The Rudolf Steiner Archive

The aim of these talks has been, and must continue to be, to show from all kinds of different aspects how people today and in the near future are moving into a period of civilization which will make special demands in different spheres of life. Speaking of processes deep down in the life of the spirit, I have sought to show what is happening today supersensibly, but all the same with powerful effect especially in the present time and which will influence the whole of human life, the whole of culture and the whole social sphere. We have been able to gather from these considerations that human soul nature will essentially become more inward.

When it is said that human soul nature will become more inward we must not fail to realize that this growing inwardness will, in many instances, go hand in hand with people becoming more superficial in their intellect, for instance with regard to the sciences. This will be due to the circumstances we have already considered and others which are still to be considered. It really has to be taken into account that, in reality, evolution is never as consistent as those who present the modern scientific theories of evolution would like it to be. Their ideas are not incorrect; yet ideas which are biased, even if correct, will often cause greater confusion than completely wrong ideas. They assume simple linear evolution from incomplete life-forms all the way to the human being. This is not how it is, however, for in the evolution of humanity and also of the world outside the human being, a more outward stream is always complemented by an inner one. Thus we are able to say: if a particular stream continues for some time in the outside world, an inner stream will run parallel to it (see Fig. 11a). This stream may be more material or materialistic on the outside, whilst inwardly it is more spiritual or spiritualistic. Then a more spiritualistic stream comes to the surface and the materialistic or material stream goes down into the hidden depths of human nature. And then the situation is reversed again: the more spiritual line goes inward and the material or materialistic one comes to the surface.

In the time immediately ahead of us, outer life will very much follow the course shown by the red line here (see Fig. 11a) where material events and material attitudes and considerations are concerned, and the depth of the human soul will be more spiritual. It may well be that people do not even want to know about this growing spiritual inwardness; but it will happen nevertheless.

If you really dwell on this in your soul, you will be able to give due consideration to two aspects which will be extraordinarily important for the future. Remember we said yesterday that in 1879 ahrimanic powers of a special kind descended from the heights of the spirit into the realm of human evolution, and specifically into the evolution of the human intellect and soul. These powers are here, they are living among us. They seek above all to take possession of our heads, of anything we think and inwardly feel. They are angelic Spirits, I said, who cannot continue their development in the spiritual world and want to use human heads to continue to develop in the immediate future. It is therefore particularly important that this line (blue line in Fig. 11a) of secret, hidden soul development is given due attention. As I have told you, many people probably do not want to give it conscious attention; they would far rather it stayed down below, so they need only concern themselves with material things. If it is not given attention, those ahrimanic powers will take hold of this very process of growing inwardness. This is one thing we must take into account. We must be ready to face the danger soon to come in the evolution of civilization, and stand guard in our most holy, inner human reality against the influences of ahrimanic powers.

Educational issues will be particularly significant in the immediate future. The inwardness of the human soul will be most significant during childhood and youth in the near future. Perhaps it is difficult to believe this today, but the time has long since come for us to say: the children and young people we see do not show their true nature in what we see on the outside. We see the red line here (see Fig. 11a), but beside it runs the blue one, a hidden inner life to which we must pay real attention. Teachers must pay attention to it, lest they surrender it to the ahrimanic powers. Education and training will have to change completely in many respects in the near future.

Let us consider the origin of the principles in our present system of education and training. Certain things always lag behind in the cosmic order. ‘Enlightenment’, as it was called, was a special feature of the eighteenth century. People even wanted to establish a kind of rational religion based only on human reflection, on the starveling among the sciences, as I have said in my public lectures in Basle.¹ The way people feel they must behave towards growing children and young people in education and training has entirely come out of this stream of rationality: always do everything in such a way that the child can immediately understand; children should never experience anything deeper than they are able to understand.

It will have to be realized that this is the worst possible way of providing for the life of a human being, for it takes us to a truly disastrous extreme in human life. Just consider this: if we make every effort to give children only such things as are in accord with their level of understanding, things they can grasp, we do not give them anything for later life when they are supposed to have deeper understanding. Care is taken, so to speak, to ensure that for the whole of their lives they have nothing but the understanding of a child. This approach has already borne fruit, and the fruits are what you would expect! Much of the thinking in our present-day civilized world, where people consider themselves to be so wise and enlightened, remains at a childish level. No one in the newspaper world is, of course, going to admit that the thinking in their world is largely childish, but it is true nevertheless. Essentially this is connected with the fact that only the child's understanding is addressed. This then remains the same throughout life. Something quite different will have to be done: we must fill our souls, especially if we are educators, with the inner awareness, the consciousness, that a mysterious inwardness reigns in a child and we must present to the child's heart and mind much that will only be understood later on in life, not in childhood. Later in life they can then recall these things from memory and say to themselves: this is something you heard or learned on that occasion; now at last you are able to understand many of these things. Nothing will be better for the soundness of human life in the future than for individuals to recall things they were told in childhood, and then be able to understand them.

When people are able to live with themselves in such a way as to recall from memory the things they could not understand before, this will be the source for a healthy inner life. People will be spared the inner emptiness which enters into so many hearts and souls today, and causes them to end up in institutions. There, souls which have remained empty and barren inside because education has failed to give them anything that can be recalled later on in life may be offered something from outside.

Something else needs to be considered in this context. Because of the circumstances I have spoken of in recent times, people of our present age have lost awareness of the close connection between human beings and the universe. People today believe they are just hunks of meat walking on this earth or travelling in a railway carriage. They will not always admit this, of course, but this is in fact what they have in mind. It is not true, however. Human beings are closely bound up with the whole universe. And it is good to bring this clearly to mind again by considering the following.

Consider the Earth. The Moon moves around it; let us say this is the orbit of the Moon (see Fig. 11b). The Earth is, of course, anything but the abstract mineral entity imagined by modern mineralogists, geologists and physicists. It is very much alive, and we can observe many forms of existence in connection with the Earth. For the moment, let us merely consider the currents which move around the Earth all the time. They move around it in all kinds of directions. They are etheric and spiritual by nature and have a real, substantial effect. Something is always present in these currents.

It is good to consider the source and origin of these currents. We shall be going into more detail as time goes on; for today I merely want to make some preliminary statements. If you read my Occult Science you will find that in very early times the Earth and the Sun were one. Our present-day Earth has been eliminated from the Sun. These currents are remnants from the life of the Sun; Sun life is still present in the Earth.

Yet the Moon, too, was one with the Earth in the past. And the Moon which orbits the Earth today also has currents within it. Those currents are remnants from a later time, from Moon evolution.

We thus have two kinds of currents and we may call them Sun currents and Moon currents. They take quite a different course, and they are a living reality. Let us assume a creature walking this Earth in a certain way has Sun currents passing through it; these pass through easily. Let us assume another creature is constructed in a different way, so that the Sun currents pass through it coming from one side and Moon currents from the other. Sun currents are not limited to specific places and actuality pass through everything; they can therefore pass through this creature in one direction. Thus there can be creatures on Earth who have only the Sun current passing through them in one direction, and there may be others who have the Sun current pass through them in one direction and the Moon current in another.

Animals are creatures which can only have the Sun current going through them. Imagine a four-legged animal: as it walks, its backbone is essentially parallel to the Earth's surface. The Sun current, which has now become an Earth current, can continually pass through this backbone. This creature, then, is related to the Earth.

It is different with human beings. In the living human body only the head has the position held by animals. Think of a line drawn from the back of the head to the forehead—it is the direction of the animal's backbone, and the same Sun current passes through the head. The human backbone, on the other hand, is lifted out of the currents which run parallel to the Earth, including the Sun current which has become Earth current. Being lifted out, human beings are in a position (this does, of course, depend a great deal on the geographical latitude and so on, but it is also what makes people different from each other) where under certain conditions the Moon current goes through them; not through the head, however, but through the backbone. The difference between animals and humans is tremendous. The cosmic current which passes through the animal backbone passes through the human head; the old Moon current, which does not relate to anything in the animal, passes through the human backbone. The human backbone even reflects its relationship to the Moon current in its composition, for human beings have approximately as many vertebrae as there are days in a month, between 28 and 31 vertebrae. The reason why the figure is only approximate will be considered at a later time. The whole life of the human backbone, and indeed of the human breast, is intimately bound up with the life of the Moon. Hidden beneath the life of the Sun, which relates to sleeping and waking and takes 24 hours, lies the rhythmical life of the Moon.

This is a basic reflection on the relationship between the human being and the whole universe. For just as the currents passing through the human backbone are part of the current which relates to the life of the Moon, so other currents in the human being relate to the other planets in our solar system. All these things are utterly real. In modern science they have been completely abandoned, and no one even ventures to consider these relationships. In consequence, scientists are not able to appreciate that the conscious human life which is outwardly apparent here on Earth goes hand in hand with an unconscious life which is connected with the human breast and arises from mysterious inner depths. This must be especially taken into account in times like those which lie ahead; it must be especially taken into account in the sphere of education, for otherwise the adversarial ahrimanic powers will take hold of the unconscious life. It would be utterly disastrous if people were to fail to note that part of their inner life, the part which is in the process of becoming more inward—the blue line in the diagram—is in danger of falling prey to the ahrimanic powers, unless it is taken up in full consciousness and deepened through the insights of a spiritual science in which courage is taken actually to say something about realities which outer science is unable to discover.

We must look at this in entirely concrete terms. Consider the way outer science is going. It is entering into all kinds of abstractions and, indeed, is most useful when it enters into all kinds of abstractions. People will need this science for their outer life; it must become part of human civilization. To use the outer scientific culture, such as it is now, in education will be particularly detrimental in the immediate future. To teach children abstract notions of nature and the laws of nature which people need to know will become an absurdity in the near future. On the other hand, it will be important—I can always only give examples—to consider the lives of animals in a loving way, with their special conditions of life described to give the children a real picture of how ants behave in their communities, how they live together, and so on. As you know, the beginnings of this are to be found in Brehm's Tierleben,² though they are not fully developed. Such symbolized stories of life in the animal world need to be more and more fully developed. Individual stories should be told in a truly thoughtful way, rather than dishing up elementary zoology to children in the dreadful way it is done now. We must tell them of the special things the lion does, and the fox, the ant, the ladybird, and so on. It is of no real consequence if the details which are told actually happen or not; what matters is that they are thoughtful and come from the heart. The kind of extract of natural history which is dinned into children today should only come in later years; children must first of all be able to take delight in stories which represent individual aspects in the lives of animals.

It will be particularly important to consider plant life in such a way that one has many stories to tell about the relationship of the rose to the violet, of shrubs to the weeds which grow around them, and long stories about the Spirits leaping above the flowers as one walks through a meadow, and the like. This is the botany children should be told. And they should be told of how certain green-coloured crystals which dwell in the earth behave towards colourless crystals, or a cubic crystal to an octahedral one. Instead of the abstract crystallography which is dished out to children who are still quite young, much to their detriment, we should have a symbolistic presentation of the life of the crystals down in the earth. Our views on everything which goes on in the depths of the earth can only be fruitful if we make them fruitful with the descriptions which are given in our anthroposophical literature. It will not be enough just to list items; these things must be the stimulus and give us ideas, so that we can tell many stories about the life shared by diamonds and sapphires, and so on. Think about it and you will know what I mean.

In a similar way it will be important not to dish up those horrible abstractions which are taught as history today, but again to bring life and liveliness into the course of human history and help the children to develop a feeling for what human hearts and minds experience in the course of human evolution. Conversations which did not actually take place in the physical world will have to be invented, a conversation between an ancient Greek and someone living in the fifth postAtlantean age, for example. To let those living human figures appear before the mind's eye of the children will be much more useful than all the historical abstractions presented to them today.

You can see where this is leading. The point is to fill the souls of children with living ideas so that the mysterious hidden undercurrent in them can be reached. Then you will see an inner life which is less arid and infertile and people who will be will also be less nervous later in life, because they will be able to recall stories which were told out of an insight into cosmic laws. They will also be familiar with the laws of nature and able to establish harmony between what was given to them in a living, vital form and the laws of nature. Their minds can only grow barren if they are given the abstract laws of nature. These are a few thoughts I wanted to put to you with special reference to the field of education.

It is, of course, much easier to get together in all kinds of associations today and proclaim over and over again “Education must be put on an individual basis”—and other abstract formulations of this kind. Of course, this is easier than to do what is now needed, which is that people interested in education should enter into the spirit of human and natural evolution and find imaginative tales which allow the life of the spirit to be concretely grasped in exactly the form it will take in the immediate future.

We will always, and in every field, need the stimulus of spiritual science. It alone will be able to let new life arise from the dying forms of the present life of mind and intellect—new life which can act as a stimulant in the way I have described, especially for the minds of children. Without the stimulus of spiritual science, one will be a dried-up school teacher who also dries up the children's minds. Worst of all, people will increasingly have the idea, especially with regard to educating the young, that the best we can do with everything we learn is to forget it again as quickly as possible. If a situation is created where in later life people do not want to miss any of the things they were given in their childhood, this will not merely be a pleasure but prove a wellspring, a true wellspring of human life. I would ask you to take this to heart.

Science itself also needs new stimulus. Yesterday I spoke of how difficult it is to bridge the gap between spiritual science in general and the special fields in which people are engaged in scientific life. Yet this will be absolutely one of the most essential things in future. You must have realized from some of the things said here and elsewhere that paucity and impoverishment of concepts and ideas have led to the conditions we have today.

I have said it in my public lecture in Basle and I have also repeated it here, that people who considered themselves competent believed when this war started that it would last no longer than four months. They thought they had studied the social and economic structure and they formed the idea on that basis. Their ideas of this kind did not relate to reality, and reality has proved them wrong. It is strange how little people are prepared to learn from events. Someone who had arrived at such an idea on the basis of their own scientific understanding surely ought to say to himself now: ‘The premises on which I based my conclusions were clearly quite inadequate.’ Surely, he must now be inclined to learn something. But he sleeps on, drawing further conclusions from those same premises, which have only changed a little under the pressure of experience, because he does not want to consider the inner connections. Of course, anyone who wishes to consider the inner connections in life will have to take this hurdle, which is such a problem, particularly to people who are involved in scientific issues. The last thing they want is to be bothered in the limited field in which they are active; they do not want to establish links with related fields.

This type of specialization was quite a good thing for a time. If it continues, and if our university students continue to be ruined by the bias which comes with specialization, the calamities which result when people's ideas are divorced from reality will get worse and worse. We will have people in municipal, rural and national representative bodies who simply have no real grasp of the issues they are supposed to regulate according to law, because their ideas are too limited to encompass reality. Reality is far richer than those ideas.

There can be no question, then, of being inclined to leave specialized areas as far as possible to ‘experts’, nor of using anthroposophy to satisfy subjective and egotistical needs. It has to be a matter of knowing how to unite these two opposites, and let one prove fruitful for the other.

Something we find again and again—you would also find it so if you were to focus your attention on these things—is that if you speak about special subject-areas to people who are sincerely devoted to anthroposophy, they do find the matter rather tedious. The request is always to speak about central issues—soul, immortality, God, and so on. This will, of course, satisfy their immediate egotistical religious needs, but it leaves no opportunity to give them what is needed more than anything for the near future, namely that people make themselves a real part of this real life. This is why we must take note when someone seeks to make a real connection between impulses to look at things on the basis of spiritual science and the specialist areas.

I have previously drawn attention here³ to the important book our friend Dr. Boos⁴ has written on the Collective Agreement.⁵ The book is now generally available and I should like to draw your attention to it, for it is a perfect example of building bridges between the general approach used in anthroposophy and a whole specialist field, the sphere of law. The point is that our friends will not, I hope, consider special investigations of this kind as something outside their sphere but rather give them their attention, for in the time which lies ahead life itself will have to be the subject for anthroposophical consideration. If you read the book carefully and work through it, you will find aspects of everyday life are taken up in a living way, and also in such a way that one can see two things coming into play here: first, impulses to consider life in a truly comprehensive way, impulses altogether attuned to cosmic laws, and then also great historical perspectives. You will also find it infinitely helpful to consider the difference between Romance contracts and agreements on the one hand and Germanic social cohesion on the other. The relationship of Romance to Germanic human nature presents itself in a very profound way in a particular specialist field. And it is important, especially with this specialist book by Dr. Roman Boos, to work one's way up to what really matters for the immediate future from the point of view of spiritual science -to bridge the gap between the life that presents itself to the senses and in which we establish our social conditions, and the life which streams in from the spiritual world and lets the Spirit pulse through our forms of existence.

I also recommend that you read the new issue of Wissen und Leben,⁶ which has an article by Dr. Boos on the key issues in Swiss national policies.⁷ You will find that current political issues can also be considered from a different point of view than that of everyday journalism—if you do not mind my saying so. Awareness of the relationship between different forms of culture, such as different forms of art, for instance, and political forms, is brought out most beautifully in this essay.

Having read Dr. Boos' article, which takes a serious look at Swiss national policies and is truly in the anthroposophical spirit, you may glance at the first essay in the journal, which is on the significance of the Reformation and was written by Adolf Keller.⁸ It is an essay in the old style, even if it is thought to be in a very new style. In one and the same issue you therefore have a justifiably truly modern work side by side with the most antiquated stuff. People who write such antiquated stuff do, of course, believe they are particularly clever and logical, with penetrating thoughts. The significance of the Reformation is discussed from different points of view in elevated terms which are nothing but empty and vapid abstractions.

Having read Adolf Keller's article, which is decent and well-meant and one of the best pieces of work in this field, one is tired out from being tossed hither and thither between what are again and again the same abstractions: the Reformation created freedom of initiative; freedom of initiative arose through the Reformation; when the Reformation was in progress, free initiative came to life. One is tossed hither and thither in the typical fashion of all abstractionists who know no better than to wallow in a few impoverished notions, having nothing to do with the real world. Here you have a typical instance of the abstract way of thinking which must be overcome, when people live with notions that have little real thought to them, yet are positively smacking their lips with pleasure because they imagine they are saying something really outstanding when they put it in a particularly abstract way.

A few days ago I was sent a treatise on profound theosophical matters which was, in fact, merely a treatise on the ‘something’; it only dealt with the ‘something’—the ‘unimproved something’ and the ‘improved something’, and how the improved takes hold of the unimproved, and how the ‘improved something’ takes precedence over the ‘unimproved something’. And so: conscious and unconscious ‘something’, improved and unimproved ‘something’—going one way and then the other, here again, there again; and in the final instance you have no more than this strange modern way of working in the abstract—though here applied to things of the spirit—which likes to see itself in the abstract and in reality is flight from reality and no longer has anything to do with any kind of reality. This does, of course, have quite specific consequences. People's limited ideas make them unable to wend their way through the river of life. Their ideas are too limited to encompass the reality of life. As a result one reads things like the following, for instance, which is on page 51 of Adolf Keller's essay:

Yet although this experience causes the deepest wellsprings of heart and mind to open up, it is still more than a mere upsurge of feeling. Divine and human elements are not mixed together in this. Conscience takes care this does not happen. It keeps the distance and maintains reverence. Man remains man and God remains God. The Reformation and mysticism have it in common that the relationship to God is established through a personal experience; what separates them is that the Reformation experience does not come in a seething and boiling of emotions in the depths of the soul, as in the case of mysticism, but from a troubled and morally elevated conscience. Anything which is a must, an absolute demand, holds the greatest power in the inner life. Man can only withstand this with divine help that is inwardly experienced.

Nothing but abstractions, and we are pushed hither and thither among them. Then follow the words: ‘This is the gospel, Jesus Christ.’

The gentleman has gone so far in his abstract thinking that he identifies the message of Jesus Christ with Jesus Christ himself. This is what one gets when abstraction is taken to its extreme. What follows is strange indeed. He has rejected mysticism. With his limited ideas he says that the Reformation had nothing to do with mysticism but that it creates healthy life. As if mysticism were not exactly such a living experience. But you see, his limited ideas cannot encompass reality. They are therefore used to say exactly the same about completely opposite things Thus he rejects the ‘seething and boiling’ as something which true adherents of the Reformation should not have, for if they did they would be mystics.
Adolf Keller goes on to say:

This help is not merely presented outwardly, historically or in the sacraments. It, too, can only grow strong if it is inwardly made one's own. It does not act from outside, magically, but only in so far as it may become part of our inner feelings and will, and can set the soul aglow.

Thus the Reformation must not be a ‘seething and boiling’ in the depths of the soul, yet this same Reformation can only be active in the soul if it is able to set the soul aglow, that is make it seethe and boil. You can study the whole essay like this, and nowhere does its poverty of spirit prove adequate for entering into reality. Yet writings like these are read with real passion today. People consider them most erudite. They fail to realize that they only have to read two or three lines more and they get all confused in their minds, for the same ideas have to be used for quite different things, and there is such a paucity of ideas.

If, on the other hand, you study Roman Boos' beautiful essay on the key issues in Swiss national policies—I do recommend it, for it will show you how connections can be made between political life and other forms of culture, and how our ideas can really come alive and the life of ideas be enriched, how you can find an exemplary study here concerning the future of Swiss politics—you can compare this with the vapid maunderings of Adolf Keller's essay in the same issue of the journal. By spending just a single small sum you can have the opportunity of getting old and new absolutely side by side and really see for yourselves.

Sometimes I really have to take account of current issues which are in complete opposition, for anthroposophy does not exist for self-indulgence at exalted levels but to make exactly the observations which take us truly into the present, into the intents and purposes of the present time.

• 1. Lectures given in Basle on 18 and 19 October 1917. See Note 8, lecture 10.
• 2. Alfred Edmund Brehm (1829–1884) wrote Illustriertes Tierleben (The illustrated lives of animals), with the second, 10-volume edition appearing in 1876–1879. Later editions were revised by other authors, and the narratives that gave the kind of picture of which Rudolf Steiner was speaking were gradually replaced with ‘strictly scientific’ texts. Many other natural histories have been based on Brehm's work.
• 3. In an addendum to a lecture given on 6 August 1916 (GA 170). The addendum has not so far been published in German or in English.
• 4. Dr Roman Boos (1889–1952), social scientist, writer and lecturer; represented anthroposophy and later Rudolf Steiner's idea of the Threefold Social Order; he was head of a social sciences association at the Goetheanum in Dornach.
• 5. Der Gesamtarbeitsvertrag nach Schweizerischem Recht, Munich and Leipzig 1916.
• 6. Wissen und Leben (translates as ‘Knowledge and life’), a fortnightly Swiss journal edited by Alb. Baur which appeared from 1907 to 1925. The issue concerned was dated 15 October 1917.
• 7. ‘Die Kermfragen der Schweizer-Politik’, later reprinted in Boos' Michael gegen Michel, Basle 1926, pp. 36–47.
• 8. Adolf Keller (b. 1872), Swiss Protestant theologian, professor in Geneva and Zurich.

We can say that the original purpose of festivals is to make human beings look up from their dependence upon earthly things to their dependence upon extra-earthly things. The Easter festival in particular can evoke such thoughts. During the last three to five centuries we in the civilized world have undergone a psycho-spiritual development that has made us focus less and less upon our connection with cosmic forces and powers. We have gradually been reduced to contemplating only our relation to earthly forces and powers. Of course, given the means for acquiring knowledge recognized as legitimate today this could scarcely be otherwise. However, if in pre-Christian times or even in the early centuries of Christianity someone who was connected with a Mystery center could have experienced what we moderns call knowledge, and if he were to approach the matter with the state of mind characteristic of those earlier times, he would not at all understand how human beings can live without an awareness of their connection to extra-earthly, cosmic things.

I would now like to sketch various matters that you will find dealt with more thoroughly in this or that lecture cycle. As the present lectures are intended to acquaint us specifically with the Easter idea, I naturally cannot elaborate on every detail, but only touch upon the most important points.

If we go back to certain ancient monotheistic religious systems—for example, to the Hebrew-Judaic system, with which we are most familiar—we naturally find the veneration and worship of one deity. That deity is the one of whom we speak in our Christian conception as the First Person of the Godhead, as God the Father.

Now all the religions in which the concept of the Father-God played a part had a greater or lesser awareness of his connection to the cosmic moon forces, forces that stream down to the earth from the moon; the Mystery priests were particularly aware of this connection. In our time this consciousness of our relationship to the moon has all but disappeared. Perhaps the only place it lives on is in the inspiration of poetic imagination by the forces of the moon, or in medicine in the counting of human embryonic life in ten lunar months. But older world views were clearly aware that the human being, who exists in the spiritual world as a being of spirit and soul, is permeated and strengthened by forces emanating from the moon as he descends into earthly existence.

If we want to know what shapes our living form, to know what lives in us as nutritive and respiratory processes, as overall forces of growth, we must look not to earth forces but rather to cosmic forces. For a consideration of earth forces readily reveals their relation to us. If we did not hold our bodies together with extra-earthly forces, if our bodies did not receive their form from cosmic forces, how could the earth forces alone hold them together? The moment the human body is forsaken by cosmic forces and exposed to merely terrestrial forces, it falls apart, disintegrates, becomes a corpse. Earth forces can only make us into corpses; they cannot shape us. It is to the influence of the moon that we owe the uplifting forces within us, the forces that give us a cohesive, organized form, a form that during life does not succumb to forces that seize and destroy us at our death. It is due to this that throughout our earthly lives we can resist destruction, as indeed it must be resisted.

Although in this way we may say theoretically how the form of our body is dependent upon the forces of the moon, we must also see that these forces, which guide us, so to speak, through birth into a physical existence, were revered by ancient religions as the forces of the divine Father. The ancient Hebrew initiates knew that the moon radiates those forces that lead us into our earthly life and maintain us there. Our physical being is severed from these forces only when we pass through the gate of death.

To look up lovingly to these divine Father forces, to express devotion to them in ritual and prayer, this was the substance of certain ancient monotheistic religions. And these religions were more consistent than you might think. For history completely misrepresents them, basing itself, as it must, merely upon external evidence, not upon what can be observed in spiritual vision.

Religions that focused on the moon and the spiritual beings living in it were really of relatively late origin. The truly primordial religions had in addition to this a clear perception of the sun forces and even, it must be added, of the forces of Saturn. However, with this we are entering into a period of history of which no physical documents survive, one that antedates the foundation of Christianity by many thousands of years. In my Outline of Occult Science I called this period the ancient Indian—partly to have a name for it, but also because it took place in the area we now call India. The civilization following this was the ancient Persian. During these civilizations human beings still developed very differently than they did later, and this is reflected in their religious beliefs.

During the last two thousand years or more, human beings have been developing in such a way that they no longer notice a certain discontinuity in their earthly development, and indeed, the break is really hardly noticeable. Something that takes place in human beings around the thirtieth year today remains largely in the subconscious or the unconscious. However, this was not the case among people who lived eight or nine thousand years before Christ. At that time a person's development was continuous up until about the thirtieth year, when a profound metamorphosis set in, which I shall be quite direct in describing. Although what I have to say might sound somewhat strange, it nevertheless fits the relevant facts.

In those ancient times the following could happen. Let us say that before turning thirty, a man had made the acquaintance of someone much younger, say three or four years younger, who would therefore experience the thirtieth-year metamorphosis much later than the former. Suppose now that the two men had not seen each other for some time and were then reunited. It could happen, and in today's words this sounds indeed strange, that if the younger person were to address the older one, the latter might not recognize him. The metamorphosis would have completely transformed his memory.

Because in these very ancient times people around the age of thirty tended to forget all they had experienced previously, it was the custom in the small communities of the time to record events in young peoples' lives in order to inform them of their earlier experiences after they had passed through the profound transformation. And then, when such people realized they had become different persons in their thirtieth year, that they had to go to the record office—to use a modern expression—in order to learn of their earlier experiences—yes, it really happened this way—then at the same time they were also taught that before their thirtieth year only moon forces had acted upon them, whereas now sun forces were entering into their development.

The sun forces' influence on the human being is entirely different from that of the moon forces. Of course, people today know little of sun forces, for they know only their external, physical effects. They know, for example, that because of sun forces—pardon my bluntness—they sweat, feel hot; they are also no doubt aware of sunbathing and its therapeutic uses, but this is all superficial. The average person nowadays cannot even begin to conceive of the effect that the forces spiritually connected with the sun have upon him.

Julian the Apostate, the last of the pagan Caesars, acquired some knowledge of the sun forces in the dwindling Mysteries, and was murdered on his expedition to Persia because he wanted to make it official again. [Julian the Apostate (Flavius Claudius Julianus), A.D. 331–363. Roman emperor 361–363. ] That is how strong the powers that wanted to exterminate such knowledge in the early Christian centuries were. It is therefore not surprising that no knowledge of such matters has survived.

While the moon forces determine the human being, permeate us with an inner necessity so that we must act according to our instincts, our temperament, our emotions, in a word, our whole physical and etheric nature, the spiritual sun forces free us from this. They dissolve, so to speak, the forces of compulsion, and it is really through their agency that we become free.

In ancient times the influence of the moon and that of the sun were sharply divided. Around the age of thirty people simply became sun people, that is, free, whereas up until then they had been moon people, or unfree. Nowadays these two overlap; even in childhood the sun forces act along with the moon forces, and the moon forces continue to work on us in later years. Thus in our time necessity and freedom intermingle.

As has been said, however, this was not always the case. In the prehistoric times of which we have been speaking, the effects of the moon and the sun upon human life were sharply separated, it was considered pathological when someone failed to experience the metamorphosis, the new beginning in his thirtieth year. By the same token, people spoke of having been born not once, but twice. As humanity began to develop in such a way that the second or solar birth (the first was called the lunar birth) became less noticeable, certain facts, including exercises and cult rituals, began to be applied to initiates in the Mysteries. In this way the initiates experienced something that the rest of mankind no longer did. They were now the twice-born.

The term twice-born that may be found in ancient oriental writings even today no longer carries its original meaning. It would be interesting to ask every orientalist and Sanskrit scholar—I believe our friend Professor Beckh is in our midst, you can ask him how things stand according to his professional studies—whether they think modern scholarship can explain the meaning of this expression clearly and in no uncertain terms. [Professor Hermann Beckh, 1875–1937, orientalist. From 1922 on priest in the Christian Community. ] In fact, any number of formal analyses are available, but the essential meaning remains a mystery. Only those who know it derives from such a reality as I have just described can grasp its true meaning. About such things spiritual observation does, after all, have something to say; and once it has spoken, I would challenge any unprejudiced researcher in a conventional academic discipline to prove that existing documents do not at every step bear it out. Ordinary science will confirm spiritual research, provided things are seen in the right light. But certain things transcending ordinary science must be brought to light since the study of documents cannot lead to a true understanding of human life.

Thus we look back to an ancient time when people spoke of their lunar birth as of a creation by the Father. Regarding their solar birth people understood that in the sun's spiritual rays Christ's power, the power of the Son, is active, and that it sets human beings free. Consider what it does for us. Only through its action can we make something of ourselves in earthly life. Without the liberating forces and impulses of the sun, we would be strictly predestined, at the mercy of an inexorable determinism, and not even the determinism of fate, but merely that of nature.

People in ancient times knew this. To them, the sun was a celestial eye from which the power of Christ streamed forth. They knew that this power released them from the bondage of iron necessity into which the moon forces had placed them at birth and which would otherwise govern their entire lives. The sun forces, the Christ forces looking down upon them through the cosmic eye of the sun, enabled them to make something of themselves in inner freedom, something they could not have become merely by virtue of the moon forces. Thus in the sun forces people saw the possibility of transforming or making something of themselves here on earth.

For completeness' sake I should briefly mention that ancient people also looked to the forces of Saturn, in which they saw all that sustains us when we pass through the portal of death, that is, when we experience the third earthly metamorphosis.

After death the human being is maintained by the Saturn forces that reign at what was in ancient times considered to be the outer limit of our planetary system. These forces support us and carry us out into the spiritual world; they maintain our being's integrity when the third metamorphosis occurs. This was unquestionably the world view of ancient times.

But humanity changes, and the time came when the sun forces' effects were known only in the Mysteries. This knowledge survived longest in the Mysteries' therapeutic sections, because the same forces that give us our freedom, our ability to make something of ourselves—namely, the sun forces, the Christ forces—are also found in certain plants and in other earthly beings and substances, which as a result possess healing properties.

For the most part, however, human beings lost this knowledge of the sun. Although knowledge of our dependence on the moon or Father forces remained with people for a long time, consciousness of our dependence on the sun forces, or we must really say, of our emancipation through those forces, disappeared much earlier. And what we today call forces of nature, which seem to be the sole topic in modern philosophy, are really nothing but a completely abstract version of the moon forces.

One person who still knew the sun forces and was able to let himself be guided by them was the Christ-bearer, Jesus of Nazareth. He had to know them. For, whereas in the old Mysteries the sun forces could be reached only by looking up spiritually to the sun, it was the mission of Jesus of Nazareth to receive these forces in his own body as they streamed down to earth. This I explained yesterday. The essential point, however, is that in his thirtieth year a transformation occurred in Jesus of Nazareth's body. It was the same transformation everyone experienced in primeval times, except that in those times only the rays, so to speak, of the spiritual sun entered into people, whereas here the primordial sun being himself, the Christ, descended into human evolution and dwelled in the body of Jesus of Nazareth. This event central to all earthly life is at the root of the Mystery of Golgotha.

You will be able to understand these things in their full significance if you consider the way Easter was celebrated in the older Mysteries. Easter, one might say, was as yet a human affair, for it was initiation.

Basic initiation consisted of three stages. The very first requirement for initiation was to develop, through exposure to what the Mysteries had to offer, a degree of inner humility we cannot fathom today. Although today people do indeed consider themselves enormously modest with respect to knowledge, anyone who can see through them knows they are truly possessed by arrogance.

Above all, at the outset of initiation the candidate had to believe that he was not yet really human, that this was a goal yet to be achieved. Today it would be asking too much of people at any stage of life that they should not consider themselves human beings. But for initiation this was the very first requirement. The candidate had to know that it was only before descending into an earthly body that he had been a human being, that in pre-earthly existence he had been a human being of soul and spirit, which then entered a physical body provided by a natural mother, by the natural parents. It did not “clothe itself” with the body—for that is an inaccurate expression—rather it permeated itself with a physical body.

Now just how, over a long period of time, the spirit and soul pervade the physical body—the nervous-sensory system, the rhythmic system, the metabolic-limb system—is something most people are not aware of. What everyone is aware of, what everyone perceives through the senses, is the physical world around us. When spirit and soul have completed their permeation of our physical bodies at adulthood, we can only look to the outside with our eyes, listen with our ears to what is outside us, perceive warmth and cold, roughness and smoothness outside us through our skin; in other words, we perceive only what is outside not what is inside us. We cannot look into ourselves with our eyes: the most we can do is to dissect a human corpse and imagine we are looking into ourselves. But in reality we are not.

Suppose I have a house here before me. It has windows, but I do not look in through them. Instead, I take some tools and, if I am strong enough, I can demolish the house. The individual bricks then lie before me in a heap; they are all that is left of the house. This is the way things are done today; people dissect the human being, cut him up, in order to get to know him. But in this way they do not get to know him; what they get to know this way is not at all a human being. To really know ourselves we must be able, just as today we look out of our eyes, to look in through them, to listen in with our ears, and so on.

All this taken together—eyes, ears, the whole skin as an organ of touch and temperature—was called in the Mysteries the door to the human being. Initiation started from the candidate's realization that he knew nothing about the human being, and that, having no consciousness of himself as human, he could not really claim to be one. He would first have to learn to look in through his senses, in the same way he otherwise looks out.

That was the first stage of initiation in the old Mysteries. And the moment a person learned in this way to look inside himself, he experienced how he had been in pre-earthly existence, for then he knew himself to be a being of spirit and soul.

The initiate thus learned to look in (red) instead of out (yellow), and in so doing became aware of what had entered him as pre-earthly existence through his eyes, ears, skin, and so forth (green—see diagram). Aware now that he had had such an existence, he was told that now he could begin to acquaint himself with what today we would call natural science.

When we learn about natural science today, we are taught to observe the phenomena of nature, to describe them, and so on. But this is analogous to being told upon meeting someone we have known for a long time to forget everything we have ever had in common with that person. Fancy, if you will, a married couple being told upon seeing one another after a long separation to forget everything they had ever been through together. Well, yes, I can imagine that once in a while such a thing might actually be preferable, but life could not be carried on in that way.

Such, however, are exactly the circumstances imposed upon us by our modern system of civilization. We all become acquainted with the kingdoms of nature from their spiritual aspect before we descend to earth. And while today people are encouraged to forget all they learned then about minerals, plants, and animals, the old initiate, in the so-called first Mystery stage, attempted to remember it. He was shown, for example, a quartz crystal, and then everything possible was done to remind him of what he had known about quartz—or about lilies, or roses—before he descended to earth. The knowledge of nature taught in the Mysteries was essentially recognition.

After a candidate had mastered the method of recollecting things viewed in pre-earthly existence, he was admitted to the second stage, which consisted of learning the music, architecture, geometry, surveying, etc., of the time. This was because the second stage comprised everything a person could learn not only by looking inside with his eyes and listening to what is inside him with his ears, but by actually entering into himself. Here the candidate for initiation was told he was entering the Temple Grotto of Man, which was the part of himself physically permeated by the soul-spiritual forces of which he had consisted before descending to life on earth. Into this he penetrated.

The Temple Grotto, he was told, consisted of three chambers. The first was the chamber of thought. There he became acquainted with everything—well, yes, when looked at externally, it is the human head, which is small, but when entered into and viewed from within, it is as big as the world. The candidate came to know himself there as spirit. That was the first chamber. In the second he acquainted himself with feeling; and in the third with willing.

In this way initiates learned how the human being is organized with respect to the organs of thinking, feeling, and willing; they acquainted themselves, that is, with what matters on earth. Knowledge of nature, on the other hand, transcends such merely earthly matters. One acquires it before one even descends to earth. After that, it is simply a question of recalling it. By contrast, no houses are built in the spiritual world with earthly architecture. Similarly, the music that exists in the spiritual world is entirely spiritual; earthly music is merely its projection into the terrestrial air. Surveying is concerned with the dimensions of the earth; both it and geometry are earthly sciences.

It was important for the novice of the second stage to realize that all talk of gaining knowledge by purely earthly means, except as it applies to geometry, architecture, and surveying, is nonsense. He realized that a genuine science of nature must consist of recalling pre-earthly knowledge; however, geometry, architecture, music, and surveying are sciences that can be learned here on earth.

The candidate thus entered into himself and came to know the cosmic human being. This consisted of three chambers, unlike the single earthly organization we encounter by approaching the human being only from the outside.

In the third stage the candidate not only delved down into himself, coming to know himself spiritually, but as spirit he came to know the body as well. Initiates in all the old Mysteries called this level of knowledge “the Portal of Death.” Here one learned what it is like to lay aside the earthly body. There was, however, a difference between actual death and the death experienced in initiation. I will explain in the following lectures why this had to be so; at the moment I only want to point out the facts.

When we die, we discard our physical bodies and are no longer bound to them. We cease to respond to, and are henceforth free from, earth forces. But while we are still connected to our physical bodies, as was the case in the initiations of old, we must achieve by inner exertion something that in death happens of itself, namely, freedom from the body; we must hold ourselves outside the body for a time. Initiation required that one attain strong inner forces of soul, by virtue of which one could remain free from the physical body.

These same forces also provided higher knowledge of matters that could neither be perceived with the senses nor thought with the intellect. They brought human beings into relation with the spiritual world, just as our physical bodies bring us into relation with the physical world. At this point a candidate was far enough advanced to recognize himself as a human being of spirit and soul, as an initiate, while still living on earth. From that time on he experienced the earth as outside himself and could live with the sun rather than with the earth, particularly in the older Mysteries. He knew what he had from the sun, how the sun forces were active in him.

After this third stage followed then the fourth. The fourth stage had an effect that may be explained as follows: When a human being on earth eats, he recognizes, for example, that he is eating cabbage or venison. He can drink various things, and know that first these things are outside, then inside him. He breathes the air; first it is outside, then inside, then outside again. In short, he carries within him earthly forces and substances that also exist outside him. What the Mysteries made clear to the student was that before initiation he had been an earth-bearer, a bearer of cabbage, venison, pork, and so on, but that upon completing the third stage of initiation and experiencing what it is possible to experience when one frees oneself from the body he would no longer be a bearer of cabbage, pork, and veal, but rather of what the sun forces gave him.

In all the Mysteries this spiritual gift of the sun forces was called Christos. Hence the candidate who had gone through the three stages and now felt himself to be a bearer of the sun forces, just as he had been a cabbage-bearer on earth, was called a christophor, a Christ-bearer. This was the term applied to a neophyte of the fourth stage in most of the ancient Mysteries.

In the third stage the candidate had to understand certain things thoroughly, most importantly that his craving for the physical body had to cease during moments of knowledge. He had to understand that the human being, as far as the physical body is concerned, belongs to the earth, but that the earth actually only destroys the physical body and does not build it up. It was at this point that the initiate came to know the upbuilding forces that originate in the cosmos.

He also learned something else. Precisely when he became a christophor, the initiate realized that spiritual forces are at work even in the substances of the earth, albeit in a way imperceptible to earthly senses. Had our modern way of speaking, which is the only one I can use, been comprehensible to people of ancient times, the sense of what the neophyte was told might be expressed as follows: “If you wish to know and understand substance, to see how the different elements combine and separate, you must look to the spiritual forces that permeate matter from the cosmos. You can only do this, however, once you have been initiated into the fourth stage. For only when you are able to perceive by means of forces of the sun-existence will you be able to study chemistry.”

Now in our time it would be thought quite absurd, wouldn't it, to require of candidates for the doctor's degree in pharmacology or chemistry that they experience sun forces in the same way that they do earthly cabbage. In the old days, however, such demands were made. Furthermore, initiates realized that all the forces of ordinary cognition alive in the body can be used only to study geometry, surveying, music, and architecture. They are useless for the study of chemistry.

Chemistry as we know it today deals only with superficial realities, and has done so ever since the old initiation wisdom was lost. In fact, anyone who seeks genuine knowledge must despair at having to learn the official chemistry of today, for it is based wholly upon descriptions, not upon an inner penetration of the subject. If people were open-minded, they would realize that something more is necessary, that a different method of cognition is required, for a true study of chemistry. That this is not realized is simply the result of the cowardice so prevalent today.

When a candidate had passed the fourth stage, he was ready to become an adept in astronomy, which was an even higher stage of initiation. The merely external study of the stars, based on calculations and the like, ancient people considered thoroughly trivial. For the stars are inhabited by spiritual beings, and these beings can be known only after physical observation and even geometry have been left behind, when one can literally live in the universe and know the spiritual nature of the stars. At this stage the candidate became one of the resurrected and could observe the forces of the moon and sun at work, particularly in their effects upon earthly humanity.

Today I have described for you from two sides how Easter was inwardly experienced in the old Mysteries, not in a particular season but at a certain stage of human development. Easter, we have seen, was the inner human being's resurrection out of the physical body into the spiritual universe. Those still cognizant of ancient Mystery wisdom at the time of the Mystery of Golgotha saw that Mystery in this light. They asked themselves: What would have happened to humanity if the Mystery of Golgotha had not taken place?

In ancient times it had been possible to be initiated into the secrets of the cosmos, for even earlier than that it had been a matter of course for people to experience a second birth around their thirtieth year. Memories of this had been preserved, as had the knowledge of the Mystery schools, and thus what had been experienced directly in earlier epochs was kept alive as tradition. At the time of the Mystery of Golgotha, however, this had all been lost or forgotten. Humanity would have fallen into complete decadence had not the power to whom the initiates had raised themselves in becoming christophors descended into Jesus of Nazareth and remained on earth since then, enabling people to unite themselves with it through Christ Jesus.

Easter as we know it today is thus a link in the evolution of the Mysteries, and we can become aware of its true content only by reviving that evolution. In the lectures to come you will be able to get at least an idea of what the ancients experienced in initiation. A new initiate could say to himself: “Initiation has revealed to me how sun and moon, as celestial opposites, work within me. I know now that my physical form—the particular shape of my eyes, nose, indeed of my entire body, inside and out—as well as the fact that this form could grow, and continues to grow through nourishment, is a result of the moon forces. Upon them all necessity depends. But that I can come to life within my physical body as a free human being, that I can alter my character and master myself, this is due to the sun forces, to the Christ forces. These I must awaken within me if I am to achieve through my own efforts a conscious freedom over and above that given me by the sun forces through another kind of necessity.”

From all this one can understand why even today human beings calculate the date of Easter from a particular constellation of sun and moon. All that remains of the old consciousness is an interest in finding the first Sunday following the first full moon after the spring equinox. That Easter is set on that Sunday indicates, as I shall elaborate tomorrow, that people see in Easter's nature and form something that must be determined from above, that is, from the cosmos.

More than this, however, is necessary. The very content of Easter must be grasped anew, and this can happen only if we examine the old Mysteries. These showed first of all what people could experience if they looked inside themselves, the portal of Man, then when they descended into themselves and came to know the remotest inner recesses of their being, the three-chambered, cosmic human being; when they liberated themselves from the body—the portal of Death; and when they moved freely in the spiritual world, they became christophors.

The Mysteries themselves, of course, began to disappear at the time human freedom started to assert itself, but the time to rediscover them has arrived. The Mysteries must be found anew, and we should be fully conscious that preparations to that end must now be made.

It was with this in mind that the Christmas Conference was held. An earthly sanctuary for the re-founding of the Mysteries is urgently needed. The Anthroposophical Society, as it continues in its development, must lead the way to that re-founding. It will be partly your task, my dear friends, to help this along in the right spirit. But for that you will need to examine the three stages of human life: introspection, self-penetration, and a consciousness one has in outer reality only in death.

As a reminder of what has been said in this hour, I would like us now to carry away and meditate upon the following words:

To-day we shall begin to consider the inner activities of the soul which can gradually lead man to acquire conceptions, to acquire thoughts, about karma. These thoughts and conceptions are such that they can ultimately enable a man to perceive, in the light of karma, experiences which have a karmic cause.

Looking around our human environment, we really see in the physical world only what is caused by physical force in a physical way. And if we do see in the physical world something that is not caused by physical forces, we still become aware of it through external physical substances, through external physical objects of perception. Of course, when a man does something out of his own will, this is not caused by physical forces, by physical causes, for in many respects it comes out of the free will. But all that we perceive outwardly is exhausted in the physical phenomena of the world we thus observe. In the entire sphere of what we can thus observe, the karmic connection of an experience we ourselves pass through cannot reveal itself to us. For the whole picture of this karmic connection lies in the spiritual world, is really inscribed in what is the etheric world, in what underlies the etheric world as the astral world, or as the world of spiritual beings who inhabit this astral outer world. Nothing of all this is seen, as long as we merely direct our senses to the physical world.

All that we perceive in the physical world is perceived through our senses. These senses work without our having much to do with it. Our eyes receive impressions of light, of colour, of their own accord. We can at most—and even that is half involuntary—adjust our gaze to a certain direction; we can gaze at something or we can look away from it. Even in this there is still much of the unconscious, but at all events a fragment of consciousness. And, above all, that which the eye must do inwardly in order to see colour, the wonderfully wise, inner activity which is exercised whenever we see anything—this we could never achieve as human beings if we were supposed to achieve it consciously. That would be out of the question. All this must, to begin with, happen unconsciously, because it is much too wise for man to be able in any way to help in it.

To attain a correct point of view as regards the knowledge possessed by the human being, we must really fill our thoughts with all the wisdom-filled arrangements which exist in the world, and which are quite beyond the capacity of man. If a man thinks only of what he can achieve himself, then he really blocks all paths to knowledge. The path to knowledge really begins at the point where we realise, in all humility, all that we are incapable of doing, but which must nevertheless come to pass in cosmic existence. The eye, the ear—yes, and the other sense-organs—are, in reality, such profoundly wise instruments that men will have to study for a long time before they will be able even to have an inkling of understanding of them during earthly existence. This must be fully realised. Observation of the spiritual, however, cannot be unconscious in this sense. In earlier times of human evolution this was possible even for observation of the spiritual. There was an instinctive clairvoyance which has faded away in the course of the evolution of humanity.

From now onwards, man must consciously attain an attitude to the cosmos through which he will be able to see through into the spiritual. And we must see through into the spiritual if we are to recognise the karmic connections of any experience we may have.

Now it is necessary for the observation of karma that we at least begin by paying attention to what can happen within us to develop the faculty of observing karmic connections. We, on our part, must help a little in order to make these observations conscious. We must do more, for example, than we do for our eye in order to become conscious of colour.

My dear friends, what we must learn first of all is summed up in one word: to wait. We must be able to wait for the inner experiences.

About this “being able to wait”, I have already spoken. It was in the year 1889—I tell about this in the Story of my Life—that the inner spiritual construction of Goethe's “The Fairy Tale of the Green Snake and the Beautiful Lily” first came before my mind's eye. And it was then, for the first time, that the perception as it were of a greater, wider connection than appears in the Fairy Tale itself presented itself to me. But I also knew at that time: I cannot yet make of this connection what I shall some day be able to make of it. And so what the Fairy Tale revealed to me at that time simply remained lying in the soul.

Then, seven years later, in the year 1896, it welled up again, but still not in such a way that it could be properly shaped; and again, about 1903, seven years later. Even then, although it came with great definition and many connections it could not yet receive its right form. Seven years later again, when I conceived my first Mystery Play, The Portal of Initiation—then only did the Fairy Tale reappear, transformed in such a way that it could be shaped and moulded plastically.

Such things, therefore, demand a real waiting, a time for ripening. We must bring our own experiences into relation with that which exists out there in the world. At a moment when only the seed of a plant is present, we obviously cannot have the plant. The seed must be brought into the right conditions for growth, and we must wait until the blossom, and finally the fruit, come out of the seed. And so it must be with the experiences through which we pass. We cannot take the line of being thrilled by an experience, simply because it happens to be there, and then forgetting it. The person who only wants his experiences when they are actually present will be doing little towards ultimate observation of the spiritual world. We must be able to wait. We must be able to let the experiences ripen within the soul.

Now the possibility exists for a comparatively quick ripening of insight into karmic connections if, for a considerable time, we endeavour patiently, and with inner activity, to picture in our consciousness, more and more clearly, an experience which would otherwise simply take its course externally, without being properly grasped, so that it fades away in the course of life. After all, this fading away is what really happens with the events of life. For what does a man do with events and experiences, as they approach him in the course of the day? He experiences them, but in reality only half observes them. You can realise how experiences are only half observed if you sit down one day in the afternoon or in the evening—and I advise you to do it—and ask yourself: ‘What did I actually experience this morning at half-past nine?’ And now try to call up such an experience in all details before your soul, recall it as if it were actually there, say at half-past seven in the evening—as if you were creating it spiritually before you. You will see how much you will find lacking, how much you failed to observe, and how difficult it is. If you take a pen or pencil to write it all down, you will soon begin to bite at the pen or the pencil, because you cannot hit upon the details—and, in time, you want to bite them out of the pencil!

Yes, but that is just the point, to take upon oneself the task of placing before the mind, in all precision, an experience one has had,—not at the moment when it is actually there, but afterwards. It must be placed before the soul as if one were going to paint it spiritually. If the experience were one in which somebody spoke, this must be made quite objectively real: the ring of the voice, the way in which the words were used, clumsily or cleverly—the picture must be made with strength and vigour. In short, we try to make a picture of what we have experienced. If we make a picture of such an experience of the day, then in the following night, the astral body, when it is outside the physical body and the etheric body, occupies itself with this picture. The astral body itself is, in reality, the bearer of the picture, and gives shape to it outside the body. The astral body takes the picture with it when it goes out on the first night. It shapes it there, outside the physical and etheric bodies.

That is the first stage (we will take these stages quite exactly): the sleeping astral body, when outside the physical and etheric bodies, shapes the picture of the experience. Where does it do this? In the external ether. It is now in the external etheric world; it does this in the external ether.

Now picture to yourself the human being: his physical and etheric bodies lie in bed, and the astral body is outside. We will leave aside the ego. There outside is the astral body, reshaping this picture that has been made. But the astral body does this in the external ether. In consequence of this the following happens—think of it: the astral body is there outside, shaping this picture. All this happens in the external ether which encrusts, as it were, with its own substance that which is formed as a picture within the astral body. So the external ether makes the etheric form (dotted (dark) outline) into a picture which is clearly and precisely visualised by the eye of spirit.

In the morning you return into the physical and etheric bodies and bear into them what has been made substantial by the external ether. That is to say: the sleeping astral body shapes the picture of the experience outside the physical and etheric bodies. The external ether then impregnates the picture with its own substance. You can imagine that the picture becomes stronger thereby, and that now, when the astral body returns in the morning with this stronger substantiality, it can make an impression upon the etheric body in the human being. With forces that are derived from the external ether, the astral body now stamps an impression into the etheric body.

The second stage is therefore: The picture is impressed into the etheric body by the astral body.

There we have the events of the first day and the first night. Now we come to the second day. On the second day, while you are busying yourself with all the little things of life in full waking consciousness, there, underneath the consciousness, in the unconscious, the picture is descending into the etheric body. And in the next night, when the etheric body is undisturbed, when the astral body has gone out again, the etheric body elaborates this picture.

Thus in the second night the picture is elaborated by the man's own etheric body. There we have the second stage:—The picture is impressed into the etheric body by the astral body; and in the next night the etheric body elaborates the picture. Thus we have: the second day and the second night.

Now if you do this, if you actually do not give up occupying yourself with the picture you formed on the preceding day—and you can continue to occupy yourself with it, for a reason which I shall immediately mention—if you do not disdain to do this, then you will find that you are living on further with the picture. What does this mean—to continue occupying yourself with it? If you really take pains to shape such a picture, vigorously, elaborating it plastically in characteristic, strong lines on the first day after you had the experience, then you have really exerted yourself spiritually. Such things cost spiritual exertion. I don't mean what I am going to say as a hint—present company is, of course, always excepted in these matters!—but after all, it must be said that the majority of men simply do not know what spiritual exertion is. Spiritual exertion, true spiritual exertion, comes about only by means of activity of soul. When you allow the world to work upon you, and let thoughts run their course without taking them in hand, then there is no spiritual exertion. We should not imagine, when something tires us, that we have exerted ourselves spiritually. Getting tired does not imply that there has been spiritual exertion. We can get tired, for instance, from reading. But if we have not ourselves been productive in some way during the reading, if we merely let the thoughts contained in the book act on us, then we are not exerting ourselves. On the contrary, a person who has really exerted himself spiritually, who has exerted himself out of the inner activity of his soul, may then take up a book, a very interesting one, and just “sleep off” his spiritual exertion in the best possible way, in the reading of it. Naturally, we can fall asleep over a book if we are tired. This getting tired is no sign at all of spiritual exertion.

A sign of spiritual exertion, however, is this: that one feels—the brain is used up. It is just as we may feel that a demand has been made on the muscle of the arm when lifting things. Ordinary thought makes no such strong claims upon the brain. The process continues, and you will even notice that when you try it for the first time, the second, the third, the tenth, you get a slight headache. It is not that you get tired or fall asleep; on the contrary, you cannot fall asleep; you get a slight headache from it. Only you must not regard this headache as something baleful; on the contrary, you must take it as actual proof of the fact that you have exerted your head.

Well, the process goes on ... it stays with you until you go to sleep. If you have really done this on the preceding day, then you will awake in the morning with the feeling: “There actually is something in me! I don't quite know what it is, but there is something in me, and it wants something from me. Yes, after all it is not a matter of indifference that I made this picture for myself yesterday. It really means something. This picture has changed. To-day it is giving me quite different feelings from those I had previously. The picture is making me have quite definite feelings.”

All this stays with you through the next day as the remaining inner experience of the picture which you made for yourself. And what you feel, and cannot get rid of through the whole of the day—this is a witness to the fact that the picture is now descending into the etheric body, as I have described to you, and that the etheric body is receiving it.

Now you will probably experience on waking after the next night—when you slip into your body after these two days—that you find this picture slightly changed, slightly transformed. You find it again ... precisely on waking the third day you find it again within you. It appears to you like a very real dream. But it has undergone a transformation. It will clothe itself in manifold pictures until it is other than it was. It will assume an appearance as if spiritual beings were now bringing you this experience. And you actually receive the impression: Yes, this experience which I had and which I subsequently formed into a picture, has actually been brought to me. If the experience happened to be with another human being, then we have the feeling after this has all happened, that actually we did not only experience it through that human being, but that it was really brought to us. Other forces, spiritual forces, have been at play. It was they who brought it to us.

The next day comes. This next day the picture is carried down from the etheric body into the physical body. The etheric body impresses this picture into the physical body, into the nerve-processes, into the blood-processes. On the third day the picture is impressed into the physical body. So the third stage is: The picture is stamped into the physical body by the etheric body.

And now comes the next night. You have been attending throughout the day to the ordinary little trifles of life, and underneath it all this important process is going on: the picture is being carried down into the physical body. All this goes on in the subconscious. When the following night comes, the picture is elaborated in the physical body. It is spiritualised in the physical body. First of all, throughout the day, the picture is brought down into the processes of the blood and nerves, but in the night it is spiritualised. Those who have vision see how this picture is now elaborated by the physical body, but it appears spiritually as an altogether changed picture. We can say: the physical body elaborates the picture during the next night.

1st Day and 1st Night:

When outside the physical and etheric bodies, the astral body shapes the picture of the experience. The outer ether impregnates the picture with its own substance.

2nd Day and 2nd Night:

The picture is stamped by the astral body into the etheric body. And the etheric body elaborates the picture during the next day.

3rd Day and 3rd Night:

The picture is stamped by the etheric body into the physical body. And the physical body elaborates the picture during the next night.

Now this is something of which you must make an absolutely correct mental picture. The physical body actually works up this picture spiritually. It spiritualises the picture. So that when all this has really been gone through, it does happen—when the human being is asleep—that his physical body works up the whole picture, but not in such a way that it remains within the physical body. Out of the physical body there arises a transformation, a greatly magnified transformation of the picture. And when you get up in the morning, this picture stands there, and in truth you hover in it; it is like a kind of cloud in which you yourself are. With this picture you get up in the morning.

So this is the third day and the third night. With this picture, which is entirely transformed, you get out of bed on the fourth day. You rise from sleep, enveloped by this cloud. And if you have actually shaped the picture with the necessary strength on the first day, and if you have paid attention to what your feeling conveyed to you on the second day, you will notice now that your will is contained in the picture as it now is. The will is contained in it! But this will is unable to express itself; it is as though fettered. Put into somewhat radical terms, it is actually as if one had planned after the manner of an incredibly daring sprinter, who might resolve to make a display of a bravado race: I will run, now I am running to Ober-Dornach, I make a picture of it already, I've got it within me. It is my will ... But in the very moment when I want to start, when the will is strongest, somebody fetters me, so that I stand there quite rigidly. The whole will has unfolded, but I cannot carry out the will. Such, approximately, is the process.

When this experience of feeling yourself in a pillory develops—for it is a feeling of being in a pillory after the third night—when you again awake in it, feeling in a pillory as it were, with the will fettered through and through, then, if you can pay attention to it, you will find that the will begins to transform itself. This will becomes sight. In itself it can do nothing, but it leads to our seeing something. It becomes an eye of the soul. And the picture, with which one rose from sleep, becomes objective. What it shows is the event of the previous earth-life, or of some previous earth-life, which had been the cause of the experience that we shaped into a picture on the first day. By means of this transformation through feeling and through will, one gets the picture of the causal event of a preceding incarnation.

When we describe these things, they appear somewhat overpowering. This is not to be wondered at, for they are utterly unfamiliar to the human being of the present time. They were not so unknown to the men of earlier culture-epochs. Only, according to the opinion of modern men who are clever, those other men—in their whole way of living—were stupid! Nevertheless, those ‘stupid’ men of the earlier culture-epochs really had these experiences, only modern man darkens everything by his intellect, which makes him clever, but not exactly wise.

As I said, the thing seems somewhat tumultuous, when one relates it. But after all, one is obliged to use such words; for since the things are utterly unknown to-day, they would not appear so striking if they were worded more mildly. They must appear striking. But the whole experience, from beginning to end, throughout the three days, as I have described it to you, must take its course in inner intimacy, in rest and peace of mind. For so-called occult experiences—and these are such—do not take their course in such a way that they can be bragged about. When one begins to brag about them, they immediately stop. They must take their course in inner repose and quietude. And it is best when, for the time being, nobody at all notices anything of the consecutive experiences except the person who is having them.

Now you must not think that the thing succeeds immediately, from the outset. One always finds, of course, that people are pleased when such things are related. This is quite comprehensible ... and it is good. How much there is that one can learn to know! And then, with a tremendous diligence people start on it. They begin ... and it doesn't succeed. Then they become disheartened. Then, perhaps, they try it again, several times. Again it does not succeed. But, in effect, if one has tried it about 49 times, or, let us say, somebody else has tried it about 69 times, then the 50th or the 70th time it does succeed. For what really matters in all these things is the acquisition of a kind of habit of soul concerning them. To begin with, one must find one's way into these things, one must acquire habits of the soul. This is something that certainly ought to be carefully observed by the Anthroposophical Society which, since the Christmas Foundation, is intended to be a complete expression of the Anthroposophical Movement.

Really a very great deal has been given within the Anthroposophical Society. It is enough to make one giddy to see standing in a row all the Lecture-Courses that have been printed. But in spite of it, people come again and again, asking one thing or the other. In the majority of cases this is not at all necessary, for if everything that is contained in the Lecture-Courses is really worked upon, then most of the questions find their own answer in a much surer way. One must have patience, really have patience. Truly, there is a great deal in anthroposophical literature that can work in the soul. We must take to heart all that has to be accomplished, and the time will be well filled with all that has to be done. But, on the other hand, in regard to many of the things which people want to know, it must be pointed out that the Lecture-Courses exist, that they have been left lying there, and after they have been given many people trouble about them only inasmuch as they want a “new” Course; they just lay the old ones aside. These things are closely connected with what I have to say to-day.

One does not reach inner continuity in following up all that germinates and ripens in the soul, if there is a desire to hurry in this way, from the new to the new; the essential point is that things must mature within the soul. We must accustom ourselves to inner, active work of the soul, work in the spirit. This is what helps us to achieve such things as I have explained to you to-day; this alone will help us to have, after the third day, the inner attitude of soul in connection with some experience we may wish to see through in the light of karma.

This must always be the mode of procedure if we are to learn to know the spiritual. To begin with, we must say to ourselves: the first moment when we approach the spiritual in thought in some way, was the first beginning; it is quite impossible to have any kind of result immediately; we must be able to wait. Suppose I have an experience to-day that is karmically caused in a preceding incarnation. I will make a diagrammatic sketch. Here I am, here is my experience, the experience of to-day (right). This is caused by the quite differently-constituted personality in the same ego in a previous earth-life (left). There it is. It has long ceased to belong to my personality, but it is stamped into the etheric world, or into the astral world, which lies behind the etheric world. Now I have to go back, to retrace the way backwards.

I told you that at first the thing appears as if some being were really bearing the experience towards me. This is so, on the second day. But after the third day it appears as if those who have brought it to me, those spiritual beings, withdraw, and I become aware of it as something of my own, which I myself, in a previous incarnation, laid down as cause. Because this is no longer within the present, because this is something I must behold in the past earth-life, I seem to be fettered. This state of being fettered ceases only when I have perceived the thing, when I have a picture of what was in the previous incarnation, and when I then look back to the event which I have not lost sight of through the three days. Then I become free, as I return, for now I can move about freely with the effect. As long as I am only within the cause, I cannot move about with the cause. Thus I go back into a previous incarnation, there become fettered as it were by the cause, and only when I now enter right into this present earth-life, is the thing resolved.

Now let us take an example: suppose somebody experiences at a certain time on a certain day that a friend says something to him that is not altogether pleasant—perhaps he had not expected it. This friend says to him something not altogether pleasant. He now ponders what he experiences in listening to what his friend says. He makes a vivid picture of what he has experienced, how he got a slight shock, and how he got vexed, perhaps he was also hurt, or the like. This is an inner working, and as such it must be brought into the picture. Now he lets the three days elapse. The second day he goes about and says to himself: ‘This picture which I made yesterday has had a strange effect upon me. The whole day long I have had within me something like an acid, as it were, something that comes from the picture and makes me feel inwardly out of sorts ...’ At the end of the whole process, after the third day, he says to himself: ‘I get up in the morning and now I have the definite feeling that the picture is fettering me.’ Then this event of the previous incarnation is made known to me. I see it before me. Then I pass over to the experience which is still quite fresh, which is still quite present. The fettering ceases, and I say to myself: ‘So this is how it was in the previous earth-life! This is what caused it; now there is the effect. With this effect I can live again ... now the thing is present again.’

This must be practised over and over again, for generally the thread is broken on the very first day, when we make the first effort. And then nothing comes.

It is particularly favourable to let things run parallel, so that we do not stop at one event, but bring a number of. events of the day into picture-form in this way. You will say: ‘Then I must live through the next day with the greatest variety of feelings.’ But this is quite possible. It is not at all harmful. Only try it; the things go quite well together. ‘And must I then be fettered so and so often after the third day?’ This does not matter either. Nothing of this matters. The things will adjust themselves in time. What belongs, from an earlier incarnation, to a later one, will find its way to it. But it will not succeed at once; it will not succeed at the first attempt; the thread breaks. We must have patience to try the thing over and over again. Then we feel something growing stronger within the soul. Then we feel that something awakens in the soul, and we say to ourselves: ‘Until now you were filled with blood. You have felt within you the pulsation of the blood and the breath. Now there is something within you besides the blood. You are filled with something.’

You can even have the feeling that you are filled with something of which you can say quite definitely that it is like a metal that has become aeriform. You actually feel something like metal, you feel it in you. It cannot be described differently; it really is so. You feel yourself permeated with metal, in your whole body. Just as one can say of certain waters, that they ‘taste metallic’, the whole body seems to ‘taste’ as if it were inwardly permeated by some delicate substance, which, in reality, is something spiritual.

You feel this when you come upon something which was, of course, always in you, but to which you only now begin to pay attention. Then, when you begin to feel this, you again take courage. For if the thread is always breaking and everything is as it was before—if you want to get hold of a karmic connection, but the thread is always breaking—you may easily lose courage. But when you detect within yourself this sense of being inwardly filled, then you get courage again. And you say to yourself: it will come right in time.

But, my dear friends, these things must be experienced in all quietude and calmness. Those who cannot experience them quietly but get excited and emotional, spread an inner mist over what really ought to happen, and nothing comes of it.

There are people to-day in the outside world who know of Anthroposophy only by hearsay. Perhaps they have read nothing at all of it, or only what opponents have written. It is really very funny now.—Many of the antagonistic writings spring out of the earth like mushrooms—they quote literature, but among the literature they quote there are none of my books at all, only the books of opponents! The authors admit that they have not really approached the original sources, that they know only the antagonistic literature. Such things exist to-day. And so there are people outside who say: “The Anthroposophists are mad.” As a matter of fact, what one can least of all afford to be in order to reach anything at all in the spiritual world is to be mad. One must not be mad in the very slightest degree if one hopes to come to anything in the spiritual world. Even the tiniest fragment of madness is a hindrance to reaching anything. This simply must be avoided. Even a slight fancifulness, slight capriciousness, must be avoided. For all this giving way to the moods of the day, the caprices of the day, forms obstacles and handicaps on the way to progress in the spiritual world. If one desires to progress in the field of Anthroposophy, there is nothing for it but to have an absolutely sane head and an absolutely sane heart. With doting sentimentality (Schwärmerei) which is already the beginning of madness, one can achieve nothing.

Things such as I have told you to-day, strange as they sound, must be experienced in the light of absolute clarity of mind, of absolute soundness of head and heart. Truly, there is nothing that can more surely save one from very slight daily madness, than Anthroposophy. All madness would [disappear] by means of Anthroposophy if people would only devote themselves to it with real intensity. If somebody were to set himself to go mad through Anthroposophy, this would certainly be an experiment with inadequate means!

I do not say this in order to make a joke, but because it must be an integral part of the mood and tenor of anthroposophical endeavour. This is the attitude that must be adopted towards the matter, as I have just explained to you, half in joke, if we want to approach it in the right way, with the right orientation. We must set out to be as sane as possible; then we approach it in the right spirit. This is the least we can strive for, and above all, strive for in respect to the little madnesses of life.

Once I was friends with a very clever professor of philosophy, now long since dead, who used to say on every occasion: “We all have some point or other on which we are a little mad!” He meant, all people are a little mad ... but he was a very clever man. I always believed there was something behind his words, that his assertion was not altogether without foundation! He did not become an Anthroposophist.

My dear friends! A whole group of new members of this school have arrived here today, and so I am obliged to say at least a few words once again to convey something of the principles of this school.

The first thing to be said about this school is that it forms the esoteric aspect of the existing Anthroposophical Movement, which with the Christmas Conference here at the Goetheanum has been newly reestablished. Earlier there were a few esoteric circles at the Goetheanum. All these esoteric circles must by and by come into this school, for it certainly has occurred that with the Christmas Conference a new spirit has come into the Anthroposophical Movement, insofar as it streams through the Anthroposophical Society.

I have also just spoken the words abroad, in recapitulation, which should point out the difference between the Anthroposophical Movement before Christmas, and what we now have since Christmas. Previously the Anthroposophical Society was a sort of administrative body for anthroposophical teachings, for the substance of Anthroposophy. Since Christmas it is different. Now it does more than merely foster Anthroposophy in the Anthroposophical Society. Now it is constituted so that Anthroposophy is actually done, which means that all things that flow through the Anthroposophical Society bearing on operations and ideas are constituted so as to be anthroposophical through and through.

What has happened with this renewal, my dear friends, must be taken in with sufficient depth, and fundamentally must be taken in with deepest sincerity. The renewal will then allow a differentiation between the Anthroposophical Society in general, and this esoteric school within the Anthroposophical Society. In keeping with the principle of openness that was established at the Christmas Conference, the Anthroposophical Society will of course require no more of its members than that they stand honestly by whatever Anthroposophy is, that they are, we might say, listeners to Anthroposophy, and that they make of this Anthroposophy whatever they can with their hearts and souls.

It is quite different within the school. Whoever enters this school, declares thereby that as a member he will be a true representative of the Anthroposophical Movement. And in this esoteric school, that eventually will be expanded into three classes, in this esoteric school the freedom implicit for every member of the anthroposophical community most certainly must be made to rule. Also, for the directorate, the Executive Council at the Goetheanum,¹ whose members answer for the school, full freedom must rule.

Being a true member of this school entails that in whatever matters a member is engaged with in daily life, that an anthroposophical approach is displayed to the world. And the Goetheanum Executive Council, as it appears to them, must be able to decide whether a member, not being able to be a representative of the Anthroposophical Movement, should therefore be stricken from the membership of the school. It must be a two-way relationship.

In the future, in the holding and handling of this school, a certain spirit must be engaged, a spirit that is ever more and more serious and in a certain sense stronger. Otherwise, we just cannot progress further with the Anthroposophical Movement. We ourselves must really feel it within the school, especially if we have a chance to enhance and strengthen Anthroposophy. There will be hard times ahead for Anthroposophy, and so the members of the school must know the difficulties that they have taken upon themselves. They are not simply devoted to Anthroposophy, but are members of an esoteric school.

And it must be seen as a commitment, a most inward commitment, that the operation of the Executive Council, as it is presently constituted, is seen in its esoteric substance. This must ever more and more come into the awareness of the members, which has not yet happened. It must happen. It must come to be generally known. And it says a lot, that at this time an Executive Council has come into being out of the esoteric.

What is certainly being pointed out, is that all of those who rightfully regard themselves as members of the school, should see the school as having been founded not by men and women, but rather by the will of the present-day ruling spiritual powers of the world. The school should be seen as having been put in place by the spiritual world, and should be seen as the meaningful work of the spiritual world, the spiritual world that not only feels somewhat responsible for it, but the spiritual world that feels responsible for it in the strongest sense. Therefore, whoever does not take this School seriously, and does not carry it within when involved in daily activities, without fail, for such a member, who does not take the matter seriously, his membership must be stricken.

Actually, lassitude to a very great degree has infiltrated the Anthroposophical Society in the last few years. To remove this forever is to be one of the many functions of this school. We should feel ourselves to be responsible for the words that we speak, we should before all things feel responsible for them, so that every word we speak, in the most serious sense, has been so fully verified by us, that we can represent it as truth. For untruthful statements, even when coming forth with good will, will work destructively within an occult movement. There must be no deceit about this, but rather the fullest clarity must reign. It comes down to this, the intention is not to allow it to wash lightly over a person, but the intention is to arrive at the absolute truth. And among the first responsibilities of a student of the esoteric, is that he not only feel a commitment to relate what he believes to be the truth, but that a commitment is felt to verify that the things that are said are actual objective truths. For only when (in the sense of objective truth) we have won godly spiritual might, the strength of which runs through this school, will we thereby be able to steer our way through all the difficulties that will beset Anthroposophy.

One should also not fail to attend to what is happening in the external world. Now please, my friends, whatever is spoken in the environs of the school should remain within the environs of the school. Yet I tell you that even within the environs of the school, one may not forget the sorts of things that are being discussed by authoritative personalities, such as the following: “Those who represent the principles of the Roman Church will be doing their utmost in the near future to make the individual states of the former German Empire independent,” and I am merely reporting, “so that out of these independent states, with the exclusion of Prussia, the Holy Roman Empire of the German Nation can once more be established, which in turn, having been established out of such a prominent quarter, will of course spread its influence over neighboring regions.” These persons say that they will have to do this in order to destroy, in root and branch, those movements that are most dangerous and frightful. They add that if they fail to reestablish the Holy Roman Empire of the German Nation, then they will find other means by which to destroy in root and branch those most contrary, those most dangerous movements. The movements they are referring to are the Anthroposophical Movement and the Movement for Religious Renewal.

I am quoting them almost word for word. And you should see, from what I say time and again, that the difficulties will not become smaller, but rather every week greater, and that what I say is built through and through on a firm foundation. I would like you to take this to heart at once, by bringing an earnest heart-felt quality to what you become acquainted with as members of this school. Only when we are members of this school openly, fully, in earnest, and actively, will we be able to reach the bedrock that is absolutely necessary, if we are to make it through the difficulties of the future.

You may conclude from this that opponents will take Anthroposophy, and its branch Religious Renewal, much more seriously than many already ensconced as members. For when one becomes aware of the intention of reconstituting the broken-up Holy Roman Empire of 1806, and the implication that it is in order to dispose of our Movement, then one must take the matter very seriously. In a movement grounded in the spirit, it really and truly does not matter, my dear friends, just how many members are in the movement. What does matter is the sort of strength living within, strength that has come out of the spiritual world. The opponents know that this sort of strong force dwells within our Movement, so don't enter into it lightly, but with sufficient strength and firmness.

It is not easy to present to someone that the meeting with the Guardian of the Threshold can really happen, if the person has not had the experience of knowing what it means for their human nature to be in the "I am” and their astral body to be outside of the physical body. For if a person's essential being is closed up within the physical body, he can only take whatever is in his vicinity as the truth, when it has been verified through the apparatus of the physical body. And through the apparatus of the physical body, the sensory world can only come to be taken as a reflection of the spiritual world, which initially is not disclosed through the senses, but is merely reflected.

Now in general, it is not so difficult to leave one’s body. It is done every time one goes to sleep. A person is then outside of his body. But when outside of his body in the state of sleep, then his awareness is also quenched to the point of unconsciousness. Only illusory dreams, or perhaps also dreams that are not illusory, surge up out of this loss of consciousness. It is part of the subject matter of the attainment of higher awareness, however, to leave the physical body with fully aware-self-possession, so that external to his physical body one may perceive around about himself, just as within his physical body with the help of the physical senses he perceives the physical world. And he partakes then, outside of his physical body, of the spiritual world in truth.

Initially, however, a person just sleeps without awareness. Under ordinary conditions it is not given to us to know what could be seen when outside of one’s body. And this specifically is due to a person being protected from coming upon the spiritual world unprepared.

If and when a person is sufficiently prepared, what happens with him then? Then, when the person steps up to the abyss between the sensory world and the spiritual world [It was marked in red.], when the person has been found to be prepared, as has been pointed out in the last lesson, then the Guardian of the Threshold takes the true individuality of the person out and beyond, allowing over-flight of the abyss [It was marked in yellow.], under the agency of what has been delineated in the foregoing mantric verses. And for the first time, from the other side of the Threshold, a person can then observe his own sensory being, his physical being.

Such is the first grand impression of true experience, my dear friends, when the Guardian of the Threshold can say to a person, "Look over there, there you are, so you appear to the outside while within the physical world, but with me, you appear in your innermost being."

And then resounding again and again from the Guardian of the Threshold is a significant word. For now, it resounds from the Guardian of the Threshold out over the abyss, this significant word, in calling out to the person, for him to retain his presence of mind when he looks upon himself quite differently from the other side of the abyss. And he does look upon himself quite differently. He beholds himself as threefold. [It was marked in green.]²

He beholds himself in his threefold nature, expressed in soul in thinking, in feeling, and in willing. There are actually three people, the thinking person, the feeling person, and the willing person, all of which have been stuck into each person, and for the time being are really only drawn together in the physical world through the physical body. And all this, that the person looks upon, is intoned by the lips of the Guardian of the Threshold in the following manner.

O show the three
They are the one,
When you bear the stamp of man
In existence-awareness on the earth.

Or it could be the human stamp, for one must of course translate the words from the occult speech.

O show the three
They are the one,
When you bear the stamp of man
In existence-awareness upon the earth.

Experience the head’s world-gestalt
Feel the heart’s world-beat
Think the limb’s world-strength

They are the three,
The three, that live as one
In existence-awareness upon the earth.

[The mantra was now written on the board.]

O show the three
They are the one,
When you bear the human stamp
In existence-awareness upon the earth.

Experience the head’s world-gestalt
Feel the heart’s world-beat
Think the limb’s world-strength

They are the three,
The three, that live as one
In existence-awareness upon the earth.

The Guardian of the Threshold points out here how the three, which separate from one another as soon as the person leaves his physical body, how the three appear in relationship to this physical body. The gaze is directed out upon the physical body, upon the head, the heart, the various members of the body, and as said by the Guardian of the Threshold, "When you in actual truth behold the human head, this human head will be an image of the heavenly universe. You must gaze out upon the far-flung depths that seem to border on and to define the world, and realize it is not so, your physical one-sided envisioning of it, you must gaze out and on, and in your gazing out and on, you must remember that your head, in its roundness, is really a truthful image of the surrounding heavenly world.” And one may connect to this here and now by bringing into awareness the mantric verse.

Experience the head’s world-gestalt

One connects outwardly through the symbol of a triangle pointing up. [It was drawn before the line.]

Through this symbol, as one pauses at this line of the mantric verse, you send your attention to the wide-open space above, and take note that everything around and about the earth is certainly part of this wide-open space above. You send your attention out and make it all an immediate presence.

Feel the heart’s world-beat

Through this cosmic-heavenly presence flows the rhythm of the world, resounding as music of the world. When we feel the human heart beating, it seems as though this human heart is merely beating out upon all that passes before the human organism. In reality, what beats in the heart is a harmonious counterpoint to what has been circling as world-rhythm for not merely a thousand years, but a million years. Hence one again pauses, as the Guardian of the Threshold speaks accordingly the words "Feel the heart’s world-beat" and one senses, finds with empathy, feels what takes effect both in the heart and all around and overhead. [Now the symbol ⧖ of a down-pointing and an up-pointing triangle connected at the tips was drawn before the second line.] The triangles in this diagram join all that is below with all that is overhead.

Think the limb’s world-strength

This world-strength is the one in which gravity and the other earthly forces are concentrated and rise from beneath. In our thinking, that is, insofar as it is earth-thinking, adapted merely to grasping the earthly, we must gaze down and under, then we grasp the things that stream out of the earth working effectively in men and women. Again, one pauses by the "Think the limb’s world-strength” in a triangle facing downward. [▽ was drawn before the third line of the stanza.]

And one will feel the character of the word of the Guardian, how it should work today on the human heart, on the human soul, if one allows this mantric verse in commensurate manner to come alive within and to work effectively.

O show the three
They are the one,
When you bear the stamp of man
In existence-awareness upon the earth.

One says the following verse while rendering the up-pointing triangle symbol △ before the head:

△ Experience the head’s world-gestalt

⧖ Feel the heart’s world-beat

One says the last verse while rendering the down-pointed triangle symbol ▽.

▽ Think the limb’s world-strength

These are the three,
The three, that live as one
In existence-awareness upon the earth.

And one tries, after having allowed this mantric verse to work on his soul, to blunt the senses, to close the eyes, to hear nothing with the ears, to perceive nothing, and to remain in the dark for a while, that one might live fully and completely in the atmosphere of what sounds through the words. And in this manner, a person will place himself in the sphere in which initiation into all reality can then be experienced. In undertaking this, a person may take the first step beyond the Threshold.

But one must allow the profound word of the Guardian to work upon him fully and in earnest. This profound word of the Guardian speaks of everything, the moment we cross over the Threshold, of everything being different than it is in the sensory world. In the sensory world we think that thoughts, that ideas are predominant in people. This is the way it is in the sensory world. By itself this predominance of envisioning, of thinking, which is perceptible to customary awareness as well, is always intermixed with a bit of willing. Always in stepping from one thought to another, we must be using our will, as we do when we bring an arm into motion, or a leg into motion, or in doing just about anything we wish to do. But it is easy and refined, this willing that carries one thought on to the next. And so it is, when we are in the sensory world, the two are bound together, the predominance mostly of thinking with a little bit of willing, an easy willing. Yet as soon as a person comes across over the Threshold and comes before the Guardian, it will be quite the opposite, for there the bundled predominance is mostly of far-flung will and minimally of thinking. And in this willing that is otherwise sleeping in people, one catches in it a scent of the spirit, for the human head is constituted out of the cosmos, out of the heavenly world, a spherical copy in all particulars.

Hence the Guardian of the Threshold, when we have crossed over to the other side of the Threshold, calls out the following words. [A new part of the mantra was written on the board forthwith.]

The head's spirit,
You can will it;

And now one sees that willing is something quite different than it was previously. Previously the senses facilitated sensory perceptions, mediated sensations, and one had no awareness of will coursing through the eyes, of will coursing through the ears, of will coursing through the sense of warmth, of will coursing through every sense. Now, one sees that of all that the eyes sense as manifold colors, that the ears hear as manifold tones, that a person discerns as warmth and cold, as the difference between coarse and smooth, as odors, tastes, et cetera, that all this, all in the spiritual world is a sort of willing. [The mantra was continued on the board.]

And willing becomes for you
Sensing’s many-formed heavenly weaving;

If a person has come to know this by looking back at his head from the other side of the Threshold as willing becomes predominant, [The verb "willing" in the second line of the mantra was underlined.] how the mind sets willing in place there, [The word "willing" in the third line of the mantra was underlined.] then he would furthermore know, how the heart harbors the soul, and how he can feel the soul in his heart, just as he can will the head's spirit correspondingly in the head. And then he knows for the first time, when he regards thinking not as a capacity of the brain, but rather as an capacity of the heart, of the soul of the heart, how thinking belongs not to an individual person, but rather to the world. Then he experiences world living, circling around as world music. [The second stanza was begun on the board.]

The heart's soul,
You can feel it;
And feeling becomes for you
Thinking’s seed-awakening world living;

You live in glory, not in soulless semblance of glory, but rather in the glory of the glow of the being of the world. [The summary lines of the first and second stanzas were now written, as the first stanza was once again spoken.]

The head's spirit,
You can will it;
And willing becomes for you
Sensing’s many-formed heavenly weaving;

Summarized in the final line:

You weave in wisdom.

Summarized, bearing on the heart's soul, on feeling, in the sentence:

You live in glory.

[The words "wisdom" and "glory" were underlined.]

Just as a person gets to know the mind as a willing, so he gets to know feeling as a thinking in regard to personal presence and awareness in the world, if from the other side he observes the three, which only in the sensory world are one. [In the second stanza “feel” and "feeling" were underlined.]

And the Guardian continues in the third section. [The third stanza was begun on the board.]

The limb's strength,
You can think it;

Now we have the full reversal. On the other side a person maintains a concentration in the head of something else than thinking, for willing is here [The first stanza was indicated.], as I have just explained, concentrated in the head. Feeling remains in the heart, where it is also felt in the sensory world, for the inner force of the heart continues on in the spiritual world,

The limb's strength,
You can think it;

["Think" was underlined.]

On the other side, thinking is brought together directly with the limbs, which is quite the reverse in the sensory world. [The writing was continued.]

And thinking becomes for you
Willing’s goal-directed human striving;

And the will does this for thinking. ["Thinking" was underlined. The writing was continued and the word "virtue" was at the same time underlined.]

You strive in virtue.

And so, we have the full reversal in the spiritual world, by means of what the Guardian of the Threshold has said to us. While not being able to differentiate willing, feeling, and thinking while a person looks up from down under, it is differentiated as a trinity when the person looks on it from the other side, willing up at the head, feeling in the middle, and thinking down among the limbs.

In this way one becomes aware that what is willed, concentrated in the head, is wisdom woven into the world, in which all the beings of the spirit stream forth, and that thinking, seen in the extremities, is human striving, that can live as human virtue. And the three appear before the spiritual gaze:

The head's spirit,
The heart's soul,
The limb's strength.

[At the same time the words on the board "head's", "heart's", and limb's" were underlined in white, and the words "spirit", "soul", and "strength" were underlined in red.]

In this way the mantric verse is built. And a person must be aware of the inner congruence, more than aware, for as it floods into him, he must allow the mantric verse to work on him:

heavenly weaving
world living
human striving

[Forthwith were these three word-groups underlined on the board in yellow.]

These are the words of the Guardian of the Threshold, in which the three, emerging from the one as we cross over into the world on the other side of the Threshold, the three are guided into our mind's eye.

The head's spirit,
You can will it;
And willing becomes for you
Sensing’s many-formed heavenly weaving;
You weave in wisdom.

The heart's soul,
You can feel it;
And feeling becomes for you
Thinking’s seed-awakening world living;
You live in glory.

The limb's strength,
You can think it;
And thinking becomes for you
Willing’s goal-directed human striving;
You strive in virtue.

These are the impressions through which the soul must sift, if real insight, real inward knowing is to be attained, resounding in the admonitions of the Guardian of the Threshold, as he also says to us:

Enter
The door is opened³
You will⁴ become
A true human being.

[It was written on the board.]

Enter
The door is opened
You will become
A true human being.

And these are the words, that for countless thousands of years, that yawn at all portals to the spiritual world, and at the same time, that resound spiritedly:

Enter
The door is opened
You will become
A true human being.

Imagine, my brothers and sisters,⁵ saying to yourselves at once, "I will take these words of the Guardian of the Threshold seriously; I will know that I was not yet human; I will know that I become so through insight into the spiritual world." Imagine, my brothers and sisters, saying to yourselves a second time, "Why, the first time I did not take these words seriously enough; I will tell myself that I need twice as many steps, from my present state of being, not being a true human being, in order to become a true human being." Imagine declaring to yourselves a third time, "I will know that I need three steps, from the spot on which I stand, not being a true human being, in order to become a true human being."

Serious is the first admonition that you give to yourselves. More serious is the second admonition. But the stamp of highest seriousness must be borne by the third admonition. And when you know how to bring this trinity in three-fold seriousness into the depths of your souls, then you will have an inkling of what it means for a person, through insight, through actual inwardly knowing, to become a person. And then you will have come full circle, as we have in this class today, coming full circle to the first admonition, all of which should live in our souls as one self-transmuting verse.

O show the three
They are the one,
When you bear the stamp of man
In existence-awareness upon the earth.

△ Experience the head’s world-gestalt
⧖ Feel the heart’s world-beat
▽ Think the limb’s world-strength

These are the three,
The three, that live as one
In existence-awareness upon the earth.

Just so, my brothers and sisters, it has sounded just so in the heart, since there has been human existence on the earth, struggling for awareness. There has been a pause in this struggle since the emergence of the fifth post-Atlantean cultural epoch. This pause is at an end, by will of the heavenly, spiritual entities leading mankind. May it once again commence in a worthy manner. In your human hearts may it sound again. So the wise leaders of mankind, ever since there has been human existence upon the earth, have guided human hearts into glimpsing what works as spirit in the world, what works as spirit through the world in human beings, as the crown of the world.

• 1. Der Vorstand
• 2. Sinn is “mind-awareness,” whereas Geist is “body-free spirit-awareness.” Body-free thinking becomes many-formed sensing. Body-free feeling becomes seed-awakening heart-thinking. Body-free willing becomes goal-directed willing.
• 3. Das Tor ist geöffnet is neither present-perfect in German nor in English, so should not be “The door has opened,” which would imply that someone has opened it. Instead, it is phrasal-reflexive auto-causative intransitive, so must be “The door is opened.” This leaves one with the proper sense of wonder at how one’s meditative activity in conjunction with the spirit has caused the door to be opened.
• 4. Regarding the translation of wirst in the next to last line, according to the Oxford Dictionary, normally “shall” is used only with first person pronouns, and “will” is used with second and third person pronouns, but if strong determination is expressed, the order is reversed. The word “shall” is now seldom used in any normal context in American English. The question is does the Guardian say to put our will into entering and “You will become,” or does he admonish us with determination to enter and says, “You shall become.” Both are correct translations.
• 5. In this lesson for the first of many times Steiner says the phrase Schwestern und Brüder. This sounds just fine in German, but in English, one always says it the other way around, for otherwise it just does not sound right, so it should be translated always as “brothers and sisters.”

Let us look back at an earlier scene from the second part of Goethe's Faust, the scene in which I have often mentioned how it was made possible for Faust to unite with Helena. How is this possibility of Faust's union with Helena presented within the whole of the Faustian legend?

We know that in order to be united with Helena, Faust must first go to the region where even Mephistopheles cannot enter, to the realm called “the realm of the Mothers”. We have emphasized several times that Mephistopheles-Ahriman is only able to give Faust the key to the realm of the “unentered, unenterable”. We have also mentioned how in this realm of the Mothers we can find the eternal aspect of Helen of Troy, and we have mentioned how Goethe tried to solve the mystery of Helen's re-entry into the world. We have found that Goethe expressed this secret by allowing the homunculus to come into being, by allowing the homunculus to pass through the evolution of the earth's development, to catch up with this evolution of the earth's development, as it were, and that the homunculus, by dissolving itself dissolves in the elements, passes over into the elementary spiritual world, so that, by uniting with the archetype of Helen, which Faust brings from the mothers, he, as it were, “gives the re-embodiment with which Faust can now unite. Faust has, as it were, been elevated to the great arena of history; he seeks Helena. What does he need to seek Helena? Helena, the type of Greek beauty; Helena, the woman who brought so much ruin to the Greek world, but whom Goethe nevertheless presents to us in such a way that she also appears to us — and here I am referring to Gretchen — as being innocently guilty in the Greek sense. For thus Helen appears at the beginning of the third act: innocently guilty. Much guilt has been caused by her act. But Goethe seeks the eternal in every human nature and cannot reckon with guilt where he wants to present the evolution of humanity in the higher sense, but he can only reckon with the necessity of

If we now ask ourselves how Faust is put in a position to ascend to those spiritual realms where he can find Helena, we are confronted with the answer:

It is the mothers!
Mothers!

And Mephistopheles hands him the key to the Mothers. In a very characteristic way, we are shown that Faust is to descend to the Mothers; one could just as easily say ascend, because in this realm it is not important to distinguish between going up and going down in the physical sense.

The Mothers! Mothers! - it sounds so strange!

We hear the word from “Faust”. And when we recall how this realm of the Mothers is described, how they sit around the golden tripod, when we envision the entire scene of the realm of the Mothers, how could this journey of Faust into the realm of the Mothers be expressed? What are they, the Mothers, who reign eternally, but who are depicted as feminine and represent the forces from which Faust has brought forth the eternal, the immortal of Helen? If one wanted to express the whole fact at the point where Faust is sent to Helena, one would have to say: Faust will have to express his urge to Helena and to the Mothers by saying: The eternal feminine pulls us up or down – it does not matter now. We might just as well apply this last motive, which confronts us at the end of Faust, to the point where Faust descends to the Mothers. But with Faust on his journey to the Mothers and to Helen, we are standing on the soil of the old pagan world, the pre-Christian world, the world that preceded the Mystery of Golgotha. And at the end of Faust? We are confronted with a similar journey by Faust, the journey of the loving Faust, who wants to approach Gretchen's soul, but we are now with him on the ground of evolution after the mystery of Golgotha. And what does he strive for now? Still for the mothers? Not for the threesome of mothers. To the one mother, to the Mater gloriosa, who is to pave the way for him into the untrodden, the un-treadable, where Gretchen's soul dwells. The mothers, the eternal feminine too, are in the plural. The mother, the Mater gloriosa, is in the singular. And the striving towards the Mothers, in that it transports us into the time of evolution before the Mystery of Golgotha, and the striving towards the Mother, towards the gloriously magnificent Matter, in that it transports us into the evolution after the Mystery of Golgotha — does it not show us in a wonderful way, poetically magnificent, overwhelmingly magnificent, that which the Mystery of Golgotha has brought to humanity? From the threefold nature of still astral thinking, feeling and willing, humanity in Faust strives upwards towards the threefold nature of the eternal feminine. We have often described how the unity of the human soul in the I has come to humanity through the Mystery of Golgotha. The three Mothers become the one Mother, the Mater gloriosa, through the fact that the human being has progressed in the way we know to an inner interpenetration with the I.

The entire secret of humanity's transition before the Mystery of Golgotha is embodied in the Faust legend. And this transition from the eternal feminine of the trinity to the eternal feminine of unity is one of the greatest, most wonderful, most beautiful intensifications in the artistic realization that is found in this second part of “Faust”. But however deeply we penetrate the secrets of Faust, we find everywhere what I have said pedantically, but not meant pedantically, in that I have said: Everything sounds so appropriate and professional.

I have already pointed out that if we want to fully understand the human context, we must point out that the human being is first of all connected to the macrocosm as a whole human being, just as the macrocosm is reflected in the human being as the microcosm. We must only remember that man's development on earth remains incomprehensible if we do not know that man bears within him that which is initially transitory for this earthly development, but which is permanent for man's development, and which has developed into human nature through the old Saturn, Sun and Moon developments. We know that the human physical body was already formed in the first stage during the old Saturn evolution. We know that it then continued to develop through the sun and moon evolution up to the earth evolution. As I have already pointed out, what united with man in the three preliminary stages of evolution, the pre-earthly evolution, has now entered into the outer earthly formation of man in various ways.

I could only briefly hint at what was said about the matter earlier, and it must remain a brief hint. I have said: We touch here on a momentous mystery. — And it is only natural that these things can only be hinted at. He who wishes to follow them up must undertake a meditation on what has been suggested. He will then find what he still desires, even if it takes a little time.

We must realize, however, that man, by completing the lunar evolution, has begun the terrestrial evolution, and has, as it were, passed through a kind of dissolution, spiritualization, a world night, in this transition from the lunar evolution to the terrestrial evolution, and only now has he emerged again into the material. Certainly, the tendencies he formed through the evolution of Saturn, Sun and Moon remained with him, including the tendencies towards the physical body. But he also absorbed them into the spiritual and then developed them out of the spiritual again, so that we have to think of a time during the evolution of the earth when man was not yet physical.

If we disregard everything else that contributed to the development of the fact that man forms himself physically and sexually in his earthly existence, we can say in general: Just as man entered in the first place as an ethereal human being, so too did he enter as an etheric human being. To be sure, in this ethereal human being the tendencies towards the physical human being, which developed during the Saturn, Sun and Moon periods, were already present, but nevertheless they were formed in the etheric. I have already indicated this more precisely in Occult Science. And the physical must first develop out of the etheric. But Lucifer and Ahriman have their part in this whole process of development. For Lucifer and Ahriman intervene even before this, although their influence is repeated during the development of the earth, during the development of the moon and already during the development towards the moon in the whole development of mankind.

Now I have something to say here that is difficult to understand – not so much for the human intellect as for the entire human soul, I believe – but which really must be understood one day. Let us imagine: Man was once in the course of the earth before he gradually formed physically since the Lemurian and Atlantean times, ethereally, and - I will suggest this schematically - out of this ethereal, his physical gradually formed. Thus man was ethereal. Now we know that the etheric is a fourfold entity. We know the ether as a four-fold entity, so to speak. As we ascend from below, we know the ether as: heat ether; light ether; the ether with a material nature or also chemical ether, which, however, has its material nature in that the substance still fills the tone inwardly, the world harmony, the harmony of the spheres, for substances are substances because they are an expression of the world harmony. First of all, we have to imagine the world harmoniously. One tone, as it resonates through the world, causes, let us say, gold; the other tone causes silver; the third tone causes copper, and so on. Every substance is the expression of a certain tone, so that we can, of course, also speak of tone-ether. However, we must not represent the ether as it is perceptible on earth, but as a tone that fades away in the ether-spiritual sphere. And the last ether is the ether of life. So that man, if we still imagine him as ethereal, is formed ethereally by these four types of ether interlocking. We can therefore say: Man appears where the evolution of the earth is preparing to gradually allow the etheric human being to emerge from the etheric human being, as an etheric organism before becoming physical, where there is a mixed organization of warmth ether, light ether, material or tone ether, and life ether.

Now Lucifer and Ahriman are part of this whole process of the human becoming physical. They are always there. They take part in this whole evolution. They exert their influence. Of course there are special points where they exert this influence quite strongly, but they are always there, these special points, as you will find emphasized in “Occult Science”. Just as, I might say, the whole vegetative power is always in the plant, but asserts itself now as green foliage, now as a flower, so too have Lucifer and Ahriman always been present while man has developed through the various epochs of the earth's evolution, they are, so to speak, present in everything.

If you now disregard everything else (you can't always list everything), you can imagine this physical aspect of the human being, which arises from the etheric organization, in such a way (including everything else that I have described in 'Occult Science' and elsewhere, of course) that female and male forms arise. We are now disregarding everything else that contributes to this, but female and male forms arise. If Lucifer and Ahriman had not been involved, then the female and male forms would not have come into being, but rather what I once described in Munich: a middle form. So that we can truly say: it is due to Lucifer and Ahriman that the human form on earth was differentiated into a male and female form. And this is when we now imagine the state of approaching the earth, which is gradually solidifying through the mineral kingdom, when we also imagine that the earth is forming, physically solidifying, that in the earth's orbit there is also , we can imagine that the human being develops out of the ether of the whole earth and thus his character also approaches the physical of the earth, that in him, as it were, the etheric-mineral-physical meets with the mineral-physical of the earth. But Lucifer and Ahriman are at work, are truly at work. They have many means of exerting their influence on the evolution of mankind. And they use these various means for these or those processes, which they evoke.

Above all, Lucifer tends to develop the spirit of the ethereal; he actually does not want to let man become truly earthly, does not want to let him descend completely to earth. Lucifer is, after all, left behind in the development of the moon, and he wants to win man for himself, not letting him enter into the development of the earth. He seeks to achieve this by first of all seizing control of the forces of the heat and light ethers. He uses these forces in his own way in the processes that are now taking place as man becomes physical. Lucifer has power mainly over the heat and light ethers, and these he rules preferentially. He has already prepared himself well for this during the development of the moon, which he organizes in his own way. In this way he can influence the human becoming in a different way. By allowing man to become physical out of the ether, he can bring about the human form in a different way than would otherwise have happened, by taking hold of the warmth and light ether and exerting his power in a different way than would otherwise have happened. Just as he now rules and weaves in the warmth-light ether, it is not the human being that would otherwise come into being through this rule and weaving, but the female form of the human being. The female form of the human being would never have come about without Lucifer. It is already the expression of the emergence from the ether, in that Lucifer has just taken possession of the warmth-light ether.

Ahriman, in particular, has power over the ether of sound and life. Ahriman is at the same time the spirit of gravity. Ahriman endeavors to counteract Lucifer. In a certain way, this essentially brings about balance, in that the wise, progressive gods of luciferic power, who want to lift man above the earthly, oppose the ahrimanic power. Ahriman now actually wants to pull man down into the physical. He wants to make him more physical than he would otherwise be as a human being. Ahriman is prepared for this by the fact that he has particular power over the ether of sound and of life. And Ahriman works and weaves in the ether of sound and of life. And so the human physical form, as it emerges out of the ether into the physical, becomes physical in a different way from the way it would have become through the mere progressing gods, becoming the male form. Without the influence of Ahriman, the male form would be inconceivable, impossible. Thus we may say that the female form is woven out of the warmth and light of the ether by Lucifer, who instills in this form a certain upward striving. The male form is shaped by Ahriman in such a way that a certain striving towards the earth is implanted in it.

We can observe this, which is now so willed out of the macrocosmic world evolution, in a truly spiritual scientific way in the human being. If we take the female form, schematically drawn, we must say: Lucifer's warmth and light are woven into it in his own way. — Thus the physical female form is so woven that not only have the steadily progressing gods developed their forces in the light and warmth ether, but that Luciferic forces are also woven into this female etheric body. Let us now assume that in this female etheric body, that which the earth has given particularly, the consciousness of self, the consciousness that holds together, is tuned downwards; let a kind of tuned-down consciousness enter, which some people already call “clairvoyance”, a kind of dream-like, tr Then, in such a case, that which Lucifer has woven into light and heat ether emerges in a kind of aura, so that when female visionaries are in their visionary states, they are surrounded by an aura that has luciferic powers within it, namely that of heat and light ether. Now the point is that this aura, which now surrounds the female body when visionary states occur in a mediumistic way, is not seen as such. Because of course, when the female body is now in the midst of this aura (it is drawn), then the female organism sees into this aura and projects around it what it sees in this aura. It sees what is in its own aura. The objective observer sees something that he can name: the human being radiates imaginations, he has an aura that is formed from imaginations. This is an objective process that does not harm the observer. That is to say, when this imaginative aura is observed from the outside, by another person, it is simply an aura seen objectively, as something else is seen; but when this aura is seen from within, by the visionary herself, she sees only what Lucifer spreads within herself. There is a great difference between seeing something oneself and having it seen by others. An enormous difference!

This is why there is a great danger for a woman when visionary clairvoyance sets in if this visionary clairvoyance takes the form of imaginations. In this case, the woman needs to be especially careful. And it must always be assumed that the development must be taken firmly in hand, that it is a healthy one. Not to stop at all that one sees, not true, because that can simply be the actually luciferic aura, viewed from the inside, which was necessary to form the female body. And much of what female visionaries describe is interesting for a completely different reason than the reason why the female visionaries consider it interesting. If they describe or view it as if it were an interesting objective world, then they are quite wrong, then they are quite in error. But if this corresponding aura is seen from the outside, then it is what the ether has made possible for the female form in the development of the earth. So that we can say: A woman must take particular care when her visionary, imaginative clairvoyance begins to develop or manifests itself, because danger can very easily lurk there, the danger of falling into error.

The male organism is different. When we consider the male organism, Ahriman has woven his power into its aura, but now into the tone and life ether. And just as it is primarily the warmth ether in the case of woman, so it is primarily the life ether in the case of man. In woman it is primarily the warmth ether in which Lucifer works, and in man the life ether in which Ahriman works. When the man comes out of his consciousness, when the cohesion that expresses itself in him as ego consciousness is dampened, when a kind of passive state occurs in the man, then it is the case that one can see again how the aura asserts itself around him, the aura in which Ahriman has its power.

But now it is an aura that primarily contains the life ether and the tone ether. There is vibrating tone in it, so that one does not actually see this aura of the man so directly imaginatively. It is not an imaginative aura, but something of vibrating spiritual tone that surrounds the man. All this has to do with the form, not with the soul, of course; it has to do with the man in so far as he is physical. So that the one who looks at this form from the outside can see: the human being radiates — one can now say intuitions. These are the same intuitions from which his form was actually formed, through which he is there as the man in the world. There is a living, vibrant sound around you. Therefore, there is another danger for man when consciousness is dulled to passivity, the danger of only hearing this own aura, hearing inwardly. Man must be especially careful not to let himself go when he hears this own aura spiritually, for then he hears the Ahriman within him. For he must be there.

You see now how there would be no masculine and feminine in humanity on earth if Lucifer and Ahriman had not been at work. I would like to know how woman could escape Lucifer, how man could escape Ahriman! The sermon: one should flee from them, these powers – I have often emphasized this – is quite foolish, because they belong to that which lives in evolution, since evolution is already as it is.

But we can now say: Yes, by standing on earth as a man, in a male incarnation, he goes through his life, and what he is as a man, what he can experience as a man, what is the male experience, he has of it that this sounding life ether is in him, that he always has, so to speak, in himself, albeit mixed with Ahriman, chords of life that actually build up his male form. He has chords of life around him, in him, which only become visible and audible around him when he becomes medial.

Now let us assume that we are dealing with people who died at birth and want to express that they did not become “men” here during their incarnation. What would they say? They would say that this did not work at their birth, that they had the potential to become men in this incarnation, but that which makes a man a man did not work. They have been removed from what would have made them men in physical incarnation. In short, they will say:

We were removed early
From Lebechören.

That's what the blessed boys say.

We were removed early
From living choirs;
But this one has learned,

that is to say: he has gone through the experience, Faust. He has gone through the long life, through the long life on earth. He can convey something to us about this life on earth.

He will teach us.

So, in a sense, we have to look into the deepest depths of occult knowledge if we want to understand why a particular word is used in this particular poem. The commentator then comes along and says: Well, the poet chooses such a word: Lebechöre and so on. - Anything is fine with him, as long as he does not have to subject himself to the inconvenience of learning something. Through such things I would like to point out to you how appropriate and professional this Goethean poetry is in terms of the spiritual world view, what actually rests in this Goethean poetry.

Now, I may have made it difficult for you to understand something that is difficult for the human mind to grasp, in one direction or another, by pointing out characteristic points where Ahriman and Lucifer work in the world in such a way that we cannot escape them. For, however we may arrange it, when we prepare for an incarnation — for we must prepare for a male or female incarnation — if it is not Lucifer, then it is Ahriman. So it really is not possible to carry things so far as to say: one must escape both. — Not true, I have, so to speak, also made your heart heavy by showing you that there is a certain danger in observing one's own aura, as it were, looking into one's own aura. But therein lies the infinite wisdom of the world, that life is not like that, that it is a resting pendulum, but that it swings. And just as the pendulum swings to the right and to the left, so the life not only of humanity, but of the whole world swings to the Ahrimanic and Luciferic side. And only because life swings back and forth between Ahrimanic and Luciferic influences, maintaining its balance in between, is life possible. Therefore, something is set against what I have now described as dangerous. If it is a Luciferic influence, it is opposed by the Ahrimanic. If it is Ahrimanic, it is opposed by the Luciferic.

So let us take the female organism again. It radiates, as it were, a Luciferic aura. But by radiating it, it pushes back the life or tone ether, thus forming a kind of Ahrimanic aura around the female organism, so that the female organism then has the Luciferic aura in the middle, and further out the Ahrimanic aura. But this female organism can now, if it is not so inactive that it remains with its own aura, develop further. And that is precisely what is important: not to remain in an unhealthy way with the first imaginations that arise, but to apply all one's will power to penetrate through these imaginations. For one must ultimately bring it so far that one's own aura does not appear, but that it appears as if reflected back from a mirror plate, which is now an Ahrimanic aura. One must not look into one's own aura, but one must have what is in one's own aura reflected back from the outer aura. Thus you see, it is the case for the female organism that it receives the Luciferic mirrored back from the Ahrimanic and is thereby neutralized, thereby brought precisely into balance. Thus it is now neither Ahrimanic nor Luciferic, but it is defeminized, it becomes universally human. Truly, it becomes universally human.

I only ask you to feel this as it really is, how man, by ascending into the spiritual, by escaping the luciferic or ahrimanic power of his own aura, does not look into the luciferic or ahrimanic, but lets the one be reflected and thereby receives it back, asexually, without it being male or female. The feminine is neutralized into the masculine in the Ahrimanic, the masculine is neutralized into the feminine in the Luciferic. For just as the feminine-Luciferic aura surrounds itself with the Ahrimanic aura, so the masculine-Ahrimanic aura surrounds itself with the Luciferic aura, and there, just as in the case of the feminine, what one has within oneself is reflected back. You see it as a mirror image.

Now let us assume that someone wanted to describe this process. When would they be able to describe it? Well, what happens during clairvoyance also happens after death. The person is in the same situation. During clairvoyance, the feminine must neutralize itself into the masculine, the masculine into the feminine. This is also the case after death. What kind of images must arise then? Well, let us assume that a soul that was in a female organism has died, it would have to go through a lot after death, which is supposed to be a form of compensation for earthly guilt. Such a soul will then slowly strive towards neutralization from what it was bound to on earth. It will, as it were, strive towards the masculine after neutralization through the feminine. This neutralization should be such that striving towards the highest masculine is a release for it. If we find penitents after death, then it must be characteristic of them that in the spiritual world their yearning is to strive towards the masculine, the balancing element. The three penitents – the Magna peccatrix, the Mulier Samaritana, the Maria Aegyptiaca – are indeed in the wake of the Mater gloriosa, but they should strive for neutralization, for compensation. Therefore, the Mater gloriosa does work in the aura; it is very clearly expressed to us that the Mater gloriosa can work in her aura, has her own aura. Just listen:

Around them swirl
light clouds,
They are penitents,
a delicate folk,
around your knees
sipping the ether,
needing mercy.

You, the untouchables,
Do not find it strange
That the easily seduced
Come to you in confidence.

But they become aware of this only as a consciousness. It does not confront them as something that resounds like the heights of life. What resounds for them is what they are to experience in connection with the Mater gloriosa through the Christ. Therefore, we see the speeches of the three penitent women directed towards the masculine, Christ:

By the love that was at the feet
of Thy Son glorified by God...

And with the Samaritan woman, Mary:

By the well to which already of old
Abram led his flock...

And here it is spiritualized:

At the pure, abundant spring
That now flows forth from there....

The Christ calls Himself to the Samaritan woman: the true water.

And with Mary of Egypt we are already dealing with the Entombment:

At the most hallowed place,
Where they laid the Lord to rest....

We see how, in these three, that which lives in the aura wants to go out to that which neutralizes itself.

And if we ask what the man finds as that which neutralizes him, which lifts him out of masculinity, then it is the longing for the feminine that pervades the world.

Here the view is unobstructed,
the spirit uplifted.
There women pass by,
floating upwards;
the glorious center
in a halo of stars,
the Queen of Heaven,
I see it in the radiance.

He is not attracted directly by the Christ-male, as the penitents are, but he is first attracted by that which, as the female, belongs to the Christ. And that leads him in turn to the karmically connected Gretchen soul, again to the woman. There you see delicately interwoven into the poetry this deep mystery of man's relationship to the spiritual world. For how could it not, I would like to say, be felt with dismay when the occult facts are revealed to us: the disembodied soul, which still has the elements within it - nature, which must first be separated - which must neutralize itself through the feminine. And we see how, in the striving towards neutralization, because we are dealing with the masculine, Faust, the feminine must assert itself as “pulling towards”. Something quite wonderful is presented in this poem. And it is clearly and distinctly suggested to us that it should be so. Thus, through the mouth of Doctor Marianus, Faust will strive towards the feminine, that is, the spiritual eternal feminine, but the secret, the mystery. When he spiritually beholds the gloriosa mater, he says:

Supreme Ruler of the world!
Let me in the blue,
stretched out heavenly canopy
see your secret.

Now let us imagine: Faust striving for the spiritual world, longing to see the secret of the feminine in the Mater gloriosa. How can this be? Well, it will be possible for the light to be neutralized by its counter-radiation, that is, the female aura of light and warmth will appear, but radiated in the opposite direction, not as it flows directly. This must be neutralized, must be connected with the fact that this light has a counter-radiation. In the stretched-out canopy of heaven, the secret is seen: the woman with the aura, with the sun. When the light is reflected back from the moon: the woman standing on the moon. You know this image, at least you should be familiar with it. Thus we see Faust bearing desire, in the stretched-out canopy of heaven, to finally see the mystery: Maria, the woman clothed with the sun, the moon at her feet, reflecting back. And together with this secret, with this mystery in the expansive heavenly canopy, what he otherwise knows of the Mater gloriosa then forms the emotional and sensory content of the Chorus mysticus. For even that which is still human form in the Mater gloriosa is a parable, for that is the transitory thing about her human form, and all that is a parable. That which is inadequate, that is to say, that which is inadequate in human longing, only becomes adequate here. Here one receives the vision of the aura radiation in a sun-like way, the light of which reflects back from the moon, shines back: the ineffable, here it is done. That which cannot be grasped in physical life – that is sought, that which radiates out of the self in selfless return: here it is done. – Then, according to feeling, the whole thing said out of the mouth of man or said for the ears of man:

The eternal feminine draws us up.

One must say: to let 'Faust' take effect on oneself really means, with regard to many parties of 'Faust', directly entering into an occult atmosphere. - And if I wanted to tell you everything that could be said about 'Faust' in occult terms, we would have to stay up late for a long time. You would have to attend many lectures on it. But that is not necessary at all for the time being, because it is not so much a matter of absorbing as many concepts and ideas as possible, but rather, for us, it is really very important that our feelings deepen. And if we deepen our feelings and perceptions of this world literature to such an extent that we have a deep reverence for the working of genius on earth, in whose actions and creations the occult is truly present, then we will do the world and ourselves a great service. If we can feel the greatness of the spirit in the right reverent way, then this is a meaningful path to the gate of spiritual science.

Once again, it is less about raving and more about deepening our feelings. —- And I would give little to be able to tell you, for example, that the blessed boys' saying about being carried away from Lebechören leads to such occult depths; I would give little for the sake of these mere ideas if I could only know that your heart, your soul, your inner being is so touched when you express such a truth that you feel something of the sacred, profound forces that live in the world and pour into human creativity when that creativity is truly connected to the secrets of the world. If one can tremble at the fact that such depths can lie in a work of art, then this shuddering, which our soul, our mind, our heart has once experienced, is worth much more than the mere knowledge that the blessed boys say they are not united with living creatures. It is not the joy at the spiritual depth of the idea that should move us, but the joy that the world is so interwoven from the spiritual, that the reign of the spirit in the human heart has such an effect that such creativity can live in the spiritual development of humanity.

When we consider the human being, two beings can be clearly distinguished. You will recall that in various recent studies I have explained how the physical organization of the human being is spiritually prepared during the pre-earthly life. In a certain sense it is then sent down as spiritual organization before the human being enters with his ego into earthly existence. This spiritual organization continues to be active essentially during the entire physical life on earth, but it does not express itself during physical earthly life as something outwardly visible. The outwardly visible aspect of this spiritual organization is essentially cast off at birth, consisting of the embryonic membranes that envelop the human embryo during its development—the chorion, the allantois, the amnion, the yolk sac—everything, in other words, that is cast away as physical organization when the human being attains a free physical existence on leaving the womb.

Yet this pre-earthly organization continues to be active in the human being throughout his entire life. It is somewhat different in character, however, from the body soul-spirit efficacy of the human being during his physical earthly life. And this is what I would like to speak about today.

In a certain sense, then, we have an invisible man within us. It is contained in our growth-forces as well as in those hidden forces through which nourishment occurs. It is contained in everything in which the human being is not consciously active. Its work extends into this unconscious activity, right into the growth activity, into the daily restoration of forces through nutrition. And this work is the aftereffect of the pre-earthly existence, which in earthly existence becomes a body of forces that is active in us but does not come to conscious manifestation. Today I would like to describe to you the character of this invisible man, which we all carry within us, contained in our forces: growth and nutrition, as well as in our reproductive forces.

Proceeding schematically, we can say that this invisible man also contains the ego, the astral organization, the etheric organization (and therefore the body of formative forces), and the physical organization. Of course in the human being after birth the physical organization of the invisible man is inserted into the other human physical organization, but in the course of today's considerations you will begin to understand how the invisible man can lay hold of the physical organization.

Drawn schematically it would look like this (see drawing, [right]). In this invisible man we have first the ego organization (yellow); then we have the astral organization (red), then the etheric organization (blue), and finally we have the physical organization (white). This physical organization of the invisible man penetrates only into the nutrition and growth processes, into everything where the lower man, as we have often called it—the metabolic-limb man—manifests itself in the human organization. All currents, all effects of forces in this invisible man proceed from the ego organization into the astral, then into the etheric, and on into the physical organization (see arrow). They then spread out in the physical organization. In the human embryo, what we call here the physical organization of the invisible man is present in the embryonic envelopes, in the embryonic sheaths, the chorion, the allantois, the amnion, and the yolk sac. In the human being after birth, however, the physical organization of the invisible man is contained in the nourishing and restorative processes in the human being. Thus viewed from outside, this physical organization is not separated from the other physical organization of the human being but is united with it.

In a certain sense, then, in addition to this invisible man we have the visible human being that we encounter after birth. I will sketch this visible human being right next to the invisible one (see drawing). This is how the mutual interpenetration of the physical and superphysical human being would appear during earthly life. During earthly life there is a continuous stream from ego to astral body, to etheric body, to physical body (see arrows). In the human being after birth, this stream flows into the metabolic-limb organization, in the forces of our outer movement, and also in the inner forces of movement that carry ingested food into the entire organization up to the brain.

In addition to this, however, there is a direct intervention of forces that enter the entire human being directly from the ego. An activity thus penetrates us, a stream that flows directly from the ego into the nerve-sense organization without first passing through the astral body and etheric body; instead this stream lays hold of man's physical body directly. Naturally this penetration is strongest in the head, where most of the sense organs are concentrated, but I should actually draw this stream in such a way that it spreads out over the skin-senses, over the entire human being, just as I would have to draw a stream for the course of food taken in by the mouth. Schematically, however, my drawing is quite correct.

In the human head, then, we have one organization that flows up from below, proceeding from the ego but passing through the astral, etheric, and physical and then to the ego. We have another stream that enters the physical directly and flows down. If we examine the human organism, we arrive at the insight that this unmediated stream, which enters the physical directly from the ego and then branches out over the whole body, proceeds along the nerve pathways. Thus when the human nerves spread out in the organism, the outwardly visible nerve strand is the visible sign of these outspreading streams that enter the entire organism directly from the ego, proceeding from the ego into the physical organization without mediation. The ego organization at first runs along the pathways of the nerves. This has an essentially destructive effect on the organism. There the spirit enters directly into physical matter, and wherever the spirit enters physical matter directly a destructive process occurs, so that along the nerve pathways, proceeding from the senses, a delicate death process spreads out through the human organism.

The other stream, which in the invisible man goes through the astral, etheric, and physical bodies, can be traced in the human being by following the blood pathways up to the senses. Thus when we examine the human being as we encounter him here on earth, we can say that the ego flows in the blood. But the ego flows in such a way that it first ensouls its forces through the astral organization and through the etheric and physical organizations. After first taking along the astral and etheric organizations, the ego streams through the physical organization in the blood from below upward. Thus the entire invisible man flows in the blood as a constructive process, as a growth process, as the process that constantly renews the human being by working through his food. This stream flows in the human being from below upward (speaking schematically), pours itself into the senses, and therefore also into the skin, and encounters the other stream which, from the ego, takes hold of the physical organization directly.

Actually, however, this whole matter is even more complicated, because we must also consider the breathing process. In the breathing process, the ego flows into the astral body, but then it goes directly into the lungs along with the air. Thus something from the super-sensible man also underlies the breathing process, but not in the same way as occurs in the nerve-sense process, where the ego takes hold of the physical organization directly. In the breathing process, the ego permeates itself with the astral forces, taking hold of oxygen and only then, no longer as pure ego organization but as ego-astral organization, does it take hold of the organism with the help of the breathing process. It could also be said that the breathing process is a weakened process of destruction, a weakened death process. The actual death process is the nerve-sense process, and a weakened process of destruction, a weakened death process, is the breathing process.

This is then confronted by the process in which the ego further strengthens itself by streaming up to the etheric body and only then being taken up. This process, taking place mainly in the super-sensible so that it cannot be traced by the usual physiology, is active in the pulse; there it is still outwardly perceptible. It is a restorative process, not as strong as the direct metabolic-restorative process, but rather a weakened restorative process. As we have seen, the breathing process is to a certain extent a destructive process. Our life would be much shorter if we absorbed more oxygen. The more the carbonic acid formation process of the blood counters the absorption of oxygen in the breathing process, the longer our life will be.

Thus everything interacts within the organism, and in order really to understand what is going on, one needs to understand the super-sensible human being, because its outwardly visible aspects were cast off with the embryonic membranes and are active in the human being after birth only through invisible forces. These forces can be clearly designated, however, if we proceed from the anthroposophical knowledge of the human being.

If, for example, we look into the eye with this anthroposophical knowledge, we see that the blood process courses through the eye in fine ramifications. This is taken hold of by the nerve process going in the opposite direction. The blood process always moves toward the periphery in the human being, moving centrifugally; the nerve process, which is in fact a breakdown process, is always directed centripetally, toward man's inside. All processes that occur in the human being are metamorphoses of these two processes.

If the interaction of pulse and breathing is properly coordinated, then the lower man is properly connected to the upper man. If this is the case and no external injuries intervene, an individual should be basically healthy. Only when breakdown predominates will destructive processes encroach on the activities in the organism. The human being becomes ill because something foreign accumulates in his organism that has not been worked through in the right way, something containing excessive breakdown forces, containing too much of what is related to the physical nature that surrounds the human being in his earthly environment.

The spiritual element's direct penetration of the organism by way of the ego brings about those processes that produce pathological occurrences, foreign formations. These foreign formations may not manifest immediately in physical symptoms, but they may manifest in the fluid and even in the airy aspect of the human being. They can develop, and if they are not countered by a healing process that flows from below along the pathways of the blood, they cannot dissolve. These formations have the tendency to form tumor-like accumulations in the body and then to fragment within. If the blood-formation process confronts them in the right way, they can dissolve and again become part of the general life of the body. But when a damming up is brought about by an excessive breakdown process from above downward, it takes hold of one of the organs. Foreign bodies are then formed, which are first exudative, tumor-like, but then have the tendency to run their course like the external processes of earthly nature and fall to pieces. In this case we need to understand that not enough of the super-sensible human being is taken up along the path I have drawn here next to the physical human being.

You see, one cannot speak about healing directly through human activity, because the moment that too much activity is developed from the nerve-sense organization, in a centripetal direction—when too many of the environmental processes are “stuffed” into man so that these tumor-like formations develop somewhere, which then decompose—in that moment the other system, which runs along the blood vessels, becomes rebellious. It wants to bring about healing, wants to penetrate the organism with the proper astral and etheric forces that can come from below. It wants to prevent the ego, or the ego working with the astral body, from acting alone. The healer has to take into account this revolutionary principle in the human organism, and healing consists of supporting, by external means, what is already present in the organism as an original healing force.

When a tumor-like formation arises, it is a symptom of the ego activity from the stream of the invisible man not penetrating in the right way from out of the etheric body. The ego activity does assert itself, but may at times be unable to approach the tumor. We might then support the etheric body in this direction so that it can become active. It can become active in the right way if it is first permeated by the ego and astral body and then becomes active. That which comes from above and has not taken up etheric activity, but at most ego and astral activity, poisons the organism. When the etheric body approaches this, when we counter the ego and astral activity with etheric activity, we support the healing process already present and striving to be active in the human organization. We only have to know, in such a case, by what means the etheric organization, permeated in the right way by astral and ego organization, can penetrate the body. In other words, in such a case we simply need to help the etheric organization with a remedy. Therefore we must know which remedy will make the etheric organization stronger in such a case, so that its constructive force opposes the excessively destructive force. Thus we can see that we will never comprehend the pathology that underlies therapy unless we take into account the invisible man.

It may also be, however, that when a person is born he does not penetrate strongly enough with his ego and astral organization—his soul-spiritual organization—into the physical organization. The soul-spiritual organization does not push its way into the physical organization suffciently. Then in this individual there will continually be a preponderance of the growth forces active from below upward, which are not given sufficient heaviness through integration with the physical organization. An individual can be born in such a way that the invisible man takes insufficient hold of his physical body, refusing to penetrate into the blood process in the right way. Then man's spirit cannot approach the blood process. In such individuals we can already see the consequences of this from childhood on. They remain pale and thin, or, because of the predominating growth forces, grow radiply tall. The the soul-spiritual cannot properly enter the organism. And because the body refuses to take up the soul-spiritual, our goal must be to weaken the excessively strong etheric body where the activity has become too strong. In such pale, lanky individuals we must strive to contain the hypertrophic, excessively active forces in the etheric body, restraining them to their proper degree. By this means we can bring heaviness into the body; the blood, for example, by receiving the necessary iron content, receives the appropriate heaviness. Then the etheric body is not as active in an upward direction, and its effect on the upper man is weakened.

In such individuals another condition might be noticed: what I would like to call the night processes predominate over the day processes. You could say that at night the physical-etheric organization of every normal person refuses to absorb the soul-spiritual. This night organization of a person lying in bed—not of the invisible man, who is outside—is too strong in those people who have a sort of inborn consumption, as I have just described. In such cases, the day organization must be supported. This means that it has to be given a certain heaviness by encouraging the breakdown processes. If one enhances the breakdown processes and inwardly there appears that which hardens and finally falls to pieces (in healing, of course, this must happen only to a small extent) then the overflowing force of the etheric body is restrained and consumption is held back.

In this way, out of knowledge of the entire human being, we can comprehend the curious interaction between health and disease, This interaction is always present and is essentially balanced out by what occurs between pulse and breath. If we then come to know by what outer means one or the other can be enhanced, it will be possible to support the natural healing proceses that are always present, but I would say, not always able to arise.

What outer means we use is not such a simple matter, for a totally foreign process cannot be introduced into the human organism. When some kind of foreign process is introduced, it is at once transformed into its opposite within the organism. If you eat something, the food contains certain chemical forces. In absorbing them, the organism transforms them at once into their opposite. This is necessary. If, for example, the food maintained its external character too long after being absorbed, then it would begin to break down as it does in outer nature and would thus bring destructive and death-bringing breakdown processes into the human being.

You can pursue the details of the processes that I have developed for you here from the entire human being. Let us assume, for example, that you stick yourself with a foreign object like a splinter. Your body can react in two ways. Suppose you cannot extract the foreign object so that it remains inside you. Then two things can happen. The constructive force active in the flowing blood surrounds the foreign object. It gathers around the object, but in doing so it moves away from its own customary position. This immediately leads to a preponderance of the nerve activity there. Then an exudate-like formation begins to encapsulate the foreign object. When this happens, the following takes place in that part of the body: whereas usually, when there is not a foreign object in that spot, the etheric body penetrates the physical body in a certain way, in this situation the etheric body is unable to penetrate the foreign object; instead, within this area a bubble will form that is filled out only with the etheric. We have within us a small portion of the body that contains a foreign object and where a small portion of the etheric body is not organized by the physical. In this case it is important to strengthen the astral body in that spot to such an extent that it can be effective in the small portion of the etheric body without the help of the physical body. Through this encapsulation our body has actually made use of the destructive forces, separating out these destructive forces in a small section of the body and then incorporating into it the healing etheric body. This will then have to be supported by the astral and the ego through an appropriate treatment.

In such a case we have to say that, in a certain sense, what lies above the physical in the human being has to become strong enough to be active without the physical in this small part of the human organization. This always happens in what is called a healing of some foreign intrusion in the human being, for example when a person gets stuck with a splinter and it becomes encapsulated. In this part of his body man's whole organization is moved a little bit upward. It can also happen that something foreign is formed purely out of the organism. This must be regarded in the same way.

A completely different process could take place, however, if we have been stuck by a splinter. It could be that the nerve activity surrounding the splinter gets stronger and predominates over the blood activity. Then the nerve activity, in which the ego is active (or possibly the ego strengthened by the astral body), stimulates the blood activity. The nerve-sense activity, which goes through the whole body, stimulates the blood activity and does not permit an exudate to form. Instead it stimulates a secretory process, leading to the formation of pus (white). And because the nerves are pushing out (arrows), the pus is also driven to the periphery by the push that goes through the nerve tracts in their destructive activity. The splinter comes out and the area heals over.

You can see, then, that if the splinter is too deep in the organism, so that the pushing force of the breakdown system, the nerve-sense system, is insufficient to bring it to the outside, then the constructive activity in the blood vessels will be stronger and lead to encapsulation. If the splinter is closer to the surface, then the nerve-pushing force, the destructive force, will be stronger. It will excite or stimulate what wants to become an exudate so that it will make use of the breakdown channels that are always present anyway, leading to the outside, and the whole area will suppurate. Therefore we can actually say that we carry in us, in incipient form, in the moment of coming into being, the tendency for our organism to harden toward the inside in a centripetal direction and to dissolve again toward the outside in a centrifugal direction. In the normal processes of the human body, however, the tumor-forming force that is directed inward and the suppurative-inflammatory force that is directed toward the periphery are in equilibrium. Generally our inflammatory process is strong enough to overcome the tumefying force tending toward breakdown. Only when one process is stronger than the other will a real tumefaction or a real inflammation develop.

You must not be under the impression, of course, that everything is as easy to comprehend in reality as it seems when matters have to be simplified in a schematic presentation. In reality the processes interpenetrate one another. In fact, you can observe that when the inflammatory forces are strong in the human being there will be febrile phenomena. These are essentially the result of excessively strong constructive processes located in the blood. With the force of selfhood (Eigenkraft) that frequently develops in a person with a fever, it could be possible to provide quite a bit of strength to a second person, if the means were available for diverting the forces from one to the other in the right way.

On the other hand, where the breakdown forces are working strongly, cooling phenomena occur. The presence of these phenomena is not as easy to substantiate as the febrile phenomena, but these two types of phenomena alternate so that in reality we are always dealing with interpenetrating activities that simply have to be distinguished if we wish to comprehend what is going on.

A question often arises concerning poisons that occur in nature, for example the poison in belladonna, the deadly nightshade: how are actual poisons different from ordinary substances that we find in our environment and use for food? When we eat food, something is introduced into the organism that is formed in outer nature similarly to the way in which our invisible man is formed. We take into us something that proceeds from a spiritual activity, enters an astral activity, then an etheric activity, and finally a physical activity. In nature such an activity is directed from above downward; it acts upon the earth from the periphery, as it were. This activity is related to our inner ego activity, which is a purely spiritual activity. If what I have depicted schematically flows down, but transforms itself via the astral, then further via the etheric, then going down into the physical, then the plant as a rule takes up such an activity. The plant grows toward this activity from below upward and takes up this etheric activity, which, however, already rightly contains from above the astral and ego activity, i.e., the soul and spiritual activity.

It is also possible for something else to take place, as it does with a poison. Poisonous substances have the peculiarity that they do not make use of the etheric as do the normal green substances in the plant; instead they turn directly to the astral, so that the astral enters into this substance. With belladonna, the fruit becomes especially greedy and is not satisfied by taking up just the etheric; instead the fruit takes up the astral directly, before this astral has taken up the life-forces through the etheric in streaming downward. You could say that in such cases the astral is continually dripping from the world-periphery directly down to the earth instead of entering the etheric. And such drops of the astral being, which have not gone through the ether atmosphere of the earth in the right way, can, for example, be found in the poison of the deadly nightshade. We also have this cosmic astral element dripping down into the plant in the poison of the Jimsonweed fruit, in hyoscyamus (henbane), etc.

What therefore lives in this plant substance, for example in the deadly nightshade, is related to the activity that enters the human nerves and circulation of oxygen directly from the ego or the astral body. Thus by taking in the poison of the deadly nightshade, we get a significant strengthening of the breakdown processes in us, those processes that usually enter the physical body directly from the ego. The human ego is not generally strong enough to tolerate such a strengthening of breakdown processes. If the opposite activity is too great, however—the activity that proceeds from below upward in the blood vessels—one can counter it with such breakdown processes from nature. Atropine, the poison of the deadly nightshade, can thus be used in small doses to counteract excessive growth processes in the human being. The moment there is too much of this poison, however, we cannot talk about an equilibrium anymore. Then the growth processes are pushed back and the human being is benumbed by a spiritual activity that he is not yet able to tolerate with his ego. He will be able to tolerate such a spiritual activity perhaps only in future conditions, in the Venus and Vulcan stages of evolution. This is why the peculiar symptoms of poisoning occur. First the point of origin of the activity effective in the blood is undermined; then the gastric manifestations arise that appear after the ingestion of deadly nightshade poison; then the forces working from below upward are strongly prevented from doing so in the right way; finally complete unconsciousness occurs with the destruction of the human being from the side of the breakdown processes.

Thus we can trace the effect of such a substance in the human organism if we know the spiritual content of a substance we have absorbed. This can best be studied in plants. Knowledge of the human organism must be joined with a proper knowledge of outer nature. We must come to know what lives in individual plants. Then we will also know how the different plants affect the human being, in dietary prescriptions for example.

Then we will really be able to achieve something if the proper social conditions are brought about at the same time so that these things can really be applied. Today, even if we know something, we are usually unable to do anything, because our social conditions are in no way adapted to the knowledge of nature. The knowledge of nature is abstracted, is driven into the abstract so that we cannot grasp the human being's real position in the whole universe. It would not yet be possible on a large scale, for example, for us to ensure that individuals who might need it could receive a certain plant substance in some sort of rhythm. In order to make this possible in a comprehensive way, our scientific medicine must take on a different character. The outer arrangements in all social life need to be related to what can be known about the human being's relationship to surrounding nature.

Certainly a great deal can be done in isolated instances. We can prepare roots by boiling them for someone in whom the breakdown processes proceeding from the head are too strong. We can decoct certain roots that are known to contain substances that have drawn the spiritual, the astral, and the etheric in the right way into the physical in the process of root formation. Through introducing substances from the process of root formation into the human organism and bringing them to activity in the organism, a person receives something that goes up to the finest ramifications of the blood vessels at the outermost periphery, going into the head. By doing this we can call forth something to counteract the excessively strong breakdown processes of the nervous system. But one needs to have an exact conception of the changes that plant substances from the root undergo when taken in through the mouth and worked through in order to go to the outermost periphery of the head organization or skin organization.

In other cases we would have to know how substances taken from the flower act in the human organism. These substances are already a little shaky in their relationship to the etheric, they have already taken up the astral to a significant extent. In a certain sense they already approach the poisonous, though only slightly. We would have to know that when these substances are added to baths, and thereby brought into the organism in a completely different way, we can stimulate the excessively weak upbuilding organization that lies in the blood vessels. We would then counteract from outside the influence from the breakdown activity.

It is similar if we wish to pursue the inner effectiveness of injected substances. There we are essentially trying to strengthen the upbuilding processes so that a proper equilibrium with the breakdown processes is established.

This is why, particularly when giving injections, we must always observe how the breakdown processes react. We will not get the right effect if we cannot see how the breakdown processes first resist and then only gradually enter into the upbuilding process in the right way. When injecting something, therefore, we may notice that slight visual disturbances and buzzing in the ears arise, because at first the breakdown processes refuse to enter into the right equilibrium with the strengthened upbuilding processes. But when such symptoms appear they provide a guarantee that we are indeed intervening in the processes.

You see, anthroposophy is really not concerned with furnishing sectarian aunt-and-uncle gatherings with schemes they can argue about, schemes describing how the human being consists of physical body, etheric body, astral body, and ego. Rather it is very seriously concerned with comprehending the human being and his relationship to the world, with bringing the spiritual into everything material. And if anthroposophy really wants to secure its place in the world, it must be understood that it is able to pursue the spiritual into the material. As long as we merely occupy ourselves with aunt-and-uncle gatherings in sectarian circles, with squabbling over the division of the human being, we will be engaged in conflict about all sorts of other sectarian things. The moment we can really show how anthroposophy touches on all other knowledge, casts light on all other earthly knowledge—just as astrology illuminated earthly processes in earlier times—then anthroposophy will be something that can take hold of modern civilization. Then truly constructive progress may begin in human civilization, even in the face of the destructive processes originating in older times.

Such seriousness must be combined with what could be called one's commitment to anthroposophy. Certainly not everyone can always participate so actively that he himself discovers, for example, how belladonna on one side and chlorine on the other work in the human organism. For each individual to discover this is not the point; instead what is important is for an understanding to arise in wider circles, a common feeling for how what is therapeutic for the human being can be gained from an anthroposophical knowledge of the earth and the human being. In Waldorf education, we would not expect that every person could be a teacher, or at least teachers of children from elementary school on. We do expect, however, that there be general understanding of how educational principles are established out of knowledge of the human being and the world. Anthroposophy needs to be met with understanding. It would be wrong to believe that everyone should know everything, but the activity of an anthroposophical community should consist of building a general understanding, based on healthy common sense, for what anthroposophy is striving to realize for the health and future of humanity.

Entry in Rudolf Steiner's Notebook, February 11, 1923

The ether becomes similar to that of the nerve-sense system: A. The ether becomes similar to that of the metabolic system: B.

Pus = the organic (etheric) permeated by outer, centrifugal astrality—on the path to the outside

Congealed exudate = the (etheric) organic permeated by inner, centripetal astrality—on the path of disappearing out of the physical world—

In healing, the organism only continues a process that is already active in the daily defense against outer processes penetrating into the human being, which are poisoning—

The lower system (which accomplishes this) separates the outer, after it has permeated the same with centrifugal forces, as they are active in the growth of plants—as they are present in sleep. What poisons is the centripetally active [force]—of the nerve-sense system—which leads the outer world inward—it leads the outer world inward after cooling it (making it into mere form), so that through it the spiritual penetrates inward directly.

The inhibited inhalation, nourishing, the excessively strong day processes; the excessive exhalation, digestion, the excessively strong night processes.

The body has not taken up the spirit, excessively strong night processes = one is feverish: a formation of inner softening—pus.

The body takes up the spirit too strongly, excessively strong day processes = one freezes: a formation of inner hardening—inward exudate-like—fragmenting.

When anthroposophy is discussed in certain circles today, one of the many misstatements made about it is that it is intellectualistic, that it appeals too predominantly to the scientific mind, and that it does not sufficiently consider the needs of the human Gemüt. For this reason I have chosen Anthroposophy and the Human Gemüt as the subject of this short cycle of lectures which, to my great satisfaction, I am able to deliver to you here in Vienna, my dear friends.

The human Gemüt has indeed been wholly excluded from the domain of cognition by the intellectualistic development of civilization in the last three or four centuries. It is true that today one never tires of insisting that man cannot stop short at what the dry, matter-of-fact intellect can comprehend. Nevertheless, when it is a case of acquiring knowledge people depend exclusively upon this intellect. On the other hand, it is constantly being emphasized that the human Gemüt ought to come into its own again—yet it is not given the chance to do so. It is denied the opportunity of making any contact whatever with cosmic enigmas, and its sphere of action is limited to the most intimate concerns of men, to matters that are decided only in the most personal way.

Today we shall discuss first in what I might call a sort of historical retrospect how, in earlier periods of human evolution, this Gemüt was granted a voice in the search for knowledge, when it was permitted to conjure up grandiose and mighty images before the human soul, intended to illuminate man's efforts of realizing his incorporation into the body of world events, into the cosmos, and his participation in the changing times. In those days when the human Gemüt was still allowed to contribute its share in the matter of world views, these images really constituted the most important element of them. They represented the vast, comprehensive cosmic connections and assigned man his position in them.

In order to create a basis for further study of the human Gemüt from the viewpoint of anthroposophy, I should like to present to you today one of those grandiose, majestic images that formerly were intended to function as I have indicated. It is at the same time one of those images especially fitted, at present, to be brought before men's souls in a new manner, with which we shall also deal. I should like to talk to you about that image with which you are all familiar, but whose significance for human consciousness has gradually partly faded, partly suffered through misconception: I refer to the image of the conflict, the battle, of Michael with the Dragon. Many people are still deeply affected by it, but its more profound content is either dim or misunderstood. At best it makes no such close contact with the human Gemüt as was once the case, even as late as the 18th Century. People of today have no conception of the changes that have taken place in this respect, of how great a proportion of what so-called clever people call fantastic visions constituted the most serious elements of the ancient world views. This has been preeminently the case with the image of Michael's combat with the Dragon.

Nowadays, when a man reflects upon his development on the earth, a materialist world view inclines him to trace his relatively more perfect human form back to less perfect ones, farther and farther back to physical-animal forbears. In this way one really moves away from present-day man who is able to experience his own being in an inner, psycho-spiritual way, and arrives at far more material creatures from whom man is supposed to have descended—creatures that stood much closer to material existence. People assume that matter has gradually developed upward to the point where it experiences spirit. That was not the view in comparatively recent times: it was really the exact opposite.

Even as late as the 18th Century, when those who had not been infected by the materialistic viewpoint and frame of mind—there were not yet many who were so infected—cast their inner gaze back to prehistoric mankind, they looked upon their ancestors not as beings less human than themselves but as beings more spiritual. They beheld beings in whom spirituality was so inherent that they did not assume physical bodies in the sense that people on earth do today. Incidentally, the earth did not even exist then. They beheld beings living in a higher, more spiritual way and having—to express it crudely—a body of much finer, more spiritual substance. To that sphere one did not assign beings like present-day men but more exalted ones—beings having at most an etheric body, not a physical one. Such, approximately, were our ancestors as people then conceived them.

People used to look back at a time when there were not so-called higher animals either, when at most there were animals whose descendants of the jelly-fish kind live in the oceans of today. On what was the ancestor of our earth, they represented, so to speak, the animal kingdom, the plane below that of man; and above the latter was the kingdom embracing only beings with at most an etheric body. What I enumerated in my Occult Science, an Outline, as beings of the higher hierarchies would still be today, though in a different form, what was then considered in a certain sense the ancestry of man.

These beings—Angeloi, Archangeloi, and Archai—in the stage of their evolution of that time, were not destined to be free beings in the sense in which today we speak of freedom in connection with man. The will of these beings was not experienced by them in such a way as to give them that singular feeling we express by the phrase: to desire something arbitrarily. These beings desired nothing arbitrarily; they willed what flowed into their being as divine will; they had completely identified their will with the divine will. The divine beings ranking above them and signifying, in their interrelationships, the divine guidance of the world—these beings willed, in a sense, through the lower spirits—archangels and angels; so that the latter willed absolutely according to the purpose and in the sense of superior, divine-spiritual will.

The world of ideas of this older mankind was as follows: In that ancient epoch the time had not yet arrived in which beings could develop who would be conscious of the feeling of freedom. The divine-spiritual world-order had postponed that moment to a later epoch, when a number of those spirits, identified with the divine will, were, in a sense, to receive a free will of their own. That was to occur when the right time had come in world evolution.—It is not my purpose to corroborate today from the anthroposophical viewpoint what I have been characterizing; that will be done in the next lectures. Today I am merely describing the conceptions occupying the most enlightened spirits even as late as the 18th Century. I shall present them historically, for only by this method shall we arrive at a new view of the problem of reviving these conceptions in a different form.

But then—as these people saw it—among these spirits, whose real cosmic destiny was to remain identified with the will of the divine spirits, there arose a number of beings that wanted to disassociate their will, as it were, to emancipate it, from the divine will. In superhuman pride, certain beings revolted because they desired freedom of will before the time had come for their freedom to mature; and the most important one of these beings, their leader, was conceived of as the being taking shape in the Dragon that Michael combats—Michael, who remained above in the realm of those spirits that wanted to continue molding their will to the divine-spiritual will above them.

By thus remaining steadfast within the divine-spiritual will, Michael received the impulse to deal adequately with the spirit that grasped at freedom prematurely, if I may put it that way; for the forms possessed by the beings of the hierarchy of the Angeloi, Archangeloi, and Archai were simply not adapted to a being destined to have a free will, emancipated from divine will, as described. Not until later in world evolution were such forms to come into being, namely, the human form.—But all this is conceived as happening in a period in which cosmic development of the human form was not yet possible; nor were the higher animal forms possible—only the low ones I mentioned.

Thus a form had to come into being that might be called cosmically contradictory, and the refractory spirit had to be poured into this mold, so to speak. It could not be an animal form like those destined to appear only later, nor could it be the form of an animal of that time, of the then prevalent softer matter, so to say. It could only be an animal form differing from any that would be possible in the physical world, yet resembling an animal by reason of representing a cosmic contradiction. And the only form that could be evolved out of what was possible at that time is the form of the Dragon. Naturally it was interpreted in various ways when painted or otherwise represented—more or less suitably, according to the inner imaginative cognition of the artist concerning what was possible at that time in a being that had developed a refractory will. But in any case this form is not to be found among those that became possible in the animal scale up to man in the physical world: it had to remain a super-sensible being. But as such it could not exist in the realm inhabited by the beings of the higher hierarchies—angels, archangels, and so forth: it had to be transferred, as it were, placed among the beings that could evolve in the course of physical development. And that is the story of “The Fall of the Dragon from Heaven to Earth.” It was Michael's deed, this bestowing of a form that is supra-animalistic: super-sensible, but intolerable in the super-sensible realm: for although it is super-sensible it is incompatible with the realm of the super-sensible where it existed before it rebelled.

Thus this form was transferred to the physical world, but as a superphysical, super-sensible form. It lived thereafter in the realm where the minerals, plants, and animals live: in what became the earth. But it did not live there in such a way that a human eye could perceive it as it does an ordinary animal. When the soul's eye is raised to those worlds for which provision was made, so to speak, in the plan of higher worlds, it beholds in its imaginations the beings of the higher hierarchies; when the human physical eye observes the physical world it sees simply what has come into being in the various kingdoms of nature, up to the form of the physical-sensible human being. But when the soul's eye is directed to what physical nature embraces, it beholds this inherently contradictory form of the Adversary, of him who is like an animal and yet not like an animal, who dwells in the visible world, yet is himself invisible: it beholds the form of the Dragon. And in the whole genesis of the Dragon men of old saw the act of Michael, who remained in the realm of spirit in the form suitable to that realm.

Now the earth came into being, and with it, man; and it was intended that man should become, in a sense, a twofold being. With one part of his being, with his psycho-spiritual part, he was to reach up into what is called the heavenly, the super-sensible world; and with the other, with the physical-etheric part, he was to belong to that nature which came into being as earth-nature, as a new cosmic body—the cosmic body to which the apostate spirit, the Adversary, was relegated. This is where man had to come into being. He was the being who, according to the primordial decree that underlies all, belongs in this world. Man belonged on the earth. The Dragon did not belong on the earth, but he had been transferred thither.

And now consider what man encountered on the earth, as he came into existence with the earth. He encountered what had developed as external nature out of previous nature kingdoms, tending toward and culminating in our present mineral, plant, and animal kingdoms, up to his own physical form. That is what he encountered—in other words, what we are accustomed to call extra-human nature. What was this? It was, and still is today, the perpetuation of what was intended by the highest creative powers in the continuous plan for the world's evolution. That is why the human being, in experiencing it in his Gemüt, can look out upon external nature, upon the minerals and all that is connected with the mineral world, upon the wondrous crystal formations—also upon the mountains, the clouds, and all the other forms—and he beholds this outer nature in its condition of death, as it were; of not being alive. But he sees all this that is not alive as something that an earlier divine world discarded—just as the human corpse, though in a different significance, is discarded by the living man at death.

Although the aspect of the human corpse as it appears to us is not primarily anything that can impress us positively, yet that which, in a certain sense, is also a divine corpse, though on a higher plane, and which originated in the mineral kingdom, may be regarded as the factor whose form and shape reflects the originally formless-living divinity. And what then comes into being as the higher kingdoms of nature can be regarded as a further reflection of what originally existed as the formless divine. So man can gaze upon the whole of nature and may feel that this extra-human nature is a mirror of the divine in the world. And after all, that is what nature is intended to give to the human Gemüt. Naïvely, and not through speculation, man must be able to feel joy and accord at the sight of this or that manifestation of nature, feel inner jubilation and enthusiasm when he experiences creative nature in its sprouting and blossoming. And his very unawareness of the cause of this elation, this enthusiasm, this overflowing joy in nature—that is what should evoke deep down in his heart the feeling that his Gemüt is so intimately related to this nature that he can say to himself—though in dim consciousness: all this the Gods have taken out of themselves and established in the world as their mirror—the same gods from whom my Gemüt derived, from whom I myself sprang by a different way.—And all our inner elation and joy in nature, all that rises in us as a feeling of release when we participate vividly in the freshness of nature, all this should be attuned to the feeling of relationship between our human Gemüt and what lives out there in nature as a mirror of Divinity.

As you know, man's position in his evolution is such that he takes nature into himself—takes it in through nourishment, through breathing, and—though in a spiritual way—through perceiving it with his senses. In these three ways external nature enters into man, and it is this that makes him a twofold being. Through his psycho-spiritual being he is related to the beings of the higher hierarchies, but a part of his being he must form out of what he finds in nature. That he takes into himself; and by being received in him as nourishment, as the stimulus of breathing, and even in the more delicate etheric process of perception, it extends in him the processes of outer nature. This appears in him as instinct, passion, animal lust—as everything animalistic that rises out of the depths of his nature. Let us note that carefully. Out there we see wondrously formed crystals, mineral masses that tower into gigantic mountains, fresh mineral forms that flow as water over the earth in the most manifold ways. On a higher plane of formative force we have before us the burgeoning substance and nature of plants, the endless variety of animal forms, and finally the human physical form itself.

All that, living in outer nature, is a mirror of the Godhead. It stands there in its marvelous naïve innocence before the human Gemüt, just because it mirrors the Godhead and is at bottom nothing but a pure reflection. Only, one must understand this reflection. Primarily it is not to be comprehended by the intellect, but only, as we shall hear in the next lectures, precisely by the Gemüt. But if man does understand it with his Gemüt—and in the olden times of which I spoke, men did—he sees it as a mirror of the Godhead.—but then he turns to what lives in nature—in the salts, in plants, and in the parts of animals that enter his own body; and he observes what it is that sprouts in the innocent green of the plants and what is even still present in a naïve way in the animal body. All this he now perceives when he looks into himself: he sees it arising in him as passions, as bestial lusts, animal instincts; and he perceives what nature becomes in him.

That was the feeling still cherished by many of the most enlightened men even in the 18th Century. They still felt vividly the difference between outer nature and what nature becomes after man has devoured, breathed, and perceived it. They felt intensely the difference between the naïve outer nature, perceptible to the senses, on the one hand, and human, inwardly surging sensuality, on the other. This difference was still livingly clear to many men who in the 18th Century, experienced nature and man and described them to their pupils, described how nature and man are involved in the conflict between Michael and the Dragon.

In considering that this radical contrast still occupied the souls of men in the 18th Century—outer nature in its essential innocence, nature within man in its corruption—we must now recall the Dragon that Michael relegated to this world of nature because he found him unworthy to remain in the world of spirituality. Out there in the world of minerals, plants, even of animals, that Dragon, whose form is incompatible with nature, assumed none of the forms of nature beings. He assumed that dragon form which today must seem fantastic to many of us—a form that must inevitably remain super-sensible. It cannot enter a mineral, a plant, or an animal, nor can it enter a physical human body. But it can enter that which outer, innocent nature becomes, in the form of guilt in the welling-up of life of instincts in the physical human body. Thus many people as late as the 18th Century said: And the Dragon, the Old Serpent, was cast out of heaven down to the earth, where he had no home; but then he erected his bulwark in the being of man, and now he is entrenched in human nature.

In this way that mighty image of Michael and the Dragon still constituted for those times an integral part of human cognition. An anthroposophy appropriate to that period would have to explain that by taking outer nature into himself through nourishment, breathing, and perception, man creates within himself a sphere of action for the Dragon. The Dragon lives in human nature; and this conception dwelt so definitely in the Gemüt of 18th Century men that one could easily imagine them as having stationed some clairvoyant being on another planet to draw a picture of the earth; and he would have shown everything existing in the minerals, plants and animals—in short, in the extra-human—as bearing no trace of the Dragon, but he would have drawn the Dragon as coiling through the animality in man, thereby representing an earth-being.

Thus the situation had changed for people of the 18th Century from that out of which it all had grown in pre-human times. For pre-humanity the conflict between Michael and the Dragon had to be located in outer objectivity, so to speak; but now the Dragon was outwardly nowhere to be found. Where was he? Where would one have to look for him? Anywhere wherever there were men on earth. That's where he was. If Michael wanted to carry on his mission, which in pre-human times lay in objective nature, when his task was to conquer the Dragon, the world-monster, externally, he must henceforth continue the struggle within human nature.—This occurred in the remote past and persisted into the 18th Century. But those who held this view knew that they had transferred to the inner man an event that had formerly been a cosmic one; and they said, in effect: Look back to olden times when you must imagine Michael to have cast the Dragon out of heaven down to earth—an event taking place in extra-human worlds. And behold the later time: man comes to earth, he takes into himself outer nature, transforms it, thus enabling the Dragon to take possession of it, and the conflict between Michael and the Dragon must henceforth be carried on on the earth.

Such thought trends were not as abstract as people of the present would like thoughts to be. Today people like to get along with thoughts as obvious as possible. They put it this way: Well, formerly an event like the conflict between Michael and the Dragon was simply thought of as external; but during the course of evolution mankind has turned inward, hence such an event is now perceived only inwardly.—Truly, those who are content to stop at such abstractions are not to be envied, and in any case they fail to envision the course of the world history of human thought. For it happened as I have just presented it; the outer cosmic conflict of Michael and the Dragon was transferred to the inner human being, because only in human nature could the Dragon now find his sphere of action.

But precisely this infused into the Michael problem the germinating of human freedom; for if the conflict had continued within man in the same way it had formerly occurred without, the human being would positively have become an automaton. By reason of being transferred to the inner being, the struggle became in a sense—expressed by an outer abstraction—a battle of the higher nature in man against the lower. But the only form it could assume for human consciousness was that of Michael in the super-sensible worlds, to which men were led to lift their gaze. And as a matter of fact, in the 18th Century there still existed numerous guides, instructions, all providing ways by which men could reach the sphere of Michael, so that with the help of his strength they might fight the Dragon dwelling in their own animal nature.

Such a man, able to see into the deeper spiritual life of the 18th Century would have to be represented pictorially somewhat as follows: outwardly the human form; in the lower, animalistic portion the Dragon writhing—even coiling about the heart; but then—behind the man, as it were, for we see the higher things with the back of our head—the outer cosmic figure of Michael, towering, radiant, retaining his cosmic nature but reflecting it in the higher human nature, so that the man's own etheric body reflects etherically the cosmic figure of Michael. Then there would be visible in this human head—but working down into the heart—the power of Michael, crushing the Dragon and causing his blood to flow down from the man's heart to the limbs.

That was the picture of the inner-human struggle of Michael with the dragon still harbored by many people of the 18th Century. It was also the picture which suggested at that time to many people that it was their duty to conquer the “lower” with the help of the “higher,” as they expressed it: that man needed the Michael power for his own life.

The intellect sees the Kant-Laplace theory; it sees the Kant-Laplace primal vapor—perhaps a spiral vapor. Out of this, planets evolve, leaving the sun in the middle. On one of the planets gradually arise the kingdoms of nature; man comes into being. And looking into the future, all this is seen to pass over again into the great graveyard of natural existence—The intellect cannot help imagining the matter in this way; and because more and more the intellect has become the only recognized autocrat of human cognition, the world view has gradually become what it is for mankind in general. But in all those earlier people of whom I have spoken today the eye of the Gemüt, as I might call it, was active. In his intellect a man can isolate himself from the world, for everyone has his own head and in that head his own thoughts. In his Gemüt he cannot do that, for the Gemüt is not dependent upon the head but upon the rhythmic organism of man. The air I have within me at the present moment, I did not have within me a moment ago: it was the general air, and in another moment it will again be the general air when I exhale it. It is only the head that isolates man, makes of him a hermit on the earth. Even in respect of the physical organization of his Gemüt, man is not isolated in this way: in that respect he belongs to the cosmos, is merely a figure in the cosmos.

But gradually the Gemüt lost its power of vision, and the head alone became seeing. The head alone, however, develops only intellectuality—it isolates man. When men still saw with their Gemüt they did not project abstract thoughts into the cosmos with the object of interpreting it, of explaining it: they still read grandiose images into it, {Translator's Note: “Saw” them into it, is Rudolf Steiner's expression} like that of Michael's Fight with the Dragon. Such a man saw what lived in his own nature and being, something that had evolved out of the world, out of the cosmos, as I described it today. He saw the inner Michael struggle come to life in the human being, in the anthropos, and take the place of the external Michael battle in the cosmos. He saw anthroposophy develop out of cosmosophy. And whenever we look back to an older world view from the abstract thoughts that affect us as cold and matter-of-fact, whose intellectuality makes us shiver, we are guided to images, one of the most grandiose of which is this of Michael at war with the Dragon; Michael, who first cast the Dragon to earth where, I might say, the Dragon could occupy his human fortress; Michael, who then became the fighter of the Dragon in man, as described.

In this picture that I have evoked for you, Michael stands cosmically behind man, while within man there is an etheric image of Michael that wages the real battle through which man can gradually become free; for it is not Michael himself who wages the battle, but human devotion and the resulting image of Michael. In the cosmic Michael there still lives that being to whom men can look up and who engaged in the original cosmic struggle with the Dragon. Truly, not upon earth alone do events take place—in fact, earth events remain incomprehensible for us unless we are able to see them as images of events in the super-sensible world and to find their causes there. In this sense a Michael deed was performed in the super-sensible realm shortly before our time, a deed I should like to characterize in the following way. In doing so I must speak in a manner that is nowadays discredited as anthropomorphic; but how could I relate it otherwise than by using human words to describe what occurs in the super-sensible world?

The epoch during which Michael cast the Dragon down to earth was thought of as lying far back in the pre-human times; but then, man appeared upon the earth and there occurred what I have described: the war between Michael and the Dragon became ever more an inner struggle. It was at the end of the 19th century that Michael could say: The image in man is now sufficiently condensed for him to be aware of it within himself: he can now feel in his Gemüt the Conqueror of the Dragon—at least, the image means something to him.—In the evolution of mankind the last third of the 19th Century stands for something extraordinarily important. In older times there was in man primarily only a tenuous image of Michael; but it condensed more and more, and in the last third of the 19th Century there appeared what follows: In earlier times the invisible, super-sensible Dragon was predominant, active in the passions and instincts, in the desires and in the animal lusts. For ordinary consciousness that Dragon remains subsensible; he dwells in man's animal nature. But there he lives in all that tends to drag man down, goading him into becoming gradually sub-human. The condition was such that Michael always intervened in human nature, in order that humanity should not fall too low.

But in the last third of the 19th Century the Michael image became so strong in man that the matter of directing his feelings upward and rising to the Michael image came to depend upon his good-will, so to speak; so that on the one hand, in unenlightened experience of the feelings, he may glimpse the image of the Dragon, and on the other hand, the radiant figure of Michael may stand before the soul's eye—radiant in spiritual vision, yet within the reach of ordinary consciousness. So the content of the human Gemüt can be this: The power of the Dragon is working within me, trying to drag me down. I do not see it—I feel it as something that would drag me down below myself. But in the spirit I see the luminous Angel whose cosmic task has always been the vanquishing of the Dragon. I concentrate my Gemüt upon this glowing figure, I let its light stream into my Gemüt, and thus my illumined and warmed Gemüt will bear within it the strength of Michael. And out of a free resolution I shall be able, through my alliance with Michael, to conquer the Dragon's might in my own lower nature.

If the requisite good-will were forthcoming in extensive circles to raise such a conception to a religious force and to inscribe it in every Gemüt we would not have all the vague and impotent ideas such as prevail in every quarter today—plans for reforms, and the like. Rather, we would have something that once again could seize hold on the whole inner man, because that is what can be inscribed in the living Gemüt—that living Gemüt which enters into a living relationship with the whole cosmos the moment it really comes to life.

Then those glowing Michael thoughts would be the first harbingers of our ability to penetrate once more into the super-sensible world. The striving for enlightenment would become inwardly and deeply religious. And thereby men would be prepared for the festivals of the year, the understanding of which only glimmers faintly across the ages—but at least it glimmers—and they would celebrate in full consciousness the festival the calendar sets at the end of September, at the beginning of autumn: the Michael Festival. This will regain its significance only when we are able to experience in our soul such a living vision. And when we are able to feel it in a living way and to make it into an instinctive social impulse of the present, then this Michael Festival—because the impulses spring directly from the spiritual world—could be regarded as the crowning impulse—even the initial impulse we need to find our way out of the present disaster: to add something real to all the talk about ideals, something not originating in human heads or hearts but in the cosmos.

And then, when the trees shed their leaves and blossoms ripen into fruit, when nature sends us her first frost and prepares to sink into her winter death, we would be able to feel the burgeoning of spirit, with which we should unite ourselves—just as we feel the Easter Festival with the sprouting, budding spring. Then, as citizens of the cosmos, we would be able to carry impulses into our lives which, not being abstract, would not remain ineffectual but would manifest their power immediately. Life will not have a soul content again until we can develop cosmic impulses in our Gemüt.

If the process of the change of teeth in a child is gradual even more gradual is that great transformation in the bodily, psychic and spiritual organism of which I have already spoken. Hence, in education it is important to remember that the child is gradually changing from an imitative being into one who looks to the authority of an educator, of a teacher. Thus we should make no abrupt transition in the treatment of a child in its seventh year or so—at the age, that is, at which we receive it for education in the primary school. Anything further that is said here on primary school education must be understood in the light of this proviso.

In the art of education with which we are here concerned the main thing is to foster the development of the child's inherent capacities. Hence all instruction must be at the service of education. The task is, properly speaking, to educate; and instruction is made use of as a means of educating.

This educational principle demands that the child shall develop the appropriate relation to life at the appropriate age. But this can only be done satisfactorily when the child is not required at the very outset to do something which is foreign to its nature.

Now it is a thoroughly unnatural thing to require a child in its sixth or seventh year to copy without more ado the signs which we now, in this advanced stage of civilisation, use for reading and writing.

If you consider the letters we now use for reading and writing, you will realise that there is no connection between what a seven-year old child is naturally disposed to do—and these letters. Remember, that when men first began to write they used painted or drawn signs which copied things or happenings in the surrounding world; or else men wrote from out of will impulses, so that the forms of writing gave expression to processes of the will, as for example in cuneiform. The entirely abstract forms of letters which the eye must gaze at nowadays, or the hand form, arose from out of picture writing. If we confront a young child with these letters we are bringing to him an alien thing, a thing which in no wise conforms to his nature. Let us be clear what this ‘pushing’ of a foreign body into a child's organism really means. It is just as if we habituated the child from his earliest years to wearing very small clothes, which do not fit and which therefore damage his organism. Nowadays when observation tends to be superficial, people do not even perceive what damage is done to the organism by the mere fact of introducing reading and writing to the child in a wrong way. An art of education founded in a knowledge of man does truly proceed by drawing out all that is in the child. It does not merely say: the individuality must be developed, it really does it. And this is achieved firstly by not taking reading as the starting point. For with a child the first things are movements, gestures, expressions of will, not perception or observation. These come later. Hence it is necessary to begin, not with reading, but with writing—but a writing which shall come naturally from man's whole being.

Hence, we begin with writing lessons, not reading lessons, and we endeavour to lead over what the child does of its own accord out of imitation, through its will, through its hands, into writing. Let me make it clear to you by an example: We ask the child to say the word “fish,” for instance, and while doing so, show him the form of the fish in a simple sketch; then ask him to copy it;—thus we get the child to experience the word “fish.” From “fish” we pass to f (F), and from the form of the fish we can gradually evolve the letter f. Thus we derive the form of the letter by an artistic activity which carries over what is observed into what is willed:

By this means we avoid introducing an utterly alien F, a thing which would affect the child like a demon, something foreign thrust into his body; and instead we call forth from him the thing he has seen himself in the market place. And this we transform little by little into ‘ f .’

In this way we come near to the way writing originated, for it arose in a manner similar to this. But there is no need for the teacher to make a study of antiquity and exactly reproduce the way picture writing arose so as to give it in the same manner to the child. What is necessary is to give the rein to living fantasy and to produce afresh whatever can lead over from the object, from immediate life, to the letter forms. You will then find the most manifold ways of deriving the letter form for the child from life itself. While you say M let him feel how the M vibrates on the lips, then get him to see the shape of the lips as form, then you will be able to pass over gradually from the M that vibrates on the lips to M.

In this way, if you proceed spiritually, imaginatively, and not intellectually, you will gradually be able to derive from the child's own activity, all that leads to his learning to write. He will learn to write later and more slowly than children commonly do to-day. But when parents come and say: My child is eight, or nine years old, and cannot yet write properly, we must always answer: What is learned more slowly at any given age is more surely and healthily absorbed by the organism, than what is crammed into it.

Along these lines, moreover, there is scope for the individuality of the teacher, and this is an important con-sideration. As we now have many children in the Waldorf School we have had to start parallel classes—thus we have two first classes, two second classes and so on. If you go into one of the first classes you will find writing being taught by way of painting and drawing. You observe how the teacher is doing it. For instance, it might be just as we have been describing here. Then you go into the other Class I., Class I. B; and you find another teacher teaching the same subject. But you see something quite different. You find the teacher letting the children run round in a kind of eurhythmy, and getting them to experience the form from out of their own bodily movements. Then what the child runs is retained as the form of the letter. And it is possible to do it in yet a third and a fourth manner. You will find the same subject taught in the most varied ways in the different parallel classes. Why? Well, because it is not a matter of indifference whether the teacher who has to take a lesson has one temperament or another. The lesson can only be harmonious when there is the right contact between the teacher and the whole class. Hence every teacher must give his lesson in his own way. And just as life appears in manifold variety so can a teaching founded in life take the most varied forms.

Usually, when pedagogic principles are laid down it is expected that they shall be carried out. They are written down in a book. The good teacher is he who carries them out punctiliously, 1, 2, 3, etc. Now I am convinced that if a dozen men, or even fewer, sit down together they can produce the most wonderful programme for what should take place in education; firstly, secondly, thirdly, etc. People are so wonderfully intelligent nowadays;—I am not being sarcastic, I really mean it—one can think out the most splendid things in the abstract. But whether it is possible to put into practice what one has thought out is quite another matter. That is a concern of Life. And when we have to deal with life,—I ask you now, life is in all of you, natural life, you are all human beings, yet you all look different. No one man's hair is like another's. Life displays its variety in the manifold varieties of form. Each man has a different face. If you lay down abstract principles, you expect to find the same thing done in every class room. If your principles are taken from life, you know that life is various, and that the same thing can be done in the most varied ways. You see, for instance, that Negroes must be regarded as human beings, and in them the human form appears quite differently. In the same way when the art of education is held as a living art, all pedantry and also every kind of formalism must be avoided. And education will be true when it is really made into an art, and when the teacher is made into an artist. It is thus possible for us in the Waldorf School to teach writing by means of art. Then reading can be learned afterwards almost as a matter of course, without effort. It comes rather later than is customary, but it comes almost of itself.

While we are concerned on the one hand in bringing the pictorial element to the child—(and during the next few days I shall be showing you something of the paintings of the Waldorf School children)—while we are engaged with the pictorial element, we must also see to it that the musical element is appreciated as early as possible. For the musical element will give a good foundation for a strong energetic will, especially when attention is paid—at this stage—not so much to musical content as to the rhythm and beat of the music, the experience of rhythm and beat; and especially when it is treated in the right manner at the beginning of the elementary school period. I have already said in the introduction to the eurhythmy demonstration that we also introduce eurhythmy into children's education. I shall be speaking further of eurhythmy, and in particular of eurhythmy in education, in a later lecture. For the moment I wished to show more by one or two examples how early instruction serves the purpose of education in so far as it is called out of the nature of the human being.

But we must bear in mind that in the first part of the stage between the change of teeth and puberty a child can by no means distinguish between what is inwardly human and what is external nature. For him up to his eighth or ninth year these two things are still merged into one. Inwardly the child feels a certain impression, outwardly he may see a certain phenomenon, for instance a sunrise. The forces he feels in himself when he suffers unhappiness or pain; he supposes to be in sun or moon, in tree or plant. We should not reason the child out of this. We must transpose ourselves into the child's stage of life and conduct everything within education as if no boundary existed as yet between inner man and outer nature. This we can only do when we form the instruction as imaginatively as possible, when we let the plants act in a human manner—converse with other plants, and so on,—when we introduce humanity everywhere. People have a horror nowadays of Anthropomorphism, as it is called. But the child who has not experienced anthropomorphism in its relation to the world will be lacking in humanity in later years. And the teacher must be willing to enter into his environment with his full spirit and soul so that the child can go along with him on the strength of this living experience.

Now all this implies that a great deal shall have happened to the teacher before he enters the classroom. The carrying through of the educational principles of which we have been speaking makes great demands on the preparation the teachers have to do. One must do as much as one possibly can before-hand when one is a teacher, in order to make the best use of the time in the class room. This is a thing which the teacher learns to do only gradually, and in course of time. And only through this slow and gradual learning can one come really to have a true regard for the child's individuality.

May I mention a personal experience in this connection, Years before my connection with the Waldorf School I had to concern myself with many different forms of education. Thus it happened that when I was still young myself I had corded to me the education of a boy of eleven years old who was exceedingly backward in his development. Up to that time he had lied nothing at all. In proof of his attainment I was shown an exercise book containing the results of the latest examination he had been pushed into. All that was to be seen in it was an enormous hole that he had scrubbed with the india-rubber; nothing else. Added to this the boy's domestic habits were of a pathological nature. The whole family was unhappy on his account, for they could not bring themselves to abandon him to a manual occupation—a social prejudice, if you like, but these prejudices have to be reckoned with. So the whole family was unhappy. The family doctor was quite explicit that nothing could be made of the boy. I was now given four children of this family to educate. The others were normal, and I was to educate this one along with them. I said: I will try—in a case like this one can make no promises that this or the other result will be achieved,—but I would do everything that lay within my power, only I must be left complete freedom in the matter of the education. So now I undertook this education. The mother was the only member of the family who understood my stipulation for freedom, so that the education had to be fought for him in the teeth of the others. But finally the instruction of the boy was confided to me. It was necessary that the time spent in immediate instruction of the boy should be as brief as possible. Thus if I had, say, to be engaged in teaching the boy for about half-an-hour, I had to do three hours' work in preparation so as to make the most economical use of the time. Moreover, I had to make careful note of the time of the music lesson, for example. For if the boy were overtaxed he turned pale and his health deteriorated. But because one understood the boy's whole pathological condition, because one knew what was to be set down to hydrocephalus, it was possible to make such progress with the boy—and not psychical progress only,—that a year and a half after he had shown up merely a hole rubbed in his exercise book, he was able to enter the Gymnasium. (Name given to the Scientific and Technical School as distinct from the Classical.) And I was further able to help him throughout the classes of the Gymnasium and follow up the work with him until near the end of his time there, Under the influence of this education, and also because everything was spiritually directed, the boy's head became smaller. I know a doctor might say perhaps his head would have become smaller in any case. Certainly, but the right nurture of spirit and soul had to go with this process of getting smaller. The person referred to subsequently became an excellent doctor. He died during the war in the exercise of his profession, but only when he was nearly forty years old.

It was particularly important here to achieve the greatest economy in the time of instruction by means of suitable preparation beforehand. Now this must become a general principle. And in the art of education of which I am here speaking this is striven for. Now, when it is a question of describing what we have to tell the children in such a way as to arouse life and liveliness in their whole being, we mast master the subject thoroughly beforehand and be so at home with the matter that we can turn all our attention and individual power to the form in which we shall present it to the child. And then we shall discover as a matter of course that all the stuff of teaching must become pictorial if a child is to grasp it not only with his intellect but with his whole being. Hence we mostly begin with tales such as fairy tales, but also with other invented stories which relate to Nature. We do not at first teach either language or any other “subject,” but we simply unfold the world itself in vivid and pictorial form before the child. And such instruction is the best preparation for the writing and reading which is to be derived imaginatively.

Thus between his ninth and tenth year the child comes to be able to express himself in writing, and also to read as far as is healthy for him at this age, and now we have reached that important point in a child's life, between his ninth and tenth year, to which I have already referred. Now you must realise that this important point in the child's life has also an outward manifestation. At this time quite a remarkable change takes place, a remarkable differentiation, between girls and boys. Of the particular significance of this in a co-educational school such as the Waldorf School, I shall be speaking later. In the meantime we must be aware that such a differentiation between boys and girls does take place. Thus, round about the tenth year girls begin to grow at a quicker rate than the boys. Growth in boys is held back. Girls overtake the boys in growth. When the boys and girls reach puberty the boys once more catch up with the girls in their growth. Thus just at that stage the boys grow more rapidly.

Between the tenth and fifteenth year the outward differentiation between girls and boys is in itself a sign that a significant period of life has been reached. What appears inwardly is the clear distinction between oneself and the world. Before this time there was no such thing as a plant, only a green thing with red flowers in which there is a little spirit just as there is a little spirit in ourselves. As for a “plant,” such a thing only makes sense for a child about its tenth year. And here we must be able to follow his feeling. Thus, only when a child reaches this age is it right to teach him of an external world of our surroundings.

One can make a beginning for instance with botany—that great stand-by of schools. But it is just in the case of botany that I can demonstrate how a formal education—in the best sense of the word—should be conducted. If we start by showing a child a single plant we do a thoroughly unnatural thing, for that is not a whole. A plant especially when it is rooted up, is not a whole thing. In our realistic and materialistic age people have little sense for what is material and natural otherwise they would feel what I have just said. Is a plant a whole thing? No, when we have pulled it up and fetched it here it very soon withers. It is not natural to it to be pulled up. Its nature is to be in the earth, to belong with the soil. A stone is a totality by itself. It can lie about anywhere and it makes no difference. But I cannot carry a plant about all over the place; it will not remain the same. Its nature is only complete in conjunction with the soil, with the forces that spring from the earth, and with all the forces of the sun which fall upon this particular portion of the earth. Together with these the plant makes a totality. To look upon a plant in isolation is as absurd as if we were to pull out a hair of our head and regard the hair as a thing in itself. The hair only arises in connection with an organism and cannot be understood apart from the organism. Therefore: In the teaching of botany we must take our start, not from the plant, or the plant family but from the landscape, the geographical region: from an understanding of what the earth is in a particular place. And the nature of plants must be treated in relation to the whole earth.

When we speak of the earth we speak as physicists, or at most as geologists. We assume that the earth is a totality of physical forces, mineral forces, self-enclosed, and that it could exist equally well if there were no plants at all upon it, no animals at all, no men at all. But this is an abstraction. The earth as viewed by the physicist, by the geologist, is an abstraction. There is in reality no such thing. In reality there is only the earth which is covered with plants. We must be aware when we are describing from a geological aspect that, purely for the convenience of our intelligence, we are describing a non-existent abstraction. But we must not start by giving a child an idea of this non-existent abstraction, we must give the child a realisation of the earth as a living organism, beginning naturally with the district which the child knows. And then, just as we should show him an animal with hair growing upon it, and not produce a hair for it to see before it knew anything of the animal—so must we first give him a vivid realisation of the earth as a living organism and after that show him how plants live and grow upon the earth.

Thus the study of plants arises naturally from introducing the earth to the child as a living thing, as an organism—beginning with a particular region. To consider one part of the earth at a time, however, is an abstraction, for no region of the earth can exist apart from the other regions; and we should be conscious that we take our start from something incomplete. Nevertheless, if, once more we teach pictorially and appeal to the wholeness of the imagination the child will be alive to what we tell him about the plants. And in this way we gradually introduce him to the external world. The child acquires a sense of the concept “objectivity.” He begins to live into reality. And this we achieve by introducing the child in this natural manner to the plant kingdom.

The introduction to the animal kingdom is entirely different—it comes somewhat later. Once more, to describe the single animals is quite inorganic. For actually one could almost say: It is sheer chance that a lion is a lion and a camel a camel. A lion presented to a child's contemplation will seem an arbitrary object however well it may be described, or even if it is seen in a menagerie. So will a camel. Observation alone makes no sense in the domain of life.

How are we to regard the animals? Now, anyone who can contemplate the animals with imaginative vision, instead of with the abstract intellect, will find each animal to be a portion of the human being. In one animal the development of the legs will predominate—whereas in man they are at the service of the whole organism. In another animal the sense organs, or one particular sense organ, is developed in an extreme manner. One animal will be specially adapted for snouting and routing (snuffling), another creature is specially gifted for seeing, when aloft in the air. And when we take the whole animal kingdom together we find that what outwardly constitutes the abstract divisions of the animal kingdom is comprised in its totality in man. All the animals taken together, synthetically, give one the human being. Each capacity or group of faculties in the human being is expressed in a one-sided form in some animal species. When we study the lion—there is no need to explain this to the child, we can show it to him in simple pictures—when we study the lion we find in the lion a particular over-development of what in the human being are the chest organs, the heart organ. The cow shows a one-sided development of what in man is the digestive system. And when I examine the white corpuscles in the human blood I see the indication of the earliest, most primitive creatures. The whole animal kingdom together makes up man, synthetically, not symptomatically, but synthetically woven and interwoven.

All this I can expound to the child in quite a simple, primitive way. Indeed I can make the thing very vivid when speaking, for instance, of the lion's nature and showing how it needs to be calmed and subdued by the individuality of man. Or one can take the moral and psychic characteristics of the camel and show how what the camel presents in a lower form is to be found in human nature. So that man is a synthesis of lion, eagle, ape, of camel, cow and all the rest. We view the whole animal kingdom as human nature separated out and spread abroad.

This, then, is the other side which the child gets when he is in his eleventh or twelfth year. After he has learned to separate himself from the plant world, to experience its objectivity and its connection with an objective earth, he then learns the close connection between the animals and man, the subjective side. Thus the universe is once more brought into connection with man, by way of the feelings. And this is educating the child by contact with life in the world.

Then we shall find that the requirements we always make are met spontaneously. In theory we can keep on saying: You must not overload the memory. It is not a good thing to burden the child's memory. Anyone can see that in the abstract. It is less easy for people to see clearly what effect the overburdening of memory has on a man's life. It means this, that later in life we shall find him suffering from rheumatism and gout—it is a pity that medical observation does not cover the whole span of a man's life, but indeed we shall find many people afflicted with rheumatism and gout, to which they had no predisposition; or else what was a very slight predisposition has been in-creased because the memory was overtaxed, because one had learned too much from memory. But, on the other hand, the memory must not be neglected. For if the memory is not exercised enough inflammatory conditions of the physical organs will be prone to arise, more particularly between the 16th and 24th years.

And how are we to hold the balance between burdening the memory too much or too little? When we teach pictorially and imaginatively, as I have described, the child takes as much of the instruction as it can bear. A relationship arises like that between eating and being satisfied. This means that we shall have some children further advanced than others, and this we must deal with, without relegating less advanced children to a class below. One may have a comparatively large class and yet a child will not eat more than it can bear—spiritually speaking—because its organism spontaneously rejects what it cannot bear. Thus we take account of life here, just as we draw our teaching from life.

A child is able to take in the elements of Arithmetic at quite an early age. But in arithmetic we observe how very easily an intellectual element can be given the child too soon. Mathematics as such is alien to no man at any age. It arises in human nature; the operations of mathematics are not foreign to human faculty in the way letters are foreign in a succeeding civilisation. But it is exceedingly important that the child should be introduced to arithmetic and mathematics in the right way. And what this is can really only be decided by one who is enabled to overlook the whole of human life from a certain spiritual standpoint.

There are two things which in logic seem very far removed from one another: arithmetic and moral principles. It is not usual to hitch arithmetic on to moral principles because there seems no obvious logical connection between them. But it is apparent to one who looks at the matter, not logically, but livingly, that the child who has a right introduction to arithmetic will have quite a different feeling of moral responsibility from the child who has not. And—this may seem extremely paradoxical to you, but since I am speaking of realities and not of the illusions current in our age, I will not be afraid of seeming paradoxical, for in this age truth often seems paradoxical.—If, then, men had known how to permeate the soul with mathematics in the right way during these past years we should not now have bolshevism in Eastern Europe. This it is that one perceives: what forces connect the faculty used in arithmetic with the springs of morality in man.

Now, you will understand this better probably if I give you a very small illustration of the principles of arithmetic teaching. It is common nowadays to start arithmetic by the adding of one thing to another. But just consider how foreign a thing it is to the human mind to add one pea to another and at each addition to name a new name. The transition from one to two, and then to three,—this counting is quite an arbitrary activity for the human being. But it is possible to count in another way. And this we find when we go back a little in human history. For originally people did not count by putting one pea to another and hence deriving a new thing which, for the soul at all events, had little connection with what went before. No, men counted more or less in the following way: They would say: What we get in life is always a whole, something to be grasped as a whole; and the most diverse things can constitute a unity. If I have a number of people in front of me, that can be a unity at first sight. Or if I have a single man in front of me, he then is a unity. A unity, in reality, is a purely relative thing. And I keep this in mind if I count in the following way: One | = | two | = | = | three | = | = | = | four | = | = | =| = | and so on, that is, when I have an organic whole (a whole consisting of members): because then I am starting with unity, and in the unity, viewed as a multiplicity, I seek the parts. This indeed was the original view of number. Unity was always a totality, and in the totality one sought for the parts. One did not think of numbers as arising by the addition of one and one and one, one conceived of the numbers as belonging to the whole, and proceeding organically from the whole.

When we apply this to the teaching of arithmetic we get the following: Instead of placing one bean after another beside the child, we throw him a whole heap of beans. The bean heap constitutes the whole. And from this we make our start. And now we can explain to the child: I have a heap of beans—or if you like, so that it may the better appeal to the child's imagination: a heap of apples,—and three children of different ages who need different amounts to eat, and we want to do something which applies to actual life. What shall we do? Now we can for instance, divide the heap of apples in such a way as to give a certain heap on the one hand and portions, together equal to the first heap, on the other. The heap represents the sum. Here we have the heap of apples, and we say: Here are three parts, and we get the child to see that the sum is the same as the three parts. The sum = the three parts. That is to say, in addition we do not go from the parts to arrive at the sum, but we start with the sum and proceed to the parts. Thus to get a living understanding of addition we start with the whole and proceed to the addenda, to the parts. For addition is concerned essentially with the sum and its parts, the members which are contained, in one way or another, within the sum.

In this way we get the child to enter into life with the ability to grasp a whole, not always to proceed from the less to the greater. And this has an extraordinarily strong influence upon the child's whole soul and mind. When a child has acquired the habit of adding things together we get a disposition which tends to be desirous and craving. In proceeding from the whole to the parts, and in treating multiplication similarly, the child has less tendency to acquisitiveness, rather it tends to develop what, in the Platonic sense, the noblest sense of the word, can be called considerateness, moderation. And one's moral likes and dislikes are intimately bound up with the manner in which one has learned to deal with number. At first sight there seems to be no logical connection between the treatment of numbers and moral ideas, so little indeed that one who will only regard things from the intellectual point of view, may well laugh at the idea of any connection. It may seem to him absurd. We can also well understand that people may laugh at the idea of proceeding in addition from the sum instead of from the parts. But when one sees the true connections in life one knows that things which are logic-ally most remote are often in reality exceedingly near.

Thus what comes to pass in the child's soul by working with numbers will very greatly affect the way he will meet us when we want to give him moral examples, deeds and actions for his liking or disliking, sympathy with the good, antipathy with the evil. We shall have before us a child susceptible to goodness when we have dealt with him in the teaching of numbers in the way described.

In the previous lectures I have shown that when the child reaches the usual school age (after the change of teeth) all teaching should be given in an artistic, pictorial form. To-day, I propose to carry further the ideas already put before you and to show how this method appeals directly to the child's sentient life, the foundation from which all teaching must now proceed.

Let us take a few characteristic examples to show how writing can be derived from the artistic element of painting and drawing. I have already said that if a system of education is to harmonize with the natural development of the human organism, the child must be taught to write before he learns to read. The reason for this is that in writing the whole being is more active than is the case in reading. You will say: Yes, but writing entails the movement of only one particular member. That is quite true, but fundamentally speaking, the forces of the whole being must lend themselves to this movement. In reading only the head and the intellect are engaged, and in a truly organic system of education we must draw that which is to develop from the whole being of the child.

We will assume that we have been able to give the child some idea of flowing water; he has learnt to form a mental picture of waves and flowing water. We now call the child's attention to the initial sound, the initial letter of the word ‘wave.’

We indicate that the surface of water rising into waves follows this line:

Then we lead the child from the drawing of this line over to the sign W derived from it. The child is thus introduced to the form of the letter ‘W’ in writing. The W has arisen from the picture of a wave. In the first place the child is given a mental picture which can lead over to the letter which he then learns to write. Or we may let the child draw the form of the mouth:—

and then we introduce to him the first letter of the word “Mouth.” In one of our evening talks [Between the lectures there were meetings for discussion and questions at which Rudolf Steiner was often present.] I gave you another example. The child draws the form of a fish; when the fundamental form is firmly in his mind, we pass on to the initial letter of the word “fish.”

A great many letters can be treated in this way; others will have to be derived somewhat differently. Suppose, for instance, we give the child an imaginative idea of the sound of the wind. Obviously the possibilities are many, but this particular way is the best for very young children. We picture to the child the raging of the wind and then we allow the child to imitate and to arrive at this form:—

By drawing the child's attention to definite contours, to movements, or even to actual activities, all of which can be expressed in drawing or painting, we can develop nearly all the consonants. In the case of the vowels we must turn rather to gesture, for the vowels are an expression of man's inner being. ‘A’ (ah), for example, inevitably contains an element of wonder, of astonishment. Eurhythmy will prove to be of great assistance here for there we have gestures that truly correspond to feeling. The ‘I’ the ‘A’ and all the other vowels can be drawn from the corresponding gesture in Eurhythmy, for the vowels must be derived from movements that are an expression of the inner life of the human soul.

In this way we can approach the abstract nature of writing by way of the more concrete elements contained in painting and drawing. We succeed in making the child start from the feeling called up by a picture; he then becomes able to relate to the actual letters the quality of soul contained in the feeling. The principle underlying writing thus arises from the sentient life of the soul.

When we come to reading, our efforts must simply be in the direction of making the child aware, and this time in his head, of what has already been elaborated by the bodily forces as a whole. Reading is then grasped mentally, because it is recognized in the child's mind as an activity in which he has already been employed. This is of the very greatest significance. The whole process of development is hindered if the child is led straight away to what is abstract, if he is taught, that is, from the beginning to carry out any special activity by means of a purely mental concept. On the other hand, a healthy growth will always ensue if the activity is first of all undertaken, and then the mental idea afterwards unfolded as a result of the activity. Reading is essentially a mental act. Therefore if reading is taught before, and not after writing the child is prematurely involved in a process of development exclusively concerned with the head instead of with the forces of his whole being.

By such methods as these all instruction can be guided into a sphere that embraces the whole man, into the realm of art. This must indeed be the aim of all our teaching up to the age of about nine-and-a-half; picture, rhythm, measure, these qualities must pervade all our teaching. Everything else is premature.

It is for this reason utterly impossible before this age to convey anything to the child in which definite distinction is made between himself and the outer world. The child only begins to realize himself as a being apart from the outer world between the ninth and tenth years. Hence when he first comes to school, we must make all outer things appear living. We should speak of the plants as holding converse with us and with each other in such a way that the child's outlook on Nature and man is filled with imagination. The plants, the trees, the clouds all speak to him, and at this age he must feel no separation between himself and this living outer world. We must give him the feeling that just as he himself can speak, so everything that surrounds him also speaks.

The more we enable the child thus to flow out into his whole environment, the more vividly we describe plant, animal and stone, so that weaving, articulate spirituality seems to be wafted towards him, the more adequately do we respond to the demands of his innermost being in these early years. They are years when the sentient life of the soul must flow into the processes of breathing and of the circulation of the blood and into the whole vascular system, indeed into the whole human organism. If we educate in this sense, the child's life of feeling will unfold itself organically and naturally in a form suited to the requirements of our times.

It is of incalculable benefit to the child if we develop this element of feeling in writing and then allow a faint echo of the intellect to enter as he re-discovers in reading what he has already experienced in writing. This is the very best way of leading the child on towards his ninth year.

Between the ages of seven and nine-and-a-half, it is therefore essential that all the teaching shall make a direct appeal to the element of feeling. The child must learn to feel the forms of the various letters. This is very important. We harden the child's nature unduly, we over-strengthen the forces of bones and cartilage and sinew in relation to the rest of the organism, if we teach him to write mechanically, making him trace arbitrary curves and lines for the letters, making use only of his bodily mechanism without calling upon the eye as well.

If we also call upon the eye—and the eye is of course connected with the movements of the hand—by developing the letters in an artistic way, so that the letter does not spring from merely mechanical movements of the hand, it will then have an individual character in which the eye itself will take pleasure. Qualities of the soul are thus brought into play and the life of feeling develops at an age when it can best flow into the physical organism with health-giving power.

I wonder what you would say if you were to see someone with a plate of fish in front of him, carefully cutting away the flesh and consuming the bones! You would certainly be afraid the bones might choke him and that in any case he would not be able to digest them. On another level, the level of the soul, exactly the same thing happens when we give the child dry, abstract ideas instead of living pictures, instead of something that engages the activities of his whole being. These dry, abstract concepts must only be there as a kind of support for the pictures that are to arise in the soul.

When we make use of this imaginative, pictorial method in education in the way I have described, we so orientate the child's nature that his concepts will always be living and vital. We shall find that when he has passed the age of nine or nine-and-a-half, we can lead him on to a really vital understanding of an outer world in which he must of necessity learn to distinguish himself from his environment.

When we have given sufficient time to speaking of the plant world in living pictures, we can then introduce something he can learn in the best possible way between the ninth and tenth years, gradually carrying it further during the eleventh and twelfth.

The child is now ready to form ideas about the plant world. But naturally, in any system of education aiming at the living development of the human being, the way in which the plants are described must be very different from such methods as are used for no other reason than that they were usual in our own school days. To give the child a plant or flower and then make him learn its name, the number of its stamens, the petals and so forth, has absolutely no meaning for human life, or at most only a conventional one.

Whatever is taught the child in this way remains quite foreign to him. He is merely aware of being forced to learn it, and those who teach botany to a child of eleven or twelve in this way have no true knowledge of the real connections of Nature. To study some particular plant by itself, to have it in the specimen box at home for study is just as though we were to pull out a single hair and observe it as it lay there before us. The hair by itself is nothing; it cannot grow of itself and has no meaning apart from the human head. Its meaning lies simply and solely in the fact that it grows on the head of a man, or on the skin of an animal. Only in its connections has it any living import. Similarly, the plant only has meaning in its relation to the earth, to the forces of the sun and, as I shall presently show, to other forces also. In teaching children about a plant therefore, we must always begin by showing how it is related to the earth and to the sun.

I can only make a rough sketch here of something that can be illustrated in pictures in a number of lessons. Here (drawing on the blackboard) is the earth; the roots of the plant are intimately bound up with the earth and belong to it. The chief thought to awaken in the child is that the earth and the root belong to one another and that the blossom is drawn forth from the plant by the rays of the sun. The child is thus led out into the Cosmos in a living way.

If the teacher has sufficient inner vitality it is easy to give the child at this particular age a living conception of the plant in its cosmic existence. To begin with, we can awaken a feeling of how the earth-substances permeate the root; the root then tears itself away from the earth and sends a shoot upwards; this shoot is born of the earth and unfolds into leaf and flower by the light and warmth of the sun. The sun draws out the blossoms and the earth retains the root.

Then we call the child's attention to the fact that a moist earth, earth inwardly watery in nature, works quite differently upon the root from what a dry earth does; that the roots become shrivelled up in a dry soil and are filled with living sap in a moist, watery earth.

Again, we explain how the rays of the sun, falling perpendicularly to the earth, call forth flowers of plants like yellow dandelions, buttercups and roses. When the rays of the sun fall obliquely, we have plants like the mauve autumn crocus, and so on. Everywhere we can point to living connections between root and earth, between blossom and sun.

Having given the child a mental picture of the plant in its cosmic setting, we pass on to describe how the whole of its growth is finally concentrated in the seed vessels from which the new plant is to grow.

Then—and here I must to some extent anticipate the future—in a form suited to the age of the child we must begin to disclose a truth of which it is difficult as yet to speak openly, because modern science regards it as pure superstition or so much fantastic mysticism. Nevertheless it is indeed a fact that just as the sun draws the coloured blossom out of the plant, so is it the forces of the moon which develop the seed-vessels. Seed is brought forth by the forces of the moon. In this way we place the plant in a living setting of the forces of the sun, moon and earth. True, one cannot enter deeply into this working of the moon forces, for if the children were to say at home that they had been taught about the connection between seeds and the moon, their parents might easily be prevailed upon by scientific friends to remove them from such a school—even if the parents themselves were willing to accept such things! We shall have to be somewhat reticent on this subject and on many others too, in these materialistic days.

By this radical example I wished, however, to show you how necessary it is to develop living ideas, ideas that are drawn from actual reality and not from something that has no existence in itself. For in itself, without the sun and the earth, the plant has no existence.

We must now show the child something further. Here (drawing on the blackboard) is the earth; the earth sprouts forth, as it were, produces a hillock (swelling); this hillock is penetrated by the forces of air and sun. It remains earth substance no longer; it changes into something that lies between the sappy leaf and the root in the dry soil—into the trunk of a tree. On this plant that has grown out of the earth, other plants grow—the branches. The child thus realizes that the trunk of the tree is really earth-substance carried upwards. This also gives an idea of the inner kinship between the earth and all that finally becomes earthy. In order to bring this fully home to the child, we show him how the wood decays, becoming more and more earthy till it finally falls into dust. In this condition the wood becomes earth once more. Then we can explain how sand and stone have their origin in what was once really destined for the plants, how the earth is like one huge plant, a giant tree out of which the various plants grow like branches.

Here we develop an idea intelligible to the child; the whole earth as a living being of which the plants are an integral part.

It is all important that the child should not get into his head the false ideas suggested by modern geology—that the earth consists merely of mineral substances and mineral forces. For the plants belong to the earth as much as do the minerals. And now another point of great significance. To begin with, we avoid speaking of the mineral as such. The child is curious about many things but we shall find that he is no longer anxious to know what the stones are if we have conveyed to him a living idea of the plants as an integral part of the earth, drawn forth from the earth by the sun.

The child has no real interest in the mineral as such. And it is very much to the good if up to the eleventh or twelfth years he is not introduced to the dead mineral substances but can think of the earth as a living being, as a tree that has already crumbled to dust, from which the plants grow like branches.

From this point of view it is easy to pass on to the different plants. For instance, I say to the child: The root of such and such a plant is trying to find soil; its blossoms, remember, are drawn forth by the sun. Suppose that some roots cannot find any soil but only decaying earth, then the result will be that the sun cannot draw out the blossoms. Then we have a plant with no real root in the soil and no flower—a fungus, or mushroom-like growth. We now explain how a plant like a fungus, having found no proper soil in the earth, is able to take root in something partly earth, partly plant, that is, in the trunk of a tree. Thus it becomes a tree-lichen, that greyish-green lichen which one finds on the bark of a tree, a parasite.

From a study of the living, weaving forces of the earth itself, we can lead on to a characterization of all the different plants. And when the child has been given living ideas of the growth of the plants, we can pass on from this study of the living plant to a conception of the whole surface of the earth.

In some regions yellow flowers abound; in others the plants are stunted in their growth, and in each case the face of the earth is different. Thus we reach geography, which can play a great part in the child's development if we lead up to it from the plants.

We should try to give an idea of the face of the earth by connecting the forces at work on its surface with the varied plant-life we find in the different regions. Then we unfold a living instead of a dead intellectual faculty in the child. The very best age for this is the time between the ninth or tenth and the eleventh or twelfth years. If we can give the child this conception of the weaving activity of the earth whose inner life brings forth the different forms of the plants, we give him living and not dead ideas, ideas which have the same characteristics as a limb of the human body. A limb has to develop in earliest youth. If we enclosed a hand for instance in an iron glove, it could not grow. Yet it is constantly being said that the ideas we give to children should be as definite as possible, they should be definitions and the children ought always to be learning them. But nothing is more hurtful to the child than definitions and rigid ideas, for these have no quality of growth. Now the human being must grow as his organism grows. The child must be given mobile concepts, concepts whose form is constantly changing as he becomes more mature. If we have a certain idea when we are forty years of age, it should not be a mere repetition of something we learnt at ten years of age. It ought to have changed its form, just as our limbs and the whole of our organism have changed.

Living ideas cannot be roused if we only give the child what is nowadays called “science,” the dead knowledge which we so often find teaches us nothing! Rather must we give the child an idea of what is living in Nature. Then he will develop in a body which grows as Nature herself grows. We shall not then be guilty, as educational systems so often are, of implanting in a body engaged in a process of natural development, elements of soul-life that are dead and incapable of growth. We shall foster a living growing soul in harmony with a living, growing physical organism and this alone can lead to a true development.

This true development can best be induced by studying the life of plants in intimate connection with the configuration of the earth. The child should feel the life of the earth and the life of the plants as a unity: knowledge of the earth should be at the same time a knowledge of the world of the plants.

The child should first of all be shown how the lifeless mineral is a residue of life, for the tree decays and falls into dust. At the particular age of which I am now speaking, nothing in the way of mineralogy should be taught the child. He must first be given ideas and concepts of what is living. That is an essential thing.

Just as the world of the plants should be related to the earth and the child should learn to think of it as the offspring of a living earth-organism, so should the animal-world as a whole be related to man. The child is thus enabled in a living way to find his own place in Nature and in the world. He begins to understand that the plant-tapestry belongs to the living earth. On the other hand, however, we teach him to realize that the various animals spread over the world represent, in a certain sense, stages of a path to the human state. That the plants have kinship to the earth, the animals to man—this should be the basis from which we start. I can only justify it here as a principle; the actual details of what is taught to a child of ten, eleven or twelve years concerning the animal world must be worked out with true artistic feeling.

In a very simple, very elementary way, we begin by calling the child's attention to the nature of man. This is quite possible if the preliminary artistic foundations have already been laid. The child will learn to understand, in however simple a sense, that man has a threefold organization. First, there is the head. A hard shell encloses the system of nerves and the softer parts that lie within it. The head may thus be compared with the round earth within the Cosmos. We shall do our utmost to give the child a concrete, artistic understanding of the head-system and then lead on to the second member, the rhythmic system which includes the organs of breathing and circulation of the blood. Having spoken of the artistic modelling of the cup-like formation of the skull which encloses the soft parts of the brain, we pass on to consider the series of bones in the spinal column and the branching ribs. We shall study the characteristics of the chest, with its breathing and circulatory systems, that is, the human rhythmic system in its essential nature. Then we reach the third member, the system of metabolism and limbs. As organs of movement, the limbs really maintain and support the metabolism of the body, for the processes of combustion are regulated by their activities. The limbs are connected with metabolism. Limbs and metabolism must be taken together; they constitute the third member of man's being.

To begin with, then, we make this threefold division of man. If our teaching is pervaded with the necessary artistic feeling and is given in the form of pictures, it is quite possible to convey to the child this conception of man as a threefold being.

We now draw the child's attention to the different animal species spread over the earth. We begin with the lowest forms of animal life, with creatures whose inner parts are soft and are surrounded by shell-like formations. Certain members of the lower animal species consist, strictly speaking, merely of a sheath surrounding the protoplasm. We show the child how these lower creatures image in a primitive way the form of the human head.

Our head is the lower animal raised to the very highest degree of development. The head, and more particularly the nervous system, must not be correlated with the mammals or the apes, but with the lowest forms of animal life. We must go far, far back in the earth's history, to the most ancient forms of animal life, and there we find creatures which are wholly a kind of elementary head. Thus we try to make the lower animal world intelligible to the child as a primitive head-organization.

We then take the animals somewhat higher in the scale, the fishes and their allied species. Here the spinal column is especially developed and we explain that these “half-way” animals are beings in whom the human rhythmic system has developed, the other members being stunted. In the lowest animals, then, we find at an elementary stage, the organization corresponding to the human head. In the animal species grouped round the fishes, we find a one-sided development of the human chest-organization, and the system comprising the limbs and metabolism brings us finally to the higher animals.

The organs of movement are developed in great diversity of form in the higher animals. The mechanism of a horse's foot, a lion's pad, or the feet of the wading animals, all these give us a golden opportunity for artistic description. Or again, we can compare the limbs of man with the one-sided development we find in the limbs of the ape. In short, we begin to understand the higher animals by studying the plastic structure of the organs of movement, or the digestive organs.

Beasts of prey differ from the ruminants in that the latter have a very long intestinal track, whereas in the former, while the intestinal coil is short, all that connects the heart and blood circulation with the digestive processes is strongly and powerfully developed. A study of the organization of the higher animals shows at once how one-sided is its development in comparison with the system of limbs and metabolism in man. We can give a concrete picture of how the front part of the spine in the animal is really nothing but head. The whole digestive system is continued right on into the head. The animal's head belongs essentially to the digestive organs, to the stomach and intestines. In man, on the other hand, that which has remained, as it were, in the virginal state—the soft parts of the brain with their enclosing, protecting shell of bone—is placed above the limb and metabolic system. The head organization in man is thus raised a stage higher than in the animal, in which, as we have seen, it is merely a continuation of the metabolism. Yet man, in so far as his head organization is concerned, preserves the simplest, most fundamental principles of form, namely, soft substance within surrounded by a cup-like bony formation.

One can show too how in certain animals the structure of the jaw can best be understood if the upper and under jaw are regarded as the foremost limbs. This best explains the animal head. In this way, the human being emerges as a synthesis of three systems—head system, chest system, system of limbs and metabolism. In the animal world there is a one-sided development of the one or other system. Thus we have first, the lower animals, the crustaceans, for example, but also others; then the mammals, birds and so on, where the chest system is predominantly developed; and finally the species of fishes, reptiles and so on.

We see, as it were, the animal kingdom as a human being spread out in diversity over the earth. We relate the world of the plants to the earth, and the diverse animal species to man who is, in fact, the synthesis of the entire animal world. Taking our start from man's physical organization, we give the child, in a simple way, an idea of the threefold nature of his being. Passing to the animals, we explain how in the different species there is always a one-sided development of certain organs, whereas in man these organs are united into one harmonious whole. This one-sided specialized development is manifested by the chest organs in certain animals; in others by the lower intestines, and in others again, by the upper organs of digestion. In many forms of animal life, birds for instance, we find metamorphoses of certain organs; the organs of digestion become the crop, and so forth.

We can characterize each animal species as representing a one-sided development of an organic system in man, so that the whole animal world appears as the being of man spread over the earth in diversity of forms, man himself being the synthesis of the animal kingdom.

When it has been made clear to the child that the animal world is the one-sided expression of the bodily organs of man, that one system of organs comes to expression as one species, another as a different species, then we can pass on to study man himself. This should be when the child is approaching his twelfth year, for he can then understand that because man bears the spirit within him, he is an artistic synthesis of the separate parts of his being, which are mirrored in the various species of animals. Only because man bears the spirit within him can he thus unite the lower forms of animal life in a harmonious unity. The human head and chest organizations arise as complex metamorphosis of animal forms, all of which have evolved in such a way that they fit in with the other parts of his body.

Thus he bears within himself that which is manifested in the fishes and that which is manifested in the higher animals but harmonized into a limb. The separate fragments of man's being scattered over the world in the realm of the animals are in man gathered together by the spirit into unity; man is their synthesis. Thus we relate man with the animal world, but he is at the same time raised above the animals because he is the bearer of the spirit.

Botany, taught in the way I have indicated, brings life into the child's world of ideas so that he stands rightly in the world through wisdom. A living intelligence will then enable him to become efficient in life and to find his place in the world.

His will is strengthened if he has acquired an equally living conception of his own relation to the animal world.

You will naturally realize that what I have had to discuss here in some twenty minutes or so must be developed stage by stage for a long period of time; the child must gradually unite these ideas with his inmost nature. Then they will play no small part in the position a man may take in the world by virtue of his strength of will. The will grows inwardly strong if a man realizes that by the grace of the living spirit he himself is the perfecting and the synthesis of the animal kingdom.

And so the aim of educational work must be net merely to teach facts about the plants and animals, but also to develop character, to develop the whole nature of the child. A true understanding of the life of plants brings wisdom, and a living conception of his relation to the animals strengthens the will of the child. If we have succeeded in this, the child has entered between the ninth and tenth years, into a relationship with the other living creatures of the earth such that he will be able to find his own way and place in the world through wisdom on the one hand and on the other through a purposeful strength of will.

The one great object of education is to enable the human being to find his way through life by his intelligence and will. These two will develop from the life of feeling that has unfolded in the child between the ages of seven and nine-and-a-half. Thinking, feeling and willing are then brought into a right relationship instead of developing in a chaotic way. Everything is rooted in feeling. We must therefore begin with the child's sentient life and from feeling engender the faculty of thought through a comprehension of the kingdom of the plants. For the life of the plants will never admit of dead conceptions. The will is developed if we lead the child to a knowledge of his connection with the animals and of the human spirit that lifts man above them.

Thus we strive to impart sound wisdom and strength of will; to the human being. This indeed is our task in education, for this alone will make him fully man and the evolution of the full manhood is the goal of all education.

For quite a number of years now Education has been one of those branches of civilised, cultural activity which we foster within the Anthroposophical Movement, and, as will appear from these lectures, we may perhaps just in this sphere look back with a certain satisfaction on what we have been able to do. Our schools have existed only a few years, so I cannot speak of an achievement, but only of the beginning of something which, even outside the Anthroposophical Movement, has already made a certain impression on circles interested in the spiritual life of the cultural world of today. Looking back on our educational activity it gives me real joy, particularly here in Holland, where many years ago I had the opportunity of lecturing on subjects connected with anthroposophical spiritual science, to speak once more on this closely related theme.

Anthroposophical education and teaching is based on that knowledge of man which is only to be gained on the basis of spiritual science; it works out of a knowledge of the whole human being, body, soul and spirit. At first such a statement may be regarded as obvious. It will be said that of course the whole man must be taken into consideration when it is a question of educational practice, of education as an art; that neither should the spiritual be neglected in favour of the physical, nor the physical in favour of the spiritual. But it will very soon be seen how the matter stands when we become aware of the practical results which ensue when any branch of human activity is based on anthroposophical spiritual science. Here in Holland, in the Hague, a small school has been founded on the basis of an anthroposophical knowledge of man, a daughter school, if I may call it so, of our Waldorf School in Stuttgart. And I believe that whoever gets to know such a school, whether from merely hearing about the way it is run, or through a more intimate knowledge, will find in the actual way it deals with teaching and education, something arising from its anthroposophical foundation which differs essentially from the usual run of schools in our present civilisation. The reason for this is that wherever we look today we find a gulf between what people think, or devise theoretically, and what they actually carry out in practice. For in our present civilisation theory and practice have become two widely separated spheres. However paradoxical it may sound, the separation may be observed, perhaps most of all in the most practical of all occupations in life, in the business world, in the economic sphere. Here all sorts of things are learnt theoretically. For instance, people think out details of administration in economic affairs. They form intentions. But these intentions cannot be carried out in actual practice. However carefully they are thought out, they do not meet the actual conditions of life. I should like to express myself still more clearly, so that we may understand one another. For example, a man who wishes to set up a business concern thinks out some sort of business project. He thinks over all that is connected with this business and organises it according to his intentions.

His theories and abstract thoughts are then put into effect, but, when actually carried out, they everywhere come up against reality. Certainly things are done, thought-out ideas are even put into practice, but these thoughts do not fit into real life. In actual fact something is carried over into real life which does not correspond with what is real. Now a business that is conducted in this way can continue for some time and its inaugurator will consider himself to be a tremendously practical fellow. For whoever goes into business and from the outset has learnt absolutely nothing outside customary practice will consider himself a “practical” man.

Today we can hear how really practical people speak about such a theorist. He enters into business life and with a heavy hand introduces his thought-out ideas. If sufficient capital is available, he may even be able to carry on for a time, after a while, however, the concern collapses, or it may be absorbed into some more established business. Usually when this happens very little heed is paid to how much genuine, vital effort has been wasted, how many lives ruined, how many people injured or impaired in their way of life. It has come about solely because something has been thought out—thought out by a so-called “practical” man. In such a case however the person in question is not practical through his insight but by the use of his elbows. He has introduced something into reality without considering the conditions of reality.

Few people notice it, but this kind of thing has become rampant in the cultural life of today. At the present time the only sphere where such things are understood, where it is recognised that such a procedure does not work, is in the application of mechanical natural science to life. When the decision is made to build a bridge it is essential to make use of a knowledge of mechanics to ensure that the bridge will stand up to what is required of it; otherwise the first train that passes over it will be plunged into the water. Such things have already happened, and even at the present time we have seen the results of faulty mechanical construction. Speaking generally, however, this sphere is the only one in practical life in which it can be stated unequivocally that the conditions of reality have or have not been foreseen.

If we take the sphere of medicine we shall see at once that it is not so evident whether or not the conditions of reality have been taken into account. Here too the procedure is the same; something is thought out theoretically and then applied as a means of healing. Whether in this case there has been a cure, whether it was somebody's destiny to die, or whether perhaps he has been “cured to death,” this indeed is difficult to perceive. The bridge collapses when there are faults in its construction; but whether the sick person gets worse, whether he has been cured by the treatment, or has died of it, is not so easy to discover.

In the same way, in the sphere of education it is not always possible to see whether the growing child is being educated in accordance with his needs, or whether fanciful methods are being used which can certainly be worked out by experimental psychology. In this latter case the child is examined by external means and the following questions arise: what sort of memory has he, what are his intellectual capacities, his ability to form judgments and so on? Educational aims are frequently found in this way. But how are they carried into life? They sit firmly in the head, that is where they are. In his head the teacher knows that a child must be taught arithmetic like this, geography like that, and so it goes on. Now the intentions are to be put into practice. The teacher considers all he has learnt, and remembers that according to the precepts of scientific educational method he must set about things in such and such a way. He is now faced with putting his knowledge into practice, he remembers these theoretical principles and applies them quite externally. Whoever has the gift for observing such things can experience how sometimes teachers who have thoroughly mastered educational theories, who can recount admirably everything they had to know for their examination, or had to learn in practice class-teaching, nevertheless remain utterly removed from life when they come face to face with the children they have to teach. What has happened to such a teacher is what, daily and hourly, we are forced to observe with sorrowing heart, the fact that people pass one another by in life, that they have no sense for getting to know one another. This is a common state of affairs. It is the fundamental evil which underlies all social disturbances which are so widespread in the cultural life of today: the lack of paying heed to others, the lack of interest which every man should have for others. In everyday civilised life we must perforce accept such a state of affairs; it is the destiny of modern humanity at the present time. But the peak of such aloofness is reached when the teacher of the child or the educator of the youth stands at a distance from his pupil, quite separated from him, and employs in a completely external way methods obtained by external science. We can see that the laws of mechanics have been wrongly applied when a bridge collapses, but wrong educational methods are not so obvious. A clear proof of the fact that human beings today are only at home when it comes to a mechanical way of thinking, which can always determine whether things have been rightly or wrongly thought out, and which has produced the most brilliant triumphs in the life of modern civilisation—a proof of this is that humanity today has confidence only in mechanical thought. And if this mechanical thinking is carried into education, if, for instance, the child is asked to write down disconnected words and then repeat them quickly, so that a record can be made of his power of assimilation, if this is the procedure in education it is a sign that there is no longer any natural gift for approaching the child himself. We experiment with the child because we can no longer approach his heart and soul.

In saying all this it might seem as though one had the inclination or desire only to criticise and reprove in a superior sort of way. It is of course always easier to criticise than to build something up constructively. But as a matter of fact what I have said does not arise out of any such inclination or desire; it arises out of a direct observation of life. This direct observation of life must proceed from something which is usually completely excluded from knowledge today. What sort of person must one be today if one wishes to pursue some calling based on knowledge—for instance on the knowledge of man? One must be objective! This is to be heard all over the place today, in every hole and corner. Of course one must be objective, but the question is whether or not this objectivity is based on a lack of paying due heed to what is essential in any particular situation.

Now for the most part people have the idea that love is far more subjective than anything else in life, and that it would be utterly impossible for anyone who loves to be objective. For this reason when knowledge is spoken about today love is never mentioned seriously. True, it is deemed fitting, when a young man is applying himself to acquire knowledge, to exhort him to do so with love, but this mostly happens when the whole way in which knowledge is presented is not at all likely to develop love in anybody But the essence of love, the giving of oneself to the world and its phenomena, is in any case not regarded as knowledge. Nevertheless for real life love is the greatest power of knowledge. And without this love it is utterly impossible to attain to a knowledge of man which could form the basis of a true art of education. Let us try to picture this love, and see how it can work in the special sphere of an education founded on a knowledge of man drawn from spiritual science, from anthroposophy.

The child is entrusted to us to be educated, to be taught. If our thinking in regard to education is founded on anthroposophy we do not represent the child to ourselves as something we must help to develop so that he approaches nearer and nearer to some social human ideal, or whatever it may be. For this human ideal can be completely abstract. And today such a human ideal has already become something which can assume as many forms as there are political, social and other parties. Human ideals change according to whether one swears by liberalism, conservatism, or by some other programme, and so the child is led slowly in some particular direction in order to become what is held to be right for mankind. This is carried to extreme lengths in present-day Russia. Generally speaking, however, it is more or less how people think today, though perhaps somewhat less radically.

This is no starting point for the teacher who wants to educate and teach on the basis of anthroposophy. He does not make an “idol” of his opinions. For an abstract picture of man, towards which the child shall be led, is an idol, it is in no sense a reality. The only reality which could exist in this field would be at most if the teacher were to consider himself as an ideal and were to say that every child must become like him. Then one would at least have touched on some sort of reality, but the absurdity of saying such a thing would at once be obvious.

What we really have before us in this young child is a being who has not yet begun his physical existence, but has brought down his spirit and soul from pre-earthly worlds, and has plunged into a physical body bestowed on him by parents and ancestors. We look upon this child as he lies there before us in the first days of his life with indeterminate features and with unorganised, undirected movements. We follow day by day, week by week how the features grow more and more defined, and become the expression of what is working to the surface from the inner life of soul. We observe further how the whole life and movements of the child become more consequent and directed, how something of the nature of spirit and soul is working its way to the surface from the inmost depths of his being. Then, filled with holy awe and reverence, we ask: “What is it that is here working its way to the surface?” And so with heart and mind we are led back to the human being himself, when as soul and spirit he dwelt in the soul-spiritual pre-earthly world from which he has descended into the physical world, and we say: “Little child, now that you have entered through birth into earthly existence you are among human beings, but previously you were among spiritual, divine beings.” What once lived among spiritual-divine beings has descended in order to live among men. We see the divine made manifest in the child. We feel as though standing before an altar. There is however one difference. In religious communities it is customary for human beings to bring their sacrificial offerings to the altars, so that these offerings may ascend into the spiritual world; now we feel ourselves standing as it were before an altar turned the other way; now the gods allow their grace to stream down in the form of divine-spiritual beings, so that these beings, acting as messengers of the gods, may unfold what is essentially human on the altar of physical life. We behold in every child the unfolding of cosmic laws of a divine-spiritual nature; we see how God creates in the world. In its highest, most significant form this is revealed in the child. Hence every single child becomes for us a sacred riddle, for every single child embodies this great question—not, how is he to be educated so that he approaches some “idol” which has been thought out.—But, how shall we foster what the gods have sent down to us into the earthly world. We learn to know ourselves as helpers of the divine-spiritual world, and above all we learn to ask: What may be the result if we approach education with this attitude of mind?

Education in the true sense proceeds out of just such an attitude. What matters is that we should develop our education and teaching on the basis of such thoughts as these. Knowledge of man can only be won if love for mankind—in this case love for the child—becomes the mainspring of our work. If this is so, then the teacher's calling becomes a priestly calling, for then the educator becomes the steward of what it is the will of the gods to carry out with man.

Here again it might appear as though something obvious is being said in rather different words. But it is not so. As a matter of fact in today's unsocial world-order, which only wears an outer semblance of being social, the very opposite occurs. Educationists pursue an “idol” for mankind, not seeing themselves as nurturers of something they must first learn to know when actually face to face with the child.

An attitude of mind such as I have described cannot work in an abstract way, it must work spiritually, while always keeping the practical in view. Such an attitude however can never be acquired by accepting theories quite unrelated and alien to life, it can only be gained if one has a feeling, a sense for every expression of life, and can enter with love into all its manifestations.

Today there is a great deal of talk about educational reform. Since the war there has been talk of a revolution in education. We have experienced this. Every possible approach to a new education is thought out, and pretty well everybody is concerned in some way or other with how this reform is to be brought about. Either one approaches some institution about to be founded with one's proposals or at the very least one suggests this or that as one's idea of how education should take shape. And so it goes on. There is a great deal of talk about methods of education; but do you see what kind of impression all this makes when one surveys, quite without prejudice, what the various societies for the reform of education, down to the most radical, put forward today in their educational programmes? I do not know whether many people take into account what kind of impression is made when one is faced with so many programmes issuing from associations and societies for educational reform. One gets the impression: Good heavens, how clever people are today! For indeed everything which comes about like this is frightfully clever. I do not mean this ironically, but quite seriously. There has never been a time when there was so much cleverness as there is in our era.

There we have it, all set out. Paragraph 1. How shall we educate so that the forces of the child may be developed naturally? Paragraph 2 ... Paragraph 3 ... and so on. People today of any profession or occupation, and of any social class can sit down together and work out such programmes; everything we get in this way in paragraphs 1 to 30 will be delightfully clever, for today one knows just how to formulate everything theoretically. People have never been so skilful in formulating things as they are today. Then such a programme, a number of programmes can be submitted to a committee or to Parliament. This again is very clever. Now something may perhaps be deleted or added according to party opinion, and something extremely clever emerges, even if at times strongly coloured by “party.” Nothing can be done with it, however, for all this is quite beside the point.

Waldorf School education never started off with such a programme. I have no wish to boast, but naturally, had this been our purpose, we could also have produced some kind of programme no less clever than those of many an association for educational reform. The fact that we should have to reckon with reality might perhaps prove a hindrance and then the result would be more stupid. With us however there was never any question of a programme. From the outset we were never interested in principles of educational method which might later on be somehow incorporated in a legalised educational system. What did interest us was reality, absolute true reality. What was this reality? To begin with here were children, a number of child-individualities with varying characteristics. One had to learn what these were, one had to get to know what was inherent in these children, what they had brought down with them, what was expressed through their physical bodies. First and foremost then there were the children. And then there were teachers. You can stand up as strongly as you like for the principle that the child must be educated in accordance with his individuality—that stands in all the programmes of reform—but nothing whatever will come of it. For on the other hand, besides the children, there are a number of teachers, and the point is to know what these teachers can accomplish in relation to these children. The school must be run in such a way that one does not set up an abstract ideal, but allows the school to develop out of the teachers and out of the pupils. And these teachers and pupils are not present in an abstract kind of way, but are quite concrete, individual human beings. That is the gist of the matter. Then we are led by virtue of necessity to build up a true education based on a real knowledge of man. We cease to be theoretical and become practical in every detail.

Waldorf School education, the first manifestation of an education based on anthroposophy, is actually the practice of education as an art, and is therefore able to give only indications of what can be done in this or that case. We have no great interest in general theories, but so much the greater is our interest in impulses coming from anthroposophy which can give us a true knowledge of man, beginning, as here of course it must do, with the child. But today our crude observation completely ignores what is most characteristic in the progressive stages of life. I would say that some measure of inspiration must be drawn from spiritual science if today we are to develop a right sense for what should be brought to the child.

At the present time people know extraordinarily little about man and mankind. They imagine that our present state of existence is the same as it was in the 14th, 15th and 16th centuries, and indeed as it has always been. They picture the ancient Greeks and the ancient Egyptians as being very similar to the man of today. And if we go back still further, according to the views of present-day natural science, history becomes enveloped in mist until those beings emerge which are half ape, half man. No interest is taken, however, in penetrating into the great differences which exist between the historical and pre-historical epochs of mankind.

Let us study the human being as he appears to us today, beginning with the child up to the change of teeth. We see quite clearly that his physical development runs parallel with his development of soul and spirit. Everything that manifests as soul and spirit has its exact counterpart in the physical—both appear together, both develop out of the child together. Then, when the child has come through the change of teeth, we see how the soul is already freeing itself from the body. On the one side we shall be able to follow a development of soul and spirit in the child, and on the other side his physical development. The two sides however are not as yet clearly separated. If we continue to follow the development further into the time between puberty and about the 21st year the separation becomes much more defined and then when we come to the 27th or 28th year—speaking now of present-day humanity—nothing more can be seen of the way in which the soul-spiritual is connected with the physical body. What a man does at this age can be perceived on the one hand in the soul-spiritual life and on the other hand in the physical life, but the two cannot be brought into any sort of connection. At the end of the twenties, man in his soul and spirit has separated himself completely from what is physical, and so it goes on up to the end of his life.

Yet it was not always so. One only believes it to have been so. Spiritual science, studied anthroposophically, shows us clearly and distinctly that what we see in the child today, at the present stage of human evolution—namely, that in his being of soul and spirit the child is completely dependent on his physical bodily nature and his physical bodily nature is completely dependent on his being of soul and spirit—this condition persisted right on into extreme old age—a fact that has simply not been noticed. If we go very far back into those times which gave rise to the conception of the patriarchs and ask ourselves what kind of a man such a patriarch really was, the answer must be somewhat as follows: Such a man, in growing old, changed in respect of his bodily nature, but right into extreme old age he continued to feel as only quite young people can feel today. Even in old age he felt his being of soul and spirit to be dependent on his physical body.

Today we no longer feel our physical body to be dependent upon what we think and feel. A dependence of this kind was however felt in the more ancient epochs of civilisation. But people also felt after a certain age of life that their bones became harder and their muscles contained certain foreign substances which brought about a sclerotic condition. They felt the waning of their life forces, but they also felt with this physical decline an increase of spiritual forces, actually brought about by the breaking up of the physical. “The soul is becoming free from the physical body.” So they said when this process of physical decline began. At the age of the patriarchs, when the body was already breaking up, the soul was most able to wrest itself free from the body, so that it was no longer within it. This is why people looked up to the patriarchs with such devotion and reverence, saying: “O, how will it be with me one day, when I am so old? For in old age one can know things, understand things, penetrate into the heart of things in a way that I cannot do now, because I am still building up my physical body.” At that time man could still look into a world order that was both physical and spiritual. This however was in a very remote past. Then came a time when man felt this interdependence of the physical and the soul-spiritual only until about the 50th year. The Greek age followed. What gives the Greek epoch its special value rests on the fact that the Greeks were still able to feel the harmony between the soul-spiritual and the physical-bodily. The Greek still felt this harmony until the 30th or 40th year. He still experienced in the circulation of the blood what brought the soul into a unity with the physical. The wonderful culture and art of the Greeks was founded on this unity, which transformed everything theoretical into art, and at the same time enfilled art with wisdom.

In those times the sculptor worked in such a way that he needed no model, for in his own organisation he was aware of the forces permeating the arm or the leg, giving them their form. This was learned, for instance, in the festival games; but today when such games are imitated they have no meaning whatever.

If however we have such a sense for the development of mankind then we know what has actually taken place in human evolution. We know too that today we only have a parallelism between the physical-bodily and the soul-spiritual until about the 27th or 28th year, to give a quite exact description. (Most people observe this parallelism only up to the age of puberty.) And so we know how the divine-spiritual springs up and grows out of the developing human being. Then we feel the necessary reverence for our task of developing what comes to meet us in the child, that is to say, of developing what is given to us and not developing those abstract ideas that have been thought out.

Thus our thoughts are directed to a knowledge of man based on what is individual in the soul. And if we have absorbed such universal, great historical aspects, we shall also be able to approach every educational task in an appropriate manner. Then quite another life will be brought into the class when the teacher enters it, for he will carry the world into it, the physical world and the world of soul and spirit. Then he will be surrounded by an atmosphere of reality, of a real and actual conception of the world, not one which is merely thought out and intellectual. Then he will be surrounded by a world imbued with feeling. Now if we consider what has just been put forward we shall realise a remarkable fact. We shall see that we are founding an education which, by degrees, will come to represent in many respects the very opposite of the characteristic impulse in education at the present time. All manner of humorists with some aptitude for caricature often choose the so-called “schoolmaster” as an object which can serve their purpose well and on whom they can let loose their derision. Well, if a schoolmaster is endowed with the necessary humour he can turn the tables on those who have caricatured him before the world. But the real point is something altogether different; for if the teacher, versed in present-day educational methods, carries these into school with him, and has therefore no means of learning to know the child, while nevertheless having to deal with the child, how can he be anything other than a stranger to the world? With the school system as it is today, he cannot become anything else; he is torn right out of the world. So we are faced with a truly remarkable situation. Teachers who are strangers to the world are expected to train human beings so that they may get on and prosper in the world.

Let us imagine however that the things about which we have been speaking today become an accepted point of view. Then the relation of the teacher to the children is such that in each individual child a whole world is revealed to him, and not only a human world, but a divine-spiritual world manifested on earth. In other words the teacher perceives as many aspects of the world as he has children in his charge. Through every child he looks into the wide world. His education becomes art. It is imbued with the consciousness that what is done has a direct effect on the evolution of the world. Teaching in the sense meant here leads the teacher, in his task of educating, of developing human beings, to a lofty conception of the world. Such a teacher is one who becomes able to play a leading part in the great questions that face civilisation. The pupil will never outgrow such a teacher, as is so often the case today. The following situation may arise in a school. Let us suppose that the teacher has to educate according to some idea, some picture of man which he can set before himself. Let us think that he might have 30 children in his class, and among these, led by destiny, were two, who in their inborn capacity, were far more gifted than the teacher himself. What would he want to do in such a case? He would want to form them in accordance with his educational ideal; nothing else would be possible. But how does this work out? Reality does not permit it, and the pupils then outgrow their teacher.

If on the other hand we educate in accordance with reality, if we foster all that manifests in the child as qualities of soul and spirit, we are in the same situation as the gardener is in relation to his plants. Do you think that the gardener knows all these secrets of the plants which he tends? O, these plants contain many, many more secrets than the gardener understands; but he can tend them, and perhaps succeed best in caring for those which he does not yet know. His knowledge rests on practical experience, he has “green fingers.” In the same way it is possible for a teacher who practises an art of education based on reality to stand as educator before children who have genius, even though he himself is certainly no genius. For he knows that he has not to lead his pupils towards some abstract ideal, but that in the child the Divine is working in man, is working right through his physical-bodily nature. If the teacher has this attitude of mind he can actually achieve what has just been said. He achieves it by an outpouring love which permeates his work as educator. It is his attitude of mind which is so essential.

With these words, offered as a kind of greeting, I wanted to give you today some idea of what is to be the content of this course of lectures. They will deal with the educational value of a knowledge of man and the cultural value of education.