then the stars reveal themselves to us in such a way that we can recognise spiritual beings in them. We will only know the world once we advance from the physical to the spiritual everywhere . How completely different will it be, when we as human beings walk over this Earth in a conscious way, once we learn to empathise with all that surrounds us! Our life will be enriched endlessly by this, and we ourselves will become spiritual collaborators. Knowledge only acquires value when it comes to live, when we learn to live differently,and not just to know something.

• 1. St Paul says, “the whole creation groaneth and travaileth in pain.” In Luther’s translation it literally says: “The creatures are fearfully awaiting the revelation of the children of God”, Letter to the Romans, VIII, 19
• 2. Goethe, Faust I, Scene I, night—Wagner: “Excuse me, but it is a great delight, on the spirit of the ages to set our sight, to see how wise men have thought before us, and we’ve finally made such magnificent progress.”

We shall now study man in the state of waking life in the physical world, in the state of sleep and in so-called death. Everyone is familiar, from his own experience, with the waking state.

When the human being sinks into sleep, his astral body and ego, together with what has been worked upon in the astral body by the ego, withdraw from the physical and etheric bodies. When you observe the sleeping human being clairvoyantly, physical body and etheric body lie there in the bed. These two members remain connected whereas the astral body emerges together with the higher members; with clairvoyance we can see how, when sleep begins, the astral body, bathed in a kind of light, draws out of the other two bodies. To describe this condition with greater exactitude we must say that the astral body of modern man appears as if it consisted in many streams and sparkles of light and the whole appears like two intertwining spirals, as if there were two 6-figures, one of which vanishes into the physical body, while the other extends far out into the cosmos like the trail of a comet. Both these trails of the astral body very soon become invisible in their further extensions, so that the phenomenon then has an ovoid shape. When the human being wakes, the trail no longer extends into the cosmos and everything draws again into the etheric and physical bodies.

Dreaming is an intermediate condition between waking and sleeping. Sleep that is filled with dreams is a condition where the astral body has, it is true, loosened its whole connection with the physical body, but is still connected with the etheric body. Man's field of vision is then pervaded with the pictures we call dreams. This is, in very truth, an intermediate condition because the astral body has detached itself completely from the physical body, while remaining connected, in a certain way, with the etheric body.

The human being, while he is asleep, lives in his astral body outside his physical and etheric bodies. The fact that he must sink into sleep has deep significance for his whole make-up. Do not imagine that the astral body is inactive and has no work to do during the night while it is outside the physical and etheric bodies. During the day, when the astral body is within the physical and etheric bodies, influences come to it from the outside world, impressions which man receives as a result of the functioning of his own astral body, through his senses, through his activity in the physical world. Feelings and experiences, everything that works in upon him from outside continues on into the astral body. This constitutes the actual feeling and thinking part of man, and the physical body, together with the etheric body, is only the transmitter, the instrument. Thinking and willing take place in the astral body. While the human body is active in the external world during the day, the astral body is receiving impressions all the time. But let us remember, on the other hand, that the astral body is the builder of the etheric and physical bodies. Just as the physical body with all its organs has hardened out of the etheric body, so everything that streams and is active in the etheric body has been born out of the astral body.

Out of what is the astral body itself born? It is born out of the universal astral organism which weaves through the whole of the cosmos. If you want to envisage, by means of a simile, the relation of the small portion of astral substantiality contained in your astral body to the great astral ocean in which all human beings, animals, plants, minerals, and planets too, are contained and out of which they are born, if you want to envisage the relation of the human astral body to the great astral ocean, think of one drop of a liquid in a glass. The drop derives its existence entirely from the liquid in the glass. Similarly, what is contained in an astral body was once embraced within the astral ocean of the cosmos. It has separated out from this ocean and having passed into an etheric body and a physical body, has become a distinct entity, like the drop of liquid.

As long as the astral body lay within the astral ocean, it received its laws and its impressions from this cosmic source. It had its life within this cosmic astral body. After its separation it is exposed, during man's waking consciousness, to the impressions received from the physical world; so that it is divided between the influences coming from the cosmic astral body and those which it receives from outside as the result of the activity imposed upon it by the physical world. When man has reached the goal of his earth-evolution, this division, will merge into harmony. Today, these two kinds of influences do not harmonise.

Now the astral body is the builder of the etheric body and indirectly—because the etheric body is in turn the builder of the physical body—also of the physical body. Everything that the astral body has built up piece by piece through the ages has been born out of the great cosmic astral ocean. Because only harmonious and sound laws proceed from this astral ocean, the work carried out by the astral body in building the etheric and physical bodies is originally sound and harmonious; but as a result of the influences which came to the astral body from outside, from the physical world, impairing its original harmony, there arise all those disturbances of the physical body which prevail in mankind today.

If the astral body remained all the time within the human being, the strong influences of the physical world would soon destroy the harmony brought by the astral body from the cosmic ocean. The human being would very soon be spent by illness and exhaustion. During sleep the astral body withdraws from the impressions of the physical world, which contain nothing that produces harmony, and passes into the cosmic harmony from which it was born. And so in the morning it brings with it the lingering effects of the refreshment and renewal it has experienced during the night. Every night the astral body renews its harmony with the cosmic astral ocean and reveals itself to the clairvoyant as anything but inactive. The clairvoyant perceives a connection between the astral ocean and the one comet-like trail and observes how this part of the astral body works to eliminate the debility caused by the world of disharmony. This activity of the astral body expresses itself in the feeling of refreshed vigour in the morning. Having lived during the night within the great cosmic harmony, the astral body has of course again to adjust itself to the physical world; hence the feeling of greatest vigour does not arise until a few hours have elapsed after waking, when the astral body has again drawn into the physical body.

We will now turn to death, the “brother” of sleep, and study the condition of the human being after death. The difference between a man who is dead and one who is only sleeping is that at death the etheric body passes away together with the astral body and the physical body alone is left behind in the physical world. From birth until death the etheric body never leaves the physical body except during certain states of Initiation.

The period immediately following death is of great importance for the human being. It lasts for many hours, even days, during which the whole of the incarnation that is just over comes before the soul of the dead as in a great tableau of memories. This happens to every human being after death. The peculiarity of this tableau is that as long as it remains in the form in which it appears immediately after death, all the subjective experiences of the man during his life are expunged.

Our experiences are always accompanied by feelings either of joy or pain, upliftment of sorrow, in other words our outer life is always associated with an inner life. The joys and sorrows connected with the pictures of the past life are not present in the memory-tableau. The human being confronts this memory-tableau as objectively as he confronts a painting; even if this painting depicts a man who is sorrowful or full of pain, we still look at him quite objectively; we can, it is true, discern his sorrow, but we do not experience it directly. So it is with these pictures immediately after death. The tableau widens out and in an astonishingly brief span of time man sees all the detailed events of his life.

Separation of the physical body from the etheric body during life can take place only in an initiate, but there are certain moments when the etheric body suddenly loosens from the physical body. This occurs when a man has had terrible experiences, for instance, a dreadful fall or has been in danger of drowning.—The shock causes a kind of loosening of the etheric body from the physical body and the consequence is that in such a moment the whole of the previous life stands before the soul like a memory-picture. This is analogous to the experience after death.

Partial separations of the etheric body also occur when a limb has “gone to sleep” as we say if a hand, for instance, has gone to sleep, the seer can perceive the etheric part of the hand protruding like a glove; parts of the etheric brain also protrude when a man is in a state of hypnosis. Because the etheric body is woven in the physical body in tiny, pinpoint formations, there arises in the physical body the well-known sensation of prickling in a limb that has gone to sleep.

After the lapse of the time during which the etheric body together with the astral body is emerging from the physical body after death, there comes the moment when the astral body, with the higher members, leaves the etheric body. The latter separates off and the memory-tableau fades away; but something of it remains; it is not wholly lost. What may be called ether- or life-substance dissipates in the cosmic ether, but a kind of essence remains and this can never be lost to the human being through his further journeyings. He bears this with him into all his future incarnations as a kind of extract from the life-tableau, even though he has no remembrance of it. Out of this extract is formed what is called, with concrete reality, the “Causal Body.” After every incarnation a new page is added to the Book of Life. This augments the life-essence and, if the past lives were fruitful, causes the next life to develop in the proper way. This is what causes a life to be rich or poor in talents, qualities and the like.

In order to understand the life of the astral body after its separation from the etheric body, we must consider the conditions obtaining in physical life. In physical life it is the astral body that is happy, suffers, satisfies its desires, impulses and wishes through the organs of the physical body; after death these physical instruments are no longer at its disposal. The epicure can no longer satisfy his desire for choice food because the tongue has passed away with the physical body; but the desires, being connected with the astral body, remain in the man and this gives rise to the “burning thirst” of the Kamaloca period. (Kama = desire, wish; “loca” is “place”, but it is in reality a condition, not a place.) A man, who during physical life learns to transcend the physical body, shortens his time in Kamaloca.

To take delight in the beauty or harmony of things means growth and development, for this leads us beyond the material world. To delight in art that is materialistic increases the difficulties of the Kamaloca state, whereas delight in spiritual art lightens them. Every noble, spiritual delight shortens the time in Kamaloca. Already during earthly life we must break ourselves of pleasures and desires which can be satisfied only by the physical instrument. The period of Kamaloca is a time of the breaking of material pleasures and impulses. It lasts for approximately one third of the time of the earthly life. There is something singular about the experiences undergone in Kamaloca. The human being begins actually to live backwards through the whole of his past life. Immediately after death there was a memory-tableau devoid of the elements of joy and suffering; in Kamaloca the human being lives through all the joy and all the suffering again in such a way that he must experience in himself all the joy and the suffering he caused to others. This has nothing to do with the law of karma.

The journey backwards begins with the last event before death and proceeds at triple speed, to birth. When in this backward passage of remembrance the human being reaches his birth, the part of the astral body that has been transformed by the ego combines with the causal body and what has not been so transformed falls away like a shade, a phantom; this is the astral corpse of the human being. He has laid aside the physical corpse and the etheric corpse and now the astral corpse. He now lives through new conditions: those of Devachan. Devachan is all around us, just as is the astral world.

When the life has been lived through backwards as far as earliest childhood, when the three corpses have been discarded, man reaches the condition mysteriously indicated in the Bible by the words: “Except ye become as little children, ye cannot enter the Kingdom of Heaven.” (Devachan, the spiritual world—this is the Kingdom of Heaven in the Christian sense.)

The world of Devachan must now be traversed. It is a world as manifold and differentiated as our physical world. Just as solid regions, continents, are distinguished in the physical world, with an expanse of water surrounding the solid land, with the air above and above the air still finer conditions, so there is a similar differentiation in Devachan, in the spiritual world. By analogy with conditions on earth, the phenomena to be found in Devachan have been given similar names.

Firstly, there is a region which may be compared with solid, physical regions: it is the Continental region of Devachan. What is physical here on the earth is, in this region of Devachan, found to be a multitude of spiritual Beings. Think, for example, of a physical human being. To devachanic vision he appears like this: what the physical senses perceive, vanishes, and light flashes up in the sphere immediately around the physical man, where otherwise there is a void; in the middle, where the physical body is, there is an empty, shadowy space—like a kind of negative. Animals and human beings appear here in negative pictures; blood appears as green—its complementary colour. All formations which are physical in our world are present in the Archetypes of Devachan.

A second region—not separated off, but like a second stage—is the Oceanic region of Devachan. It is not water it is a particular substantiality which in rhythmic streams pervades the world of Devachan in colour that may be compared with that of young peach-blossom in Spring. It is fluidic life and it pervades the whole of Devachan. What is divided among individual human beings and animals here below is present in Devachan as a kind of watery element. We have a picture of it when we think of the diffusion of the blood in the human organism.

The third region of Devachan can best be characterised by saying that what lives here, in the physical world, within beings in the way of feelings, of happiness and suffering, joy, pain and the like, is present there in external manifestation.

To take an example.—Suppose a battle is waged here on the earth. Cannons, weapons and the like—these are all on the physical plane. But within human beings on the physical plane there are mutual feelings of revenge, pain, passions; the two armies confront one another full of opposing passions. Think of all this translated into external manifestation and you have a picture of how it appears on the devachanic plane. All that happens here on a battlefield, appears, in Devachan, like the bursting of a fearful storm. This is the atmosphere, the surrounding air of Devachan. Just as our earth is surrounded by air, so all the feelings that break out here, whether they come to physical expression or not, spread out in Devachan like an atmosphere.

The fourth region of Devachan contains the archetypal forms, the archetypal foundations of all truly original achievements on the earth. If we examine closely the happenings of the physical world, we find that the vast majority of inner processes are instigated from outside. A flower or an animal gives us joy; without the flower or the animal we should not experience this joy. But there are also processes which are not instigated from outside. A new idea, a work of art, a new machine—all these things bring into the world something that was not there before original creations come into being in all these domains. If new creations did not arise in the world, humanity would make no progress. Original creations given to the world by great artists and discoverers are only higher in the sense of degree than every other truly original act—even the most insignificant. The point is that something original arises in the inner being.

Archetypes exist in Devachan even for the most insignificant original actions; all these things are already prefigured in yonder world; any original achievement of a human being is already present in the germinal state, even before his birth.

Thus in Devachan we find four regions whose counter-images on the physical plane are Earth, Water, Air and Fire. There is the Continental region as the solid crust in Devachan-in the spiritual sense, of course; then the Oceanic region, corresponding to our area of water; the Atmospheric region, the streaming flow of passions and the like—beauty, but also tumult is to be found there. Finally, there is the all-pervading world of the Archetypes. Everything in the way of initiatives of will and original ideas to which, later on, effect is given in the physical world by beings who return thither—all this must be lived through by the soul in yonder world in order that fresh power may be gathered for the new life.