The Rudolf Steiner Archive

From time immemorial, man has been regarded as a “world in miniature” in relation to the “world at large”. Not only the human mind, but also the heart, reaches this conclusion, as it rises up to the lofty starry sky and to the ideals of the human spirit with equal reverence and pious awe. Kant says that two things fill the mind with ever-increasing admiration and awe: “the starry sky above me, and the moral law within me.”

But how unequal the two are: the starry heavens with their eternal immutable laws, in which eternal wisdom is inherent; and the changeable moral and spiritual nature of man, which only uncertainly follows its laws and strays every moment. The greatest admiration arises in the face of the starry heavens in those who know and study its immutable laws. Kepler was filled with admiration when he had explored the secrets of the planetary orbits of our solar system. The human heart, in contrast, with its fickleness and confusion, evokes the most misgivings in those who know it best. Goethe, one of its most profound connoisseurs, liked to flee from its meanderings and wanderings to the unerring laws of external nature.

Why is it that our perception of the two is so different? Goethe was probably on the right track with his: “Noble, helpful and good, be man.” That is a commandment that no one applies to nature. Man is condemned for leaving the paths of justice and virtue, but not for being a volcano that wreaks untold havoc. We have to find harmony with nature, even if it has a destructive effect: we know that its laws are immutable. Have they always been? No; the laws Kepler celebrates in discovering them were only revealed in the solar system: harmony was born out of the chaotic primeval nebula. But this lawfulness has reached a certain conclusion. The battles in this field are over. This is not yet the case with man. He carries his law within himself. He should not be what he is today tomorrow, because he should perfect himself. His development, that is, his life, is perfection in all areas. He works his way from desire to virtue, from error to truth. He will then be what he should be when the law of his inner being completely permeates his outer being, when what he now feels to be his highest ideal will be his immutable law, as the law of the starry sky is presented today on that sky. And it is not only in this respect that man has the feeling of disharmony between his present existence and his law. He applies the principle of justice to this existence of his. He seeks a connection between this principle and his will. At first, external observation shows a discordance between fate and will. The good must suffer, and the wicked are happy. The question of the connection between destiny and character has occupied all ages.

The question can never be resolved by looking at just one lifetime. Just as no one can understand the structure of the human hand without following it from the simpler, unfinished forms of the locomotor organs of primitive creatures, so no one can understand the character of a personality without seeking its causes in a past life. Karma explains facts that would otherwise be completely inexplicable. Our abilities in this life are the fruits of the desires and efforts of previous lives; what we wear as a habit in this life were often cherished thoughts in previous lives; what we possess in the way of wisdom we have acquired through previous experiences, and our conscience is the result of many painful experiences. Our thoughts are facts that shape our desire body, and it shapes the physical body. Sleep is the brother of death because in each new life a person finds what he has prepared for himself in the previous one, just as in the morning a person finds the results of the day's work from the previous day. Fatalism does not follow from karma, because the laws of nature also submit to freedom. And karma does not contradict benevolence. This understanding leads to helping. But karma does contradict the materialistic view of man. It must contradict. For just as a clock does not build itself, so too man's life does not build itself. Man is a citizen of three worlds. But he must open his senses to the higher worlds. He must not pull them down to himself. He must ascend to them. Spiritualism is also a form of materialism. It should not be confused with Theosophy. The person whose senses are opened lives himself into the higher worlds. He also acquires the memory of earlier lives on earth. He becomes more and more like the man-God, who vouched for the eternal existence of the spirit by saying: “Before Abraham was, I am.” All the arguments about the divinity of Christ can only arise in those who do not know that the human soul is of divine nature. The firstfruits of humanity will reach divinity before the others. Then they will become, in their humanity, the carriers of the divine original spirit. Theosophy brings Christianity again. The one that knows why the disciples thought their master had risen again. - Annie Besant's and my book. Then it will be self-evident to think of the Christ-life in the perfection of the sun-myth. Christmas is the birthday of the sun. The Egyptian, the Mithraic, the Budhistic sun-myth.

The Christmas hymns speak of the eternal in human nature: Our savior is born. And when the Christmas bells ring, their sound echoes:

You, man, are on your way to a goal that makes you perfect, like the sun that is born today for a new year – to go your way, unchanging like it: that is its proclamation.

Facts like the lamps.
No one is invited. —

[ 1 ] When it is possible to look back with the suitable spiritual organs of knowledge into a man's previous earth-lives, observation shows a number of such earth-lives in which the man was already a ‘person.’ His exterior resembled that of the present day, and he had an inner life that bore an individual stamp. Earth-lives appear, which shew signs of the existence of the Intellectual or Mind-Soul, but not yet of the Spiritual Soul; others again, in which only the Sentient Soul is as yet developed and so on.

[ 2 ] This was so in the ages of Earthly History, and has been so already for a long time before.

[ 3 ] Pursuing the observation however, one comes back to ages in which it was not yet so. There one finds Man, both in respect of inner life and outer habit, still interwoven with the world of the divine spiritual beings. Man is there an earth-man, but not yet detached from divine spiritual being, thinking and willing.

[ 4 ] In still earlier times, a detached and separate Man vanishes altogether from sight. There is nothing to be seen but divine Spirit-Beings, holding Man within their lap.

[ 5 ] These three stages of his evolution, Man has gone through during his time on earth. The transition from the first to the second lies in the late Lemurian age, from the second to the third in the Atlantean age.

[ 6 ] Just as, in his present earth-life, Man carries everything that has entered his life as a memory within him, so too he carries within him as cosmic memory everything which he has gone through in the manner above described. What is the soul-life on earth? It is the world of memories, open every moment to take in new perceptions. In this interplay of memory and new experience Man lives his inward earthly life.

[ 7 ] But this inward earthly life could never come to expression, if there were not still existing at the present time in Man, as a cosmic memory, those things that one sees when one looks back in spirit to the first stage of his growth to earth-manhood, when he was not yet detached from the divine spirit-beings.

[ 8 ] Of what then went on in the world, all that remains in living existence upon earth to-day is the process carried out in the human nerves-and-senses system. In external Nature, all the forces which were active in those times have died out, and are only to be seen in their dead forms.

[ 9 ] Thus, in the thought-world of Man, there is living as present revelation something which, to have earthly existence, must have as its basis what had been evolved in Man before ever he attained to individual life on earth.

[ 10 ] In the life between death and new birth, Man every time goes anew through this stage. Only, that into the world of divine Spirit-Beings—who now again receive him even as once they bore him within themselves—he now carries his own full individual entity, in the form it has acquired during his lives on earth. He is, between death and new birth, both in the present and at the same time in all the times through which he has traveled in recurring earth-lives and recurring lives between death and new birth.

[ 11 ] It is otherwise with what lives in the human feeling-world. This feeling-world of Man is connected with experiences which followed immediately after those in which Man as such was not yet revealed—with those experiences namely which Man lived through as Man, indeed, but not yet detached from the divine-spiritual being, thinking, willing. There would be no world of feeling for Man to disclose at the present day, if the foundations from which it springs were not laid in his rhythmic system. In this rhythmic system we possess the cosmic recollection of the second stage of Man's evolution, described above.

[ 12 ] Thus in Man's feeling-world there are working together his human soul-life of the present, and the after-effects of an olden time.

[ 13 ] In the life between death and new birth, the time of which we are here speaking, with all that fills it, is known to Man as the bounds of his cosmos. What the starlit sky is to Man in his physical life, the same part is played for him spiritually in his life between death and new birth by his existence between his complete union with the divine Spirit-world and his detachment from it. There, shining at the ‘world's bourne’ he sees not the physical heavenly bodies, but in the place of each star the collective group of divine Spirit-Beings who are in reality the star.

[ 14 ] And in connection with the will only—not with feeling nor thought—there lives on in Man whatever those earth-lives have to shew, which begin, on observation, to display Cosmos and gives Man his exterior form, remains reserved in this exterior form as a cosmic recollection. This cosmic recollection lives on as forces in the human form. These are not directly the forces of the will, but are that which gives in the human organization the groundwork for the will-forces.

[ 15 ] This is a region of Man's being which lies outside the ‘world's bourne’ in his life between death and new birth. Man there conceives of it as of something that will again be part of his human existence in his new earth-life.

[ 16 ] In his nerves-and-senses system, Man is to-day still bound up with the Cosmos in the same manner as he was when he shewed only as a first life-seed amid the divine-spiritual being.

[ 17 ] In his rhythmic system, Man still lives to-day in the Cosmos as he lived when he already was Man, but not yet detached from divine-spiritual being.

[ 18 ] In his metabolic and limb-system, the basis for the development of will, Man's life is such that he has working on in this system the after-effect of all that he has gone through in his personal, individual earth-lives, ever since these began, and also in the intervening lives between death and new birth.

[ 19 ] From the forces of earth, Man has that alone which lends him the consciousness of Self. The physical, bodily basis, too, of this Self-consciousness is an effect of the earth's action. Everything else in the human being is extraterrestrial and cosmic in its origin. The astral body as conveyer of sensation and thought, together with its etheric and physical basis—all the life-stir of the ether-body, and even all that is working physically and chemically in the physical body—all this has its origin beyond the earth. Strange as it may seem, the physical and chemical action which takes place within Man is not derived from the earth.

[ 20 ] That Man develops this extra-earthly, cosmic life within him, is the work of the planets and the other stars. What he develops in him by their aid, is carried by the Sun and its forces to the Earth. The Human-Cosmic is by the Sun transplanted to earthly territory. By virtue of the Sun, Man lives as heavenly being upon Earth. That property only, whereby Man exceeds the limits of his human form—the capacity to bring forth his kind—is a gift of the Moon.

[ 21 ] Of course these are not the only effects of the Sun's and the Moon's action; highly spiritual effects proceed from them also.

[ 22 ] When the Sun about Christmas-time begins to gain increasing power for the Earth, this is its action in the physical earthly sphere, exhibited rhythmically in the cycle of the year; it is an expression of the spirit in Nature. The evolution of mankind is one unique part in a so-to-speak gigantic world-year. In this world-year it is World-Christmas or ‘Holy Night’ when the Sun does not merely act on the Earth through the spirit of Nature, but when the soul of the Sun, the Christ Spirit, comes down from above into the Earth.

[ 23 ] As in each single man, that which he realizes individually in his own life is connected with a cosmic memory, so will the yearly Christmas be felt in its truth by the human soul, if the cosmic and heavenly Christ-Event is thought of as working on continually—conceived not merely as a human but as a cosmic recollection. Not Man alone at Christmas-time celebrates in remembrance the Descent of the Christ, but the Cosmos also.

Leading Thoughts

[ 24 ] On looking back into a man's repeated earth-lives, they may be distinguished into three different stages: First a very early one, in which Man is not yet existent as an individual form of being, but as a life-seed amid divine spiritual being. Looking back into this stage, one finds not as yet a Man, but only divine Spirit-Beings (the Principalities or Primeval Powers, the Archai.)

[ 25 ] Following on this comes a middle stage in which Man is already discernible as an individual form of being, but not yet detached from the thinking and willing and being of the divine-spiritual world. He has not yet, as that time, his present personality, which is involved with his appearance on earth as an entirely distinctive being, detached from the divine spiritual world.

[ 26 ] The third stage is the present one. Man realizes himself, as he stands forth in his own human form, detached from the divine spiritual world; and he realizes the world as an environment over against which he takes his place as an individual personality. This stage began in Atlantean times.

[ 1 ] When we are able to look back with spiritual knowledge into the former Earth-lives of a human being, we find that there are a number of such lives in which man was already a ‘person.’ His outward form was similar to what it is today, and he had an inner life of individual stamp and character. Earthly lives emerge, revealing that the Intellectual or Mind-Soul was present in them, but not as yet the Spiritual Soul; others appear, in which only the Sentient Soul was developed—and so forth.

[ 2 ] We find it so in the epochs of Earthly History, and indeed it was so long before these epochs.

[ 3 ] But as we look back still farther, we come into ages of time when it was not yet so—ages in which we find Man interwoven still, both in his inner life and in his outer formation, with the world of Divine-Spiritual Beings. Man is already there as earthly man, but he is not yet detached from Divine Spiritual Being, Thinking and Willing.

[ 4 ] And in yet earlier epochs man as a separate being disappears altogether; there are present only the Divine Spiritual Beings, bearing man within them.

[ 5 ] Man has undergone these three stages of evolution during his earthly time. The transition from the first to the second took place in the latest epoch of Lemuria; that from the second to the third in Atlantean times.

[ 6 ] Now just as in his present earthly life man bears his experiences within him in the shape of memory, so does he bear within him as a cosmic memory all that he has undergone in the way above described.

What is the earthly life of the soul? It is the world of our memories, ready at every moment to have fresh perceptions. In this interplay of memory and fresh experience, man lives, his inner life on Earth.

[ 7 ] But this inner life on Earth could not unfold at all if there were not present still in man, as a cosmic memory, what we see when we look back with spiritual vision into the first stage of his becoming Earthly Man—the stage in which he was not yet detached from Divine-Spiritual Being.

[ 8 ] Of all that took place in the world at that time, there is livingly present on the Earth today, that alone which is unfolded within the human system of nerves and senses. In outer Nature, all the forces that were then at work have died and can now only be seen in their dead forms.

[ 9 ] Thus in the human world of Thought there lives as a present manifestation something which, in order to have earthly existence, requires as its basis the very thing that was already evolved in man before he attained individual, earthly being.

[ 10 ] Every time he passes through the life between death and a new birth, man experiences this stage anew. But into the world of Divine-Spiritual Beings, which receives him again even as it once entirely contained him—into this world he now carries his full individual existence which has taken shape during his lives on Earth. Between death and a new birth, man is indeed in the present, but he is living also in all the time that he has undergone through repeated lives on Earth and lives between death and a new birth.

[ 11 ] It is different with that which lives in the Feeling-world of man. This is related to those experiences of the past which came immediately after the ones in which man was yet unmanifest as such. It is related, that is to say, to experiences which man already underwent as man but when he was not yet separated from Divine-Spiritual Being, Thinking and Willing. Man in the present could not unfold the world of Feeling if it did not arise on the foundation of his rhythmic system. And in his rhythmic system we have the cosmic memory of the above-described second stage of his evolution.

[ 12 ] Thus in the world of Feeling the ‘present’ in the human soul is working together with that which works on in him from an ancient time.

[ 13 ] In the life between death and a new birth, man experiences the contents of the epoch of which we are here speaking as the boundary of his Cosmos. What the starry heavens are to man in the physical life on Earth, his existence between his full union with the Divine-Spiritual world and his severance from it, is to him spiritually in the life between death and a new birth. In that life, there appear to him at the ‘world-boundary’, not the physical heavenly bodies, but in the place of each star the sum-total of Divine-Spiritual Beings, who, as we know, are in reality the star.

[ 14 ] Connected with the Will alone and not with Feeling or with Thought, there lives in man that which is manifested by those earthly lives which, when we look back on them, reveal already the personal, individual character. That which from cosmic sources gives to man his outer form, is preserved in this outer form as a cosmic memory. This cosmic memory lives in the human form as a totality of forces. But these are not the immediate forces of the Will; they represent that in the human organism which is the foundation of the forces of the Will.

[ 15 ] In the life between death and a new birth, this region of the human being lies beyond the ‘world-boundary.’ Man there conceives of it as of something that will belong to him once more in his new life on Earth.

[ 16 ] In his system of nerves and senses, man is today still united with the Cosmos in the way he was when he was manifest only germinally within the Divine-Spiritual womb.

[ 17 ] In his rhythmic system, man is today still living in the Cosmos in the way he lived when he was already there as man, but not yet detached from the Divine-Spiritual.

[ 18 ] In his system of metabolism and limbs—the foundation for the unfolding of his Will—man lives in such a way that all that he has undergone in his personal individual lives on Earth, ever since these began, and in his lives between death and a new birth, works on within this system.

[ 19 ] From the forces of the Earth, man receives that alone which gives him consciousness of self. The physical bodily foundation of self-consciousness is due also to what the Earth brings about. But everything else in the human being has a cosmic origin, external to the Earth.

The sentient and thought-bearing astral body with its etheric-physical foundation, all the moving life in the etheric body, and even that which works physico-chemically in the physical body, is of extra-earthly origin. Strange as this may seem, the physico-chemical which is at work within the human being is not derived from the Earth.

[ 20 ] The fact that man evolves this extra-earthly, cosmic life within him, is due to the working of the planets and other stars. All that he thus unfolds, the Sun with its forces carries to the Earth. By the Sun, the human-cosmic element is transplanted into the earthly realms. By the Sun, man lives as a heavenly being on the Earth. And that alone, whereby he transcends his own human formation—namely, his power to bring forth his kind—is a gift of the Moon.

[ 21 ] Needless to say these are not the only influences of Sun and Moon. Lofty spiritual influences also proceed from them.

[ 22 ] When about Christmas-time the Sun increases more and more in power for the Earth, it is the yearly influence—manifesting rhythmically in the physical-earthly realm—which is an expression of the Spirit in Nature. The evolution of mankind is a single member in what we may describe as a gigantic cosmic year, as will be evident from our preceding studies. And in this cosmic year the cosmic Christmas is at the point where the Sun not only works towards the Earth out of the Spirit of Nature, but where the Christ-Spirit, the Soul of the Sun, descends on to the Earth.

[ 23 ] As in the single human being what he experiences individually is connected with the cosmic memory, so will the human soul have a right feeling of the yearly Christmas when he conceives the heavenly and cosmic Christ-Event as working on and on, comprehending it as a memory not only human but cosmic. For at Christmas-time not only man remembers in celebration the descent of Christ, but the Cosmos does so too.

(about New Year, 1925)

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society (with respect to the preceding study: ‘What is revealed when one looks back into repeated Lives on Earth’)

[ 24 ] 144. Looking back into a human being's repeated lives on Earth, we find three distinct stages. In a remote past, man did not exist with individuality of being, but as a germ in the Divine and Spiritual. As we look back into this stage we find not yet a human being but Divine-Spiritual Beings: the Primal Forces, Principalities or Archai.

[ 25 ] 145. This was followed by an intermediate stage. Man existed already with individuality of being, but he was not yet detached from the Thinking and Willing and Being of the Divine-Spiritual World. At this stage he had not yet his present personality, with which he appears on Earth as a being completely self-possessed, detached from the Divine Spiritual World.

[ 26 ] 146. The present condition is the third and latest. Here man experiences himself in human form and figure, detached from the Divine-Spiritual World; and he experiences the world as an environment with which he stands face to face, individually and personally. This stage began in Atlantean time.

Excerpts from notes taken by Nanna Thorne from a lecture by Rudolf Steiner in Kristiania (Oslo) on December 4, 1921, translated by Agnes Steineger and Karl Engqvist in a letter dated November 27, 1966 from Karl Engqvist (Järna) to Edwin Froböse (Dornach)

Dear Mr. Froböse.

Unfortunately, I am writing this to you from my bed. I suddenly became quite ill yesterday.

Thank you very much for your kind words.

I would now like to add a few things that were not included in the translation by me, because they come from Miss Nanna Thorne, at least for the most part.

The title reads: “I entered this sense world”, Oslo, May 21, 1923. Then it continues like this:

“When Dr. Steiner was in Oslo for the first time in 1921, he spoke about the mantram: ‘I entered this sense world’, and likewise the last time he was up here, in May 1923. Today a report is to be given of this last lecture. It was therefore the last thing he entrusted to the esotericists here in Norway.”

Here, Miss Steineger has translated the first sentence incorrectly. It should probably read: “[...] he spoke for the first time about the mantram [...]”. - The heading was certainly added by Nanna Thorne. - It is also written at the top, in brackets: “(Is the mantram read?)”

Before the two lectures, there are three mantras on a left-hand page in the book: “I entered this world of the senses”, “First know the earnest guardian”, “O man, know thyself”.

---

The lecture from 1921 begins like this:

Everyone should realize that they are a spirit, come from the spiritual worlds and are only down here for a short time.

Why does the human spirit have to come here to Earth, where it has to go through so much?..

An infinite desire for earthly life, to bring new life germs, fills the human spirit. That is why it descends again and again...

A person creates their karma through their thoughts...

There is also another inheritance that man must take with him into earthly life: original sin... Lucifer... Ahriman, the lord of death...

Another consequence of man's dried-up, killing thinking is the point of view of science regarding the laws of nature... Thoughts and ideas essentially revolve around machines, mechanics and the like. The life of thought has become earthbound, poor and dried up; Ahriman, the god of death, now has the power, and to such an extent that not only the human soul perishes, but the physical human organism is also damaged, it becomes paralyzed and is killed, the material dies. ...

And not only man will stiffen and go towards death, but all of nature. ...

And just as nature here on earth is heading towards death, so too is the universe... It is not enough to know about the new life-force of Xri; if it is not worked into people through the will, one will nevertheless face spiritual death.... this new life-force that is given to man by grace...

... Ex Deo Nascimur

If the esotericist is to see into the spiritual worlds, he must first meet the “guardian of the threshold”... Before he lets the esotericist in, he takes away the use of the physical senses; therefore, the esotericist must have developed occult organs in advance to replace them.

Likewise, the Dweller takes from him everything he has absorbed through the mind. ... This, that one takes the sense world for reality, also makes it impossible to get clarity about oneself, to get to know one's own nature.

Everything seen in space is dead. Once the gods created it. Now they have abandoned it, they have moved away. It is the work of the gods, but they themselves are gone; matter is dead, it is permeated by Ahriman, and here in this dead man does not find his true being. Nor can one find one's true nature as long as one allows oneself to be deceived by the spirits of the age. ... It is important to see the errors of one's own time (that is, epoch, Karl Engqvist), to rise above them and then to try to live in time, with time and for time.

In Christo morimur.

In this struggle to arrive at one's true self, these words will resound:

O man, know thyself.

It is Xri (short for Karl Enggvist), the world word, that makes these words resound through everything that life on earth has to give.

You do not find your own being just by looking into yourself, but by seeing everything that is in the cosmos, everything that is around us in space. There the image of one's own self is spread out.

It is not only in space that you get to know your higher self. Space belongs to the physical world. But behind space, time is at work through everything that lives in time. There one must also find one's self (which was awakened to conscious life in man through Xri[s] (abbreviation by Karl Enggvist) death), learn to understand how this higher self has fought its way out... through what happens in time. One must direct one's attention to the fact that time is a creative being that incessantly sends its impulses among people so that they may develop their ego here on earth, may find their ego. ...

When man recognizes his ego as that which stands behind things in space and behind what he has experienced in time, and when he sees the meaning of it all, then the ego is consciously born in him, and then he himself will one day become a creative word of the world... But the living, fully conscious spirit lives among the divine beings.

Per Spiritum Sanctum Reviviscimus

The lecture is 19 pages long in Fräulein Steineger's handwriting. The one from May 21, 1923 is 21 pages long.

Since the class existed before the Christmas Conference, it follows, I think, that the institutions and agreements that existed before the Christmas Conference were not destroyed by the Christmas Conference, and thus neither was Rudolf Steiner's will to Mrs. Marie Steiner. I feel tremendously uplifted and inspired to have been able to contribute to this fact. Very warm greetings, also from my wife,

Karl Engqvist

The Vidar group tried to get Fräulein Steineger's inheritance after her death, but my friends explained to them that she had given me testamentary power of attorney to dispose of it. What luck!

[It is a profound truth:] The gods have been man-like beings in the past, and man will be a god-like being in the future. The gods have gone through an apprenticeship in the past; man is going through it today. What have the gods achieved in their development that preceded the earth? To be able to co-create all that surrounds us. Mineral, plant and animal kingdom are a creation of the gods.

Once there was a state for the gods - devas - in which they learned exactly the same thing that man learns today. Any finished art presupposes that lessons have been learned. [If you study Raphael, you will find that he was preceded by predecessors who gradually tried what he then brought to a supreme level]. In order for harmony to emerge, experiments must first be made, disharmonies must be overcome.

Human beings today are learning to master the mineral kingdom. The further we look back in history, we find that in the beginning man could not master the mineral kingdom. Only gradually did he learn. He ground his grain with two stones until gradually [after much trial and error] he brought about the mill. He learned to transform the forces of the mineral kingdom into art products. Basically, all human activity is a transformation of the mineral forces and substances into art products. There were times when man had not yet laid hands on the mineral kingdom, but had begun to plow the earth. We can look into a future where man will have transformed all minerals into artificial products. In a millennium, not so many discoveries have been made as in the nineteenth century alone. Things will go faster and faster in the future. Wireless telegraphy can already give a foretaste of it. [From here, for example, blowing up the Tuileries.] If man has not become unselfish, he can wreak great havoc.

Man cannot transform the plant and animal kingdoms today, merely the mineral kingdom. In the next round, everything that man has reshaped will rise as a plant. Through the Pralaya, man will gain the germ [of what he is developing today]. Everything he achieves in overcoming the mineral kingdom will come up to him. The Cologne Cathedral, for example, will rise in the fifth round as a plant cathedral. Now man tries to put things together in external form, then they are there. In the same way, the devas used to try to put together what can rise today as a plant.

When I look at an infinitely beautiful rhythm, I have to learn that it is made of lessons. We see the sequence throughout the turn of the year: Nature dies and rises again. This is only possible because the sun is in a regular relationship with the earth. In the solar time, on the second planet, it has learned to make the turn. The solar devas first tried the way in which the rhythm is brought forth. So it is with all activity. It took a long time in the Saturnian time until the quartz crystal was brought forth. And so we have Saturn, Sun and Moon devas which brought forth the three realms and also the cycle of the year. All are effects of long activities and the signs of an activity in the future. Man has been in this work and through it has become as he is. Thus man is connected with the three realms. For what has it happened that the sun and the moon and so on have been brought into certain orbits? For man. For his sake the sun turned around and started its new orbit. At Christmas we have the shortest day. It was an infinitely important point when the sun parted [from the earth]; the earth was left to itself and now had to unfold the power itself, which had otherwise been given to it by the sun. From the feast of Easter the sun is really there, in full power.

Everything that happens in summer is an epoch related to the earlier period in which there was a union [of sun and earth]. And winter is the realm of darkness, which now comes to the earth, so that at Christmas time man can say to himself: Something happens here every year, like when the sun left. Therefore, every year the etheric power coming to the earth is drawn away. Christmas has not only a symbolic, but also a natural meaning. There from the human being a power withdraws, which otherwise comes to him.

A natural consequence is that man adapts his life to this changed life of the earth. When the student is ready, he must pay attention to it. Man must unfold from within the forces that otherwise flow to him from without. He must unfold the spring within himself. This source must be nurtured in the winter time. At the end of winter he must have made himself ripe to receive the outer life again. This is indicated in the festivals.

Christ is the revival of the inner etheric forces and is placed in the time when the earth gives out the least forces. At the time around Easter, he must give life to life. In this festive year man notices one thing: Here a force arises in him, which also flows in on him from outside. There man remembers the time when he was still one with the sun. Man was in the bosom of the gods; then he had split off at the same time with the earth, and must now begin to shine from within.

We see why the great myths of all times gave names of gods to the planets. What the god is spiritually, the planet is physically. Festivals are not something arbitrarily inserted, but read from the heavens. The festival calendar is the cosmology. In the times when people understood the connection between human and celestial life, the priests composed the calendars. This is important for the one who, at a higher level of development, directs his gaze up to the heavenly bodies in order to put himself in harmony with the world forces, and this, in turn, is the basis of astrology. The etheric body will flourish differently if it is a sun child or a winter child. By placing the birth of man on certain dates, the Maharajas can cause etheric forces to act upon him as his karma requires. From the time of birth, one can in turn infer the karma.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A teacher: How should we understand the Pedagogical Section?

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

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

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

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

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

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

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

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

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

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

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

A teacher asks about the final examination.

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

The teacher explains his question further.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A teacher asks about counseling students for choosing a career.

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

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

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

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

A teacher asks about reports on work at the school.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A teacher asks about creating new classes at Easter.

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

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

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

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

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

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

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

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

Originally published in Anthroposophical Quarterly, Volume 22, Number 4, Winter 1977.

Yesterday I called your attention to the fact that the birth of Jesus gradually conquered men’s hearts and souls, that the Christmas Plays which can now be performed, only developed little by little their present beautiful form, together with that atmosphere of earnest devotion which streamed into them during the times when they were at their height. It is really still possible to say of the early forms of these Christmas Plays that people tried, in an entirely secular mood, to participate in something which they had seen for centuries in a form which they could not grasp. We may say that Christ, the Child, conquered the hearts of men only gradually. Indeed, He conquered the hearts of men quite slowly. In the 8th, 9th, 10th and 11th centuries, when the people themselves gradually began to take part in the Plays which in the past could be performed only by priests, we do not find the noble form which the Christmas Plays assumed later on. We have just seen two examples of these Plays,¹ and I have tried to explain to you their different origin, for they clearly reveal this. The first play has a simple, popular character. Its chief aim is to set forth how the Child, in whom the great Cosmic Spirit incarnated and began to work on earth, entered the world as a Child, and how He was, on the one hand, received by the publicans and on the other hand by the shepherds. This appears particularly in the first Christmas Play which was performed yesterday: the great difference in the reception given to the Child by the publicans and by the shepherds comes to expression in it.

The other Christmas Play is quite different. It immediately reveals to us that wise men—and for the people of those days wise men were at the same time Kings, Magi—had read in the stars what a significant destiny was awaiting mankind. In the action of this Play we therefore see ancient occult wisdom. And in the course of the action we see that in accordance with this occult wisdom, with these truths discovered in the stars, Herod enters the earthly events and faces us as the one by whose side we clearly recognise Evil, the Principle that remained backward, the devilish Ahrimanic-Luciferic principle. We see how the Christ Principle and the Luciferic-Ahrimanic Principle confront each other. But we also see the manifestation of forces which enter the course of events from the spiritual world. The Angels appear, as the manifestation of guidance from spiritual spheres; they lead and guide the action in order to frustrate Herod’s aims, and the events follow another course. Forces from the spiritual world pervade the will of men.—This is consequently a play containing forces which undoubtedly lead us beyond the events pertaining merely to the earth.

When we consider how these two plays face each other, one of them filled by the primitive conception of common folk, and the other by a wisdom which really indicates a primeval wisdom of the earth’s development, then we are induced to call up within ourselves thoughts concerning the events which took place in the course of time and the whole significance of the Mystery of Golgotha for the evolution of the earth.

Let us bear in mind that at the time—but this in a wider meaning—at the time when the Mystery of Golgotha took place, there existed in certain circles a profound wisdom in connection with spiritual matters. This deep wisdom which existed at that time is called Gnosis.

In the external world, when considering the course of Europe’s spiritual culture, we may say: This Gnosis, this deeply spiritual science which existed in connection with the mysteries of the spiritual world, vanished from the cultural life of Europe, as far as the outer world is concerned,—and in the spiritual life of the 3rd, 4th, 5th and 6th centuries, etc., there existed only a very dim idea of what was contained in this science.

Those who knew something (I mean, those who knew what could be known by a Christian priest, a Christian scientist), those who had the knowledge which could be acquired in those days, were only aware of the existence of the Gnosis, because people had opposed it in the early Christian centuries, because opponents had fought against the Gnosis. Imagine the situation if to-day all the books and lecture-cycles which constitute our Anthroposophical literature were to be suppressed and burned, so that nothing remained—if the only writings on Anthroposophy available to posterity were books written by opponents! Imagine the situation that in centuries to come, people were to get hold of these books written by antagonists, acquiring from these their conception of the truths contained in our writings! This is what happened to the Gnosis.

An outstanding writer of the early Church was Irenaeus, the pupil of Bishop Polycarp of Asia Minor, who had been a disciple of the Apostles. But Irenaeus wrote as an opponent of the Gnosis. In the course of the centuries, the teachings of the Gnostics were gathered by reading what Irenaeus had written as a refutation of the Gnosis. In regard to this ancient wisdom, we must reckon with everything brought about by the circumstance that these teachings were trans-mitted by an opponent.

This shows you that the whole development of the Occident is really based on the fact that something handed down from past ages was blotted out, stamped out completely. Outwardly we see how new was the beginning brought by the Mystery of Golgotha, what an entirely new impulse it brought to the culture of the West. In reality it began everywhere with an entirely new impulse. Indeed, I might use the following comparison: The ancient writings lay deeply buried underground, like some ancient-city covered by the earth; deeply buried, when we consider the writings of Ambrose and Augustine, old Fathers of the Church, to Scotus, and so forth. A new beginning, a new element arose like a new city over apparently new ground, under which an ancient city lies buried, whose aspect is unknown. This is what took place in the course of the development of European culture.

If there is to be a spiritual deepening in the present age, it is therefore evident that this must be drawn out of man’s own forces and that human beings themselves must discover truths which cannot be handed on to them traditionally from outside, at least not in the course of the spiritual development of Europe. And it is out of the question (I cannot deal with this to-day, for it would lead us too far away from our subject), it is out of the question to draw in Oriental documents as a substitute for the external documents which have been lost in the spiritual life of the Occident. This is impossible for the simple reason that the Oriental documents convey something which is far more primitive than that which developed in the world by spreading from Asia Minor to North Africa, Southern Europe, and even as far as Central Europe. Spiritual knowledge was blotted out completely in the early Christian centuries; it reached posterity only through the writings of opponents.

The Gnostic writings which have been destroyed, do not only contain a knowledge of the spiritual worlds, the spiritual knowledge of these worlds—apart from the truths relating to Christ—but also the whole encompassing spiritual wisdom of ancient times in connection with the Mystery of Christ Jesus. The loss of these documents implies the loss of all this knowledge. The Gnostics (—if we wish to give them this name—) tried to grasp in their own way the course of the earth’s development and the true nature of Christ. In those days it was not yet possible to grasp these things as they can be grasped now, by drawing down from the spiritual worlds truths which need not be recorded in writing, because they exist in an immediately living form in the spiritual world. In those days the truths relating to the real being of Christ-Jesus could not be drawn down in this way. But certain truths relating to Christ-Jesus were known in an older form of wisdom which has been lost.

Quite recently, a few scant remains of a book entitled Pistis-Sophia were discovered, and of another one entitled "The Mystery of Jeû". Also in an external way, they draw, as it were, attention to the fact that the truths relating to Christ, which we should now strive to attain with the aid of anthroposophical methods, are not as foolish as the opponents of our Movement wish to make them appear. Only a small fragment, in Coptic writing, has been preserved of the "Book of Jeû"; nevertheless it calls attention to the fact that what we read in the Gospels is not the only wisdom which lived in the thoughts of men during the first centuries of Christian development.

The "Book of Jeû" describes how, after His Resurrection, Christ spoke to those who were at that time able to understand Him, to those who had become His disciples. The strange thing about this "Book of Jeû" (I mean, the small existing fragment of this book) is that it clearly speaks of Christ and of His true being in a way which differs completely from the Gospel of St. John. There is one thing which recurs again and again in this book, which clearly shows that it seeks to attract our attention to something quite definitive. This thing to which it draws attention over and over again, may, in other words, be explained as follows:

Suppose that in those days someone had wished to explain why Christ Jesus had entered the evolution of the earth; he would have had to do it in the following way—To those who were able to understand him, he would have said: "Behold, a new age is dawning, in which man will enter the future epoch of the development of the Consciousness-Soul. An age is approaching when the world will have to be grasped through man’s external physical organs, through organs which are essentially connected with the physical body. This age is approaching. The age in which revelations could be obtained through an originally primitive clairvoyance has gone by. Past is the age when knowledge could be gathered, not only by using the physical body with its instruments, but by using the etheric body independently of the physical body. This age has gone by—henceforth people will have to use as their only instrument the physical body. But also in future it will be possible to know things which in the past could only be known through the etheric body. In the external world, there will only exist a knowledge connected with the physical body, which is subjected to death. But a knowledge of the spiritual world cannot be gained through the instruments linked with the physical body. A Helper must come who kindles the etheric element in man, a Helper connected with the living essence, with everything in man’s earthly life which does not pertain to the earth. A Helper must come, Who tears out of the indolent, lifeless, physical body an understanding which is able to grasp the spiritual world, an understanding which lives in man and is connected with heaven; that understanding which cannot be crucified by the world, because it belongs to heaven, the understanding which crucifies the world, that is to say, which overcomes the world."

We should imagine that in earlier epochs, when people could not yet see Christ in His true Being, as He passed through the Mystery of Golgotha, they still felt connected with the spiritual world through the etheric body. When the physical body hardened more and more, thus becoming the instrument it is now, it was necessary that One should come, Christ, in order to draw a living essence out of the indolent instrument of the physical body. This is what we should imagine.

But let us now consider this "Book of Jeû". After having passed through the Mystery of Golgotha, Christ spoke to those who had learned to lean on Him and on the wisdom contained in His words: He said,

"I loved you, and I wished to give you Life."

In the words, "and I wished to give you Life", we hear that He wished to draw the indolent physical body out of its indolence, by giving it something which only the etheric body can give.

"Jesus, the Living One, is the Knowledge of Truth."

The Living One—that is, He who passed through the Mystery of Golgotha—speaks in such a way as to appear as the Representative of Life. The text then continues:

"This is the Book dealing with the Knowledge of the Invisible God through the hidden Mysteries"—, that is to say, of Mysteries which lie concealed in man—"which indicate the path to man’s chosen Being, leading in silence to the life of the Father of the World, in the arrival of the Redeemer, the Saviour of the souls who receive within them the Word of Life, higher than every other life—, in the knowledge of Jesus, the Living One, Who through the Father came out of the Aeon of Light into the All-ness of the Pleroma"—(i.e. of the other Aeons, of all the Spiritual Beings)—"in the teaching, which cannot be matched by any other, the teaching given by Jesus, the Living One, to His Apostles, when He said: This is the Teaching in which the whole Knowledge reposes."

We should thus imagine the Risen One Who passed through the Mystery of Golgotha speaking to His Disciples, who had learned to listen to Him.

Jesus, the Living One, began to speak to His Apostles as follows:

"Blessed is he who crucified the world and who did not let the world crucify him" (he who can grasp that part in man which cannot be conquered by matter, by external physical matter).

The Apostles replied unanimously by saying: "Teach us, O Lord, this way of crucifying the world, that the world may not crucify us, and we may not perish and lose our life."

Jesus, the Living One, answered and spoke: "He who has crucified the world is one who has found my Word and fulfils it in accordance with the will of Him who sent me."

And the Apostles replied by saying: "Speak to us, O Lord, that we may hear you! We followed you with all our heart, we left father and mother, vineyards and fields, we left estates and the glory of the external king and we followed you, that you might teach us the Life of your Father, who sent you." And Christ, the Living One, met this appeal of His apostles by revealing to them what He had to say.

Christ, the Living One answered and spoke: "The Life of my Father is this: that out of the human essence of that understanding you receive your soul, which is not of this earth …"

What the Living One expects, is this: That those who are His disciples should grasp that in man lives an understanding of spiritual things which may tear itself away from the physical body, an understanding that is not of this earth. If they call to life within them this understanding, they will in truth have grasped His Word.

… "this essence of every soul, may be grasped through what I reveal to you in the progress of my Word. And that you may fulfil it, and this before the Archon" (—i.e. before the essence of this Aeon, this age—), "his snares" (the Ahrimanic-Lucifer Being) "and his traps, which have no end,—that you may be saved from these. But you, my disciples, hasten to receive my Word with greatest care, so that you may recognise it, and that the Archon of this Aeon" (i.e. the Ahrimanic-Luciferic) "may not be at strife with you, because he cannot find any of his commands in me" (—he therefore finds his commands outside the One who passed through the Mystery of Golgotha): "that you yourselves, O! my Apostles, may fulfil it in regard to myself, and that I myself may free you, and you be hallowed by that freedom which has no blemish. Even as the Spirit of the Holy Ghost is holy, so will you become holy through the freedom of the Spirit, of the Holy Spirit."

Unanimously the Apostles—Matthew and John, Philip, Bartholomew and James—replied by saying:

"O! Jesus, Living One, whose goodness is spread out over those who have found your wisdom and your form in the Illumination, O! Light, burning in the Light you have kindled in our hearts, when we received the Light of Life, O veritable Logos, that through the Gnosis, has become for us true knowledge of what the Living One has taught!"

Jesus, the Living One, answered and spoke: "Blessed is he who recognises this and leads heaven down to the earth." (i.e. who is conscious of the fact that there is something in him which is not dependent on his earthly body, but on the Beings of Heaven, and who leads into the earthly events that part in him which is connected with heaven.)

"Blessed is he who recognises this and leads heaven downwards, who carries the earth and sends it up to heaven" (—who connects the earthly part in him with the heavenly, so that when he passes through the portal of death with the fruits of his earthly life, he may lead the earth back to heaven).

The Apostles replied by saying: "Jesus, Living One, explain to us how we may bring down heaven to earth. For we have followed you, in order that you might teach us the true Light."

And Jesus, the Living One, answered and spoke: “The Word that lives in heaven”—(He means, the wisdom or knowledge which may be gained independently of man’s physical being) ... “the Word lived in heaven before the earth, which is called world, came into being. But if you know my Word, you will lead heaven down to earth and the Word will dwell in you. Heaven is the invisible Word of the Father. If you know this, you will lead heaven down to the earth. I will teach you how the earth may be sent up to heaven, that you may know: To send the earth up to heaven, is to listen to the Word of Knowledge, that is no longer mere knowledge of an earthly human being, but knowledge of a heavenly human being ...” (one who has severed his understanding from the external physical body, who has ceased to be an earthly human being and has become a heavenly human being. His understanding has ceased to be earthly: it has become heavenly).

"You will instead be saved from the Archon of this Aeon" (from the Ahrimanic-Luciferic Being).

Here, therefore, is a fragment which has been preserved and has been found again, a fragment which calls attention to the infinitely profound knowledge which once—during the first centuries of the Christian era—connected man with the secret of the Mystery of Golgotha.

Editor’s Note

The two independent discoveries in the forties of this century of the Coptic manuscripts in Upper Egypt in 1945 and the Dead Sea Scrolls in 1947 have both proved of very great importance for the study of primitive Christianity. In particular, the Scrolls have led the way to a new understanding of the Messianic prophecies while the Coptic manuscripts, apparently the library of a Gnostic sect, have given unexpected opportunity to learn at first hand the teachings and beliefs of various sects, or groups, belonging to a widespread spiritual movement active in the first and second centuries of our era.

Of the few discoveries of Gnostic writings made earlier it is invaluable to have Dr. Steiner’s interpretation of the concepts that appear in the fragments from the Books of Jeû, with his interpretation of the phraseology which may be almost incomprehensible to the reader of today. Now that some of the new discoveries are available in English translation they can be approached in the light of this lecture, and much that seems incomprehensible—even bizarre—reveals itself as having a meaning based on a profound spiritual knowledge. Of the new discoveries, perhaps the books that comprise what is called The Jung Codex have excited the most interest. They were sent to Dr. Carl Jung at Zurich on account of the fact that he was known to be deeply interested in Gnosticism. These writings were first made known to the public in a newspaper report of November 1953, just on thirty three years after Rudolf Steiner gave his lecture.

In one of his Letters to the Members (No. 22 in The Michael Mystery) Dr. Steiner wrote of the Gnosis and its relation to Anthroposophy, pointing out that the Gnosis was properly connected with the development of the Sentient Soul while Anthroposophy is, "by the light of Michael’s agency, to evolve out of the Spiritual Soul a new form of understanding of Christ and the World."

• 1. A Shepherds Play from the Palatinate and a Three King’s Play from Oberufer, near Pressburg. These plays were performed at Dornach on the stage of the Schreinerei for the first time at Christmas 1915.