The Rudolf Steiner Archive

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.

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.

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.

We saw yesterday that the Gospel of John contains something that can only be experienced on higher levels of consciousness. Before such experiences are possible, the human being must first develop higher.

The human being is a developing creature. We can observe this from subordinate to ever higher states. This is already shown by the difference between a savage and a civilized European, or between an ordinary person and a genius like Schiller, Goethe or Francis of Assisi. An unlimited potential for development is open to every human being. To understand this, let us take up yesterday's lecture and use a diagram to clarify the theosophical basic teachings on the development of the human being:

During the following explanations, the diagram below will be drawn on the “board, starting from the bottom left.

We have thus seen that man has his physical body in common with all inanimate beings, the etheric body with all plants in our physical world, and the astral body with all animal creatures in his environment. We then saw that man, in terms of his development, differs from all other beings in that he can say “I” to himself.

The “I” is by no means a simple entity. On closer inspection, it is also something that is structured. The animal feels, has desire and passion, the plant does not; the animal because it already possesses an astral body. In this, the I develops in man. But this I has been at work long before man became clearly aware of it. A look at the development of humanity teaches us more about this.

The earth has not always been as it is today. Its face has repeatedly changed; the present continents have not always been there. During the penultimate earth period, a continent called Atlantis was located where the Atlantic Ocean now rages. Traces of it and the story of its downfall have been preserved in ancient legends. In the Bible, the Flood is meant by this. The ancient fathers of a different nature, whose descendants we are, experienced this. In this old Atlantis, the air and water conditions were quite different from what they are now. The whole thing was shrouded in a dense fog. In the words Nebelheim, Niflheim, we still have a hint of this. There was no rain and no sunshine; instead of rain, only fog currents; instead of sun, only diffuse illumination. Only after long periods did the fog condense as water. The sun only penetrated a little, like a faint premonition, through the constant fog. In such an environment, people also lived a completely different mental and spiritual life than today. It was only towards the end of the Atlantic period, roughly in the area of present-day Ireland, that people began to show self-awareness for the first time, and to think clearly and logically. In the mists there was no possibility of distinguishing objects as we do today. Man only develops a consciousness like ours in relation to his surroundings. As the objects emerged from the mists, so did the physical eye; and in the same measure the consciousness soul developed, and within it the self-aware ego. Even then, man could speak.

If we go back even further to the earliest times of Atlantis, we find that man looked significantly different. He had no external vision at that time, but a different way of perceiving, in images. To understand this state of consciousness, imagine a very vivid dream that reflects something of your surroundings. The following “dream” may serve as an example. A student dreams that he is standing at the door of the lecture hall, and another student deliberately brushes against him, which is a serious offense that can only be atoned for by a duel. He challenges him, they drive into the forest, the duel begins, the first shot rings out. Then our student wakes up – he has pushed over the chair next to his bed. Had he been awake, he would have noticed that a chair had fallen over. But because his consciousness soul had descended into sleep, he perceived with a deeper, less developed soul power. The dramatic action of the dream is a pictorial transformation of an external process.

The processes of consciousness in the ancient Atlanteans were similar. Although the images were more regulated and ordered, they did not have a clear perception of their surroundings. The life of feeling expressed itself quite characteristically in fine perceptions of touch and color. If the early Atlantean perceived a warm mist that symbolized itself to him in red, he knew that something pleasant was approaching him. Or if he encountered another person who was unpleasant to him, this was also indicated to him by a very specific sensation that became an image, an ugly color tone. But warmth, for example, was symbolized to him in a beautiful red cloud. This happened in many degrees and variations. The early Atlanteans thus had visual perceptions. We only have such perceptions in the case of pain, which is obviously only within us, however much it is caused by the outside world and can become loud. Our pain is also experienced inwardly, spiritually, and is thus truer than the external facts.

The Atlanteans, however, already developed ordered ideas. Not so the Lemurians. The Atlantean period was preceded by the Lemurian period. Man was not yet able to express language. He was merely able to internalize what the animal also feels. Thus, what we call the sentient soul developed in him. The continent of Lemuria, which was destroyed by the forces of fire, we have to imagine between Africa, Australia and Asia.

But now back to our scheme: IIIa sentient soul, IIIb intellectual soul, IIIc consciousness soul are all three transformations, ennobled transformations from the astral body. It is only towards the end of the Atlantean period that man becomes capable of consciously working on himself. What does he do now?

Up to now, cosmic forces have lifted man up in his development. Now man begins to consciously take his development into his own hands, to work on himself, to educate himself. On which body does he now begin his work? It is important to pay strict attention to the sequence here. First, man was and is able to work on and in his astral body. And on this level of ability, the human being of the present day is still standing today. In general, we can say of today's human being: He uses his experiences and experiences to transform his astral body. Later we will see that a higher level of development consists of working into the lower bodies. Let us first stay with the first: with the ability to transform the astral body.

To do this, let us compare the civilized man with the savage. The savage first follows his instincts, desires and passions, every craving, without restraint. But then he can begin to work on his self. To certain instincts he says: remain; to others: leave. Thus, for example, the man-eater ceases his habit of eating his own kind; in so doing, he leaves a certain stage of civilization and becomes another. Or he learns to act logically, learns, for example, to plow. Thus his astral body becomes more and more structured. Formerly external powers determined man, now he does it himself. The astral body of a Hottentot circles in wild dark red vortices, in a person like Schiller in bright green and yellow, in Francis of Assisi in wonderful blue. This is how the astral body is worked on. That which is consciously worked into the astral body from the I is called the spirit self or manas. With the conscious working in of the I, something very special begins. Before that, however, before one comes to the formation of this manas, that part which the animal also has remains completely unchanged in the astral body. Despite the growth of intellect, the astral body can remain essentially unchanged, full of animal desires. But there are influences that do transform the sentient body: conscious religiosity and art. From these we draw strength to overcome and ennoble ourselves, which is a much stronger power than mere morality. Man has as much of the spirit or Manas as he has worked into his astral body. This is not something external, it is a transformation product of what used to be the sentient soul.

As long as I am merely working on my sentient body, I use my achievements to transform this my astral body. All the morality in the world cannot achieve more, nor can all intellectuality. But if true religiousness is at work in me, this stronger power expresses itself through the astral body and works its way into the next lower one, the etheric body. This is naturally a much greater achievement than when the ego merely works with the astral, because the raw material of the etheric body is much coarser and more resistant than the finer astral body. We call the result of this transformation the spirit of life or Budhi. The spirit of life is thus the spiritualized life body. In the Orient, someone who had brought it to the highest level was called a Buddha. This tremendous moral power proceeds from consciousness when the three souls are governed by a strong ego. These are preparatory steps for humanity in general. Only the chela works consciously in his etheric body. The chela aims to spiritualize everything, even into his etheric body. The chelaship is concluded when he has allowed Budhi to stream completely into his life body, so that the life body, which he ennobles from the I, has become a life spirit.

In the third stage, man reaches the highest principle that is currently accessible to us. He is able to work down to his physical body. In doing so, he rises above the level of the chela and becomes a “master”. When, on the second step, Budhi glows through his etheric body, the human being gains control not only of moral principles but also of his character. He can change his temperament, his memory, and his habits. Today's human being has only a very imperfect command of all these. To understand the task of the chela, compare yourself as you are now with yourself when you were ten years old. How much knowledge have you gained since then, and how little your character has changed! The content of the soul has changed quite radically, but the habits and inclinations only very slightly. Those who were hot-tempered, forgetful, envious, inattentive as a child are often still so as adults. How much our ideas and thoughts have changed, how little our habits! This gives you a clue to estimate how much tougher, firmer, more difficult to shape the etheric body is compared to the astral body. Conversely, how much more fruitful and consequential an improvement achieved in the etheric body!

The following sentence can be used as an example of the different speeds at which transformation is possible: What you have learned and experienced has changed like the minute hand of the clock, your habits like the hour hand. Learning is easy, unlearning is difficult. You can still recognize yourself from the writing of yesteryear, because that is also a habit. It is easy to change views and insights, but difficult to change habits. Changing this tenacious thing, habit, little by little, is the task of the chela. This means becoming a different person by creating a different etheric body, thus transforming the life body into the life spirit. This puts the forces of growth in your hands. Habits are among the manifest growth forces. If I destroy them, the vis vitalis, the power of growth, is released and placed at my disposal, to direct my consciousness. Christ says: “I am the way, the truth and the life.” Christ is the personification of the power that changes the life body.

Now to the third stage. There is something that is even more difficult to bring under the control of free will than our habits and emotional stirrings: the physical body in its animal and vegetative, mechanical or reflexive dependency. There is a stage of human development in which no nerve is activated, no blood corpuscle rolls without the human being's conscious will. This self-transformation reaches into conditions and states that were fixed long, long before Atlantis and Lemuria, and are therefore the hardest to reverse: into cosmic primeval states. In this work, man develops Atman, the spiritual man. The potential for this is present in every human being today. This whole cycle depends on the attainment of fully clear self-awareness.

The most powerful and potent laws are those of the breathing process. The entire spiritual being depends on lung breathing, because it is the outer expression of the gradual drawing in of the I. In ancient Atlantis, this potential emerged through the saying of the I. In Lemuria, man did not breathe through lungs, but through gill-like organs. Nor did he walk as we do today, but floated or swam in a more fluid element, where water and air were not yet separated. To maintain his balance, he had an organ analogous to the swim bladder of a fish. As the air gradually separated, the swim bladder was transformed into our present lungs. The development of the sense of self runs parallel to the development of the lungs. This is still expressed in the words: “And God breathed into the man his breath of life, and he became a living soul.” Atman means nothing other than “breath”. The regulation of the breath is therefore one of the most powerful tools in the work of yoga, which teaches the control of all bodily functions. Here we look into a future in which human beings will have transformed themselves from within.

Conscious work in the etheric body is therefore a mastery.

Conscious work in the physical body: mastery.

The human being perceives the growth into these two stages as an opening up of new worlds, new environments, comparable only to the feelings of the child when it emerges from the dark, warm womb into the cold, light world at birth. The moment of generating Budhi is called second birth, rebirth, awakening in all mysteries. As man formerly left an inner world, of which only echoes remain in dreams, so he enters a new world as one awakened to the same world on a higher level. In those ancient times, man perceived the world with the help of his own inner images. On the future level of higher clairvoyance, man steps out of himself and sees behind the essence of things; he sees their souls. It is a kind of clairvoyance that is directed outwards and highlights the 'inherent essence' of things. The seer penetrates, for example, below the surface of the plant or stone. This outward-directed clairvoyance, with full mental alertness, not only illuminates the very basis of his own soul, but also that of the beings and things outside of himself. This is how development takes place.

Modern man lives in the manasical state, that is, he is able to change something in his astral body, but not yet in his etheric body, and least of all in his physical body. Therefore, man takes in from another only as much as corresponds to his stage of development. “You are like the spirit you understand, not like me!” This saying also applies here.

According to Christian terminology, the designations correspond:

Why is Budhi called the “Word”? This brings us to the edge of one of the great mysteries, and we will see the great significance of the term “Word”.

We have seen that man spiritualizes his life body through the Budhi. What does the life body do in man? Growth and reproduction, everything that distinguishes the living being from the mineral. What is the highest expression of the life body? Reproduction, growth beyond itself. What becomes of this last expression of the life body when man consciously covers the path back to spiritualization? How is this reproductive power transformed, what becomes of it when it is purified, spiritualized? — In the human larynx you have the purification, the transformation of the reproductive power, and in the articulated vowel sound, in the human word, you have the transformed reproductive capacity. Analogous to the law “All is below as above”, we find the corresponding process in the physical: the breaking of the voice, the mutation at the time of sexual maturity. All that becomes spirit emanates from the word or the content of the word. This is the very first glimpse of Budhi, when the first articulated sound emerges from the human soul. A mantram has such a significant effect because it is a spiritually articulated word. A mantram is therefore the means for the chela to work down into the depths of his soul.

Thus, in the physical, we have the power of reproduction, through which life is generated and passed on beyond the physical body, becoming something permanent. And just as the physical generative organs transmit bodily life, so the organs of speech — tongue, larynx and breath — transmit spiritual life like an ignition device. In the physiological, the close connection between voice and procreation is obvious. We encounter it in the song of the nightingale, in courtship display, voice change, vocal magic, in singing, cooing, crowing, roaring. We can truly call the larynx the higher sexual organ. The word is the power of procreation for new human spirits; in the word, man achieves a spiritualized creative power. Today, man rules the air with the word, by shaping it rhythmically and organically, by stirring it and enlivening it. On a higher level, he is able to do this in the liquid and finally in the solid element. Then you have transformed the word into the creator's word, for man will achieve this in his development because it was originally so. The life body, emanated from the word of the primal spirit, - this is to be taken literally. That is why Budhi is called the “word”, which means nothing other than: I am.

Thus we see with geometrical clarity the words of the miracle in St. John's Gospel: “In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. In him was life, and the life was the light of men.” The astral body, which is radiant as the stars, becomes the Word-light; the Primordial God, the Life and the Light, these are the three fundamental concepts of the Gospel of John. John had to develop to the point of Budhi in order to grasp what was revealed in Christ Jesus. The other three Evangelists were not so highly developed. John gives the highest, he was an awakened one. John is the name given to all who are awakened. This is a generic name, and the resurrection of Lazarus in the Gospel of John is nothing more than a description of this awakening. The writer of the Gospel of John, whose name we will hear later, never calls himself by any other name than “the disciple whom the Lord loves”. This is the term for the most intimate disciples, for those in whom the teacher and master has succeeded in awakening the disciple. The description of such an awakening is given by the author of the Gospel of John in the resurrection of Lazarus: “the Lord loved him,” he could awaken him.

Only if we approach such religious documents as the Gospel of John with the deepest humility can we hope to arrive at a literal understanding and to grasp at least a small part of its sacred content.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(Bayard Taylor's translation)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And in the human kingdom the vision leads to karma.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And in the human kingdom the vision leads to karma.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We know that we are now living in that cycle in which the consciousness-soul is unfolding, that this was preceded by that of the unfolding of the rational or intellectual-soul, which was again preceded by the cycle in which the sentient soul was developed, before which again we go back to the time of development of the sentient body. This takes us back 6000 years before our Christian era, to a time when all human thought was evolved within the cycle of the sentient body—of the so-called astral body.

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

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

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

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

What was it that then took place?

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

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

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

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

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

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

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

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

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

So, from a deeper understanding of our Spiritual Science, let us accept a true Christmas attitude of reverence. Let us develop within our hearts that inner warmth which comes, when in the frosty night of winter we receive the first intimation of the dawning of the Sun-Spirit on the Earth, and with it the mystery of the revolving year. The thirteen days are the days in which the plant-consciousness unites with the mineral consciousness. If a man is but able to place himself within the plant consciousness, he can dream of—can gain a conception of—the many mysteries which then crowd into his heart, such as did in the dream of Olaf Oesteson,¹ the description and explanation of which entered into and stirred our souls here, this time last year. When we feel such a mood of initiation, we evoke the proper feelings and the perceptions for the aims and objects of our spiritual knowledge and with such warmth of heart we shall make preparations for the new cosmic New Year. Through it we can worthily expect that day which is to usher in a New Year for the world, Thus; when in succeeding incarnations our souls experience the cosmic New Year under quite new conditions on Earth, we shall be able to pass through it as those can for whom the small New Year’s Eve (which recurs every twelve months instead of every twelve thousand years) becomes a symbol of the great New Year’s Eve of the world.

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

• 1. Editorial Note: The dream of Olaf Oesteson referred to above, appears in the linotyped course of lectures entitled The Forming of Destiny and Life after Death (Lecture 6.)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What was it that then took place?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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