The Rudolf Steiner Archive

As I propose to follow up the theme of our lecture yesterday,¹ I would remind you of the three figures whose outstanding importance has lasted from the turn of the sixteenth and seventeenth centuries right on into our own times, namely, Giordano Bruno, Lord Bacon of Verulam and Jacob Boehme. We feel how they wrestled within themselves to understand man, to know something of the being of man, but yet were unable to attain their goal. In the time in which they lived, ancient knowledge of the being of man had been lost and the genuine strivings of the most eminent minds of the day were unable to lead to a new knowledge.

It was said that out of the strange and incoherent utterances of Jacob Boehme there resounds a kind of longing to know the universe in man and man in the universe. Out of the sum-total of his knowledge of the universe and of the being of man something glimmers which, to deeper insight, seems to point to man in pre-earthly existence, to man before he descends to earthly life. And yet we find in Jacob Boehme’s works no clear definition or description of man as a pre-earthly being.

I expressed this more or less as follows. I said that Jacob Boehme describes in halting words the being of pre-earthly man but the man he places before us would have had to die as a being of soul-and-spirit in the spiritual world before he could have come down to the earth. Jacob Boehme describes a rudiment only of pre-earthly man. And so he is incapable of understanding the reality of the universe in man and man in the universe.

If we then consider Giordano Bruno—semi-poet and semi-scientist—we find in him a knowledge of the universe which he expresses in pictures of great majesty. He too tries to fit man into his place within this majestic picture of the universe and he too is trying to recognise the universe in man and man in the universe. But he does not actually reach this knowledge. Giordano Bruno’s imagery is full of beauty and grandeur. On the one side it soars into infinitudes and on the other into depths of the human soul, but it all remains indefinite, even nebulous. Everything that Giordano Bruno says reveals a striving to describe the man of the present in the universe of space and the nature of the spatial universe itself.

And so while Jacob Boehme harks back ineffectually to pre-earthly man, Giordano Bruno gives us a blurred picture of man as he lives on earth in connection with space and with the cosmos too. The picture is not sufficiently clear to indicate real insight into that relation of man to the cosmos which would open up a vista of pre-earthly and post-earthly man.

If we then turn to Lord Bacon of Verulam, we find that he, in reality, no longer has any traditional ideas of the being of man. Of the old insight into human nature which had survived from ancient clairvoyant perception and from the Mysteries, there is no trace in him whatever.

Bacon, however, looks out into the world that is perceptible to the senses and assigns to human intelligence the task of combining the phenomena and objects of this world of sense-existence, of discovering the laws by which they are governed. He thus transfers the perception of the human soul into that world in which the soul is immersed during sleep, but there he only arrives at pictures of nature other than human nature. These pictures, if they are regarded as Bacon regarded them merely from the logical and abstract point of view, merely place the external aspect of human nature before us. If they are inwardly experienced, however, they gradually become vision of man’s existence after death, for a true clairvoyant perception of man’s being after death is to be obtained through this very medium of a real knowledge of nature. Thus Bacon too, at the turn of the sixteenth and seventeenth centuries is one of those who strive to recognise man in the universe and the universe in man.

But even his powers were inadequate for he did not intensify the pictures into a new experience. Indeed he could not do so, because the old reality was no longer living in the experiences of the soul. Bacon stands as it were at the threshold of the knowledge of life after death but does not actually attain to this knowledge.

We can therefore say: Jacob Boehme still shows signs of possessing a knowledge of pre-earthly man—a knowledge drawn from ancient tradition, but inadequate. Giordano Bruno embarks upon a description of the universe which might have led him to a knowledge of earthly man as he stands there with his life of soul on the one side and his cosmic background on the other. But Giordano Bruno fails to give an adequate description either of the cosmos or of the life of soul which, as presented by him, shrinks into an animated ‘monad.’

Bacon indicates the lines along which natural science must evolve, how it must seek with the powers of free human cognition for the spark of the Spiritual within the merely material. He points to this free activity of human knowledge, but it has no content. Had it been imbued with content Bacon would have been pointing to post-earthly man. But this he cannot do. His knowledge too remains inadequate.

All the living knowledge which in earlier epochs of human evolution it had been possible to create from the inner being, had by that time been lost. Man remained empty when he looked into his inner being with the object of finding knowledge of the universe. He had really ‘lost’ himself, together with his inner life of knowledge, and what remained to him was the vista of the outer world, of outer nature, of that which is not man. Jacob Boehme had gleaned from the Folk-Wisdom something like the following: In the human being there are three principles—salt, mercury, sulphur, as he calls them. These words have, however, an entirely different significance in his language from the significance attaching to them in modern chemistry. Indeed if we try to connect the conceptions of modern chemistry with Jacob Boehme’s magnificent, albeit stammering utterances, his words are entirely devoid of meaning. They were used, of course, by Boehme with a different meaning.

What did these expressions—salt, mercury, sulphur—still mean in the Folk-Wisdom from which Jacob Boehme derived his ideas? When Boehme spoke of the working of the salt, the mercury or the sulphur in man, he was speaking of something absolutely real and concrete. When man to-day speaks of himself, of his soul-nature, he gives voice to abstract ideas which have no real content. Jacob Boehme gathered together, as it were, the last vestiges of knowledge filled with concrete reality. Outer nature lay there perceptible to the senses, comprehensible to human reason. In this outer nature man learnt to see the existence of processes and phenomena and then in the succeeding centuries proceeded to build up an idea of the make-up of man from what he had been able to observe in nature. That is to say, understanding of the being of man was based on what was perceived to be outside man and in seeking thus to understand human nature by way of these external media, a conception of man's body too was built up without any knowledge as to whether this conception was in accordance with his true being or not.

By synthesising the processes which are to be observed in the outer, sense-perceptible world and applying them to the inner processes which take place within the limits of man’s skin, a kind of human spectre is evolved, never the real being of man. In this human spectre the faculties of thinking, feeling and willing also come into consideration, but they remain abstractions, shadowy thought-pictures filled with so-called inner experiences which are, in reality, mere reflections of processes in outer nature. At the time of Bacon there was no longer the slightest inkling of the way in which the being of spirit-and-soul penetrates into the bodily nature, and traditions which had been handed on from the old clairvoyant knowledge were not understood.

Now what has Spiritual Science to say to this? When in the first place we study the bodily nature of man, we have to do with processes connected with the senses, with nutrition, and also with those in which nutrition and sense-perception coincide. When man eats, he absorbs nutriment; he takes into himself the external substances of nature but at the same time he tastes them, so that a sense-perception is intermingled with a process which is continued from nature outside, on into man himself.

Think for a moment of the process of nutrition being accompanied by the perception of taste. We find that while the sense of taste is stimulated and the process of nutrition is set in operation, the outer substances are dissolved in the fluids and juices within the human organism. The outer substances which the plants absorb from lifeless nature are all, to begin with, given form. That which exists on earth without form, in lifeless nature, is really cloven asunder. Crystals are at the basis of all substances. And those substances which we do not find in crystallised form, but formless, in dust and the like, are really crystallisations which have been shattered. Out of crystallised, lifeless nature the plant draws its substances and builds them up into that form which is peculiar to its own nature. From this again the animal derives its nourishment. So that we may say: Out there in nature, everything has its form, its configuration. When man takes in these forms, he dissolves them. This is one form of the process which goes on in man’s organism. The forms, as they exist in outer nature, are dissolved. They are transmuted into the organic fluids.

But when the substances have been absorbed and transmuted into fluid, forms which were first dissolved begin to build up again. When we eat salt, it is first dissolved by means of the fluids in the organism, but we then give it form again. When we eat substances drawn from plants, they are dissolved and then inwardly reformed, not, this time, in the bodily fluids, but in the etheric body.

And now think of what happened in ancient times, when, for example, a man ate salt. It was dissolved and re-formed in his etheric body but he was able to perceive the whole process inwardly. He had an inner thought-experience of the formative process undergone by the salt. When he ate salt, the salt was dissolved and the salt-cube was there in his etheric body. From this he knew: salt has the shape of a cube. And so, as man experienced his being inwardly, he also experienced nature within himself. The cosmic thoughts became his thoughts. What he experienced as imaginations, as dreamlike imaginations, were forms which revealed themselves in his etheric body. They were cosmic forms, cosmic configurations.

But the age dawned when this faculty to experience in the etheric body these processes of dissolution and reconstruction was lost to man. He was obliged more and more to turn to external nature. It was no longer an inner experience to him that salt is cubic in form. He was obliged to investigate outer nature to find out the true configuration of salt.

In this way man’s attention was diverted entirely to the outer world. The radical change to this condition wherein men no longer experienced cosmic thoughts through inner perception of the etheric body, had been taking place since the beginning of the fifteenth century and had reached a certain climax at the time of Giordano Bruno, Jacob Boehme and Bacon of Verulam.

Jacob Boehme, however, had still been able to gather up those crumbs of Folk-Wisdom which told him: Man dissolves everything he assimilates from the outer world of matter. It is a process like salt being dissolved in water. Man bears this water within himself, in his vital fluids. All substances, in so far as they are foodstuffs, are salt. This salt dissolves. In the salts, the cosmic thoughts are expressed on earth. And man again gives form to these cosmic thoughts in his etheric body. This is the ‘salt-process.’

Jacob Boehme expressed in halting language that which in olden times was an inner experience. But if Anthroposophy did not shed light upon what Jacob Boehme says, we should never be able to interpret his stammering utterances. We should read into them all kinds of dark, mystical meanings. Jacob Boehme connected the thinking—the process by which the world presents itself to man in pictures—with the salt-process, that is to say, with the dissolving and re-forming process undergone by substance within the organism of man. Such was his ‘salt-process.’

It is often pathetic, although at the same time it shows up the conceit of some people, to see how they read Jacob Boehme and whenever they come across the word ‘salt,’ pretend to understand it, whereas in reality they understand nothing at all. They come along with their heads in the air saying that they have studied Jacob Boehme and find in him a profound wisdom. But there is no trace of this wisdom in the interpretations they bring forward. Were it not an evidence of conceit it would be quite pathetic to hear such people talk about matters of which Boehme himself had only a glimmering understanding from the Folk-Wisdom which he then voiced in halting words.

These things indicate the existence of an altogether different wisdom and science in olden times, a wisdom which was experienced through inner perception of the processes taking their course in the etheric body—processes which revealed themselves to man as the ever-recurring cosmic thoughts. The world constructed from the thoughts which are embodied in the crystal-formations of the earth, to which man gives form in his etheric body and consciously experiences - such was the ancient knowledge which disappeared in the course of time.

If we were able to transfer ourselves into one of the old Mystery-sanctuaries and listen spiritually to the description which an Initiate would give of the universe, it would have been something like the following: All through the universe the cosmic thoughts are weaving; the Logos is working. The crystal-formations of the earth are the embodiments of the single parts of the cosmic Word. Now the sense of taste is only one of the many senses. The processes of hearing and of sight can be dealt with in a similar way though in their case the working of the salts in etheric form must be thought of in a more outward sense. Man receives through his senses that which is embodied in the salts and re-forms it in his etheric body, experiences it within himself. Cosmic thoughts repeat themselves in the thoughts of men. The universe is recognised in man and man in the universe. With concrete and unerring intuition the Initiates of olden times were able to describe this out of their visionary, dream-like knowledge of the universe and of man.

During the course of the Middle Ages this wisdom was gradually superseded by a merely logical form of knowledge which, though of great significance, became, nevertheless, entirely academic and on the other side had trickled away into Folk-Wisdom. What was once sublime wisdom, relating both to the cosmos and to man had degenerated into sayings used by simple folk who by that time understood little of their meaning but who still felt that some great value was contained in them. It was among such people that Jacob Boehme lived. He absorbed this Folk-Wisdom and by his own genius revived it within him. He was more articulate than those among whom he lived but even he could do no more than express it in halting language.

In Giordano Bruno there was a feeling that man must learn to understand the universe, must get to know his own nature, but his faculties did not enable him to say anything so definite as: ‘Out there are the cosmic thoughts, a universal Word which enshrines itself in the crystal; man takes into himself these cosmic thoughts when, knowingly and deliberately, he dissolves the salts and gives them new form in his etheric body.’ It is so, indeed: from the concrete thoughts of the world of myriad forms, from the innermost thoughts of man, there arises an etheric world as rich in its varied forms as the world outside us.

Just think of it: This wealth of thought in regard to the cosmos and to man shrinks, in Giordano Bruno, into generalisations about the cosmos. It hovers into infinitudes but is nevertheless abstract. And that which lives in man as the world re-formed, shrinks into a picture of the animate monad—in reality, nothing but an extended point.

What I have described to you was real knowledge among the sages of old; it was their science. But in addition to the fact that these ancient sages of the Mysteries were able, by their own dream-veiled vision, to evolve this knowledge, they were able to have actual intercourse with the spiritual Beings of the cosmos. Just as here on earth a man enters into conscious relationship with other human beings, so did these ancient sages enter into relation with spiritual Beings. And from these spiritual Beings they learned something else, namely that what man has formed in his etheric body—by virtue of which he is inwardly another cosmos, a microcosm, an etheric rebirth of the macrocosm—what he thus possesses as an inner cosmos, he can in the element of air, by the process of breathing, again gradually obliterate.

And so in those ancient times man knew that within him the universe is reborn in varied forms; he experienced an inner world. Out of his inner vital fluids the whole universe arose as an etheric structure. That was ancient clairvoyance. Man experienced a real process, an actual happening. And in modern man the process is there just the same, only he cannot inwardly experience it.

Now those spiritual Beings with whom the ancient sages could have real intercourse did not enlighten them only in regard to the vital fluids from which this micro-cosmic universe was born but also in regard to the life-giving air, to the air which man takes in with his breath and which then spreads through his whole organism. This air which spreads itself over the whole of the microcosm, renders the shapes therein indistinct. The wonderful etheric universe in miniature begins, directly the breath contacts it, to become indefinite, That which formerly consisted of a myriad forms, is unified, because the ‘astral’ man lives in the airy element, just as the etheric man lives in the fluids. The astral being of man lives in this airy element and by the breaking up of the etheric thoughts, by the metamorphosis of etheric thoughts into a force, the will is born from the working of the ‘astral man’ in the ‘air man.’ And together with the will there arise the forces of growth which are connected with the will.

This knowledge again expressed a great deal more than is suggested nowadays by the abstract word ‘will.’ It is a concrete process. The astral lays hold of the airy element and spreads over that which is etheric and fluidic. And thereby a real process is set up which appears in outer nature at a different stage, when something is burnt. This process was conceived by the ancients as the sulphur-process. And from the sulphur-process there unfolded that which was then experienced in the soul as will.

In olden times men did not use the abstract word think to express something that arose in the mind as a picture. When a real knower spoke about ‘thinking’ he spoke of the salt-process just described. Nor did he speak in an abstract way of the ‘will’ but of the astral forces laying hold of the airy element in man, of the sulphur-process from which the will is born. Willing was a process of concrete reality and it was said that the adjustment between the two—for they are opposite processes—was brought about by the mercury-process, by that which is fluid and yet has form, which swings to and fro from the etheric nature to the astral nature, from the fluidic to the aeriform. The abstract ideas which were gradually evolved by Scholasticism and have since been adopted by modern science, did not exist for the thinkers of olden times. If they had been confronted with our concepts of thinking, feeling and willing they would have felt rather like frogs in a vessel from which all the air has been pumped. This is how our abstract concepts would have appeared to the thinkers of old. They would, have said: It is not possible for the soul to live or breathe with concepts like this. For the thinkers of old never spoke of a purely abstract will-process, of a purely abstract thought-process, but of a salt-process, of a sulphur-process, and they meant thereby, something that on the one hand is of the nature of soul-and-spirit and on the other of a material-etheric nature. To them, this was a unity and they perceived how the soul works everywhere in the bodily organism.

The writings of the Middle Ages which date back to the thirteenth, fourteenth and fifteenth centuries still showed traces of this ancient faculty of perception and of a knowledge that was at the same time inner experience. This kind of knowledge had faded away at the time of Giordano Bruno, Jacob Boehme and Bacon of Verulam. Ideas had become abstract; man was obliged to look, not into his own being but out into nature. I have told you that our concepts to-day would have made the wise men of old feel like frogs exhausted by lack of air. We, however, find it possible to exist with such ideas. The majority of people when they speak of thinking, feeling and willing, consider them at most mirror-pictures of external nature which appear in man. But precisely in our age it is possible to attain to what in olden times was not possible. Man lost the spontaneous, inner activity which gives birth to knowledge. In the interval which has elapsed since the fifteenth century, man has lost the capacity to discover anything when he merely looks into his inner being. He therefore looks out into nature and evolves his abstract concepts. None the less it is possible so to intensify these concepts that they can again be filled with content because they can be experienced. We are, of course, only at the very beginning of this phase of development, and anthroposophical Spiritual Science tries to be such a beginning.

All the processes I have described above—the salt process, the sulphur-process—are nowhere to be found in this form in external nature; they are processes which can only be known by man as taking place in his image being. In outer nature there transpires something which is related to these processes as the processes in a corpse are related to those in a living man. The salt- and sulphur-processes spoken of by modern chemistry are those which the old Folk-Wisdom living in Jacob Boehm conceived as taking place within a corpse. Such processes are dead, whereas they were once filled with inner life. And as he observed them in their living state, man saw a new world—a world which is not the world surrounding him on earth.

The ancients, then, were able with the help of their inwardly experienced knowledge, to see that which is not of the earth, which belongs to a different world. The moment we really understand these salt-and sulphur-processes we see the pre-earthly life of man. For earthly life differs from the pre-earthly life precisely in this: the sulphur- and salt-processes are dead in the external world of sense; in pre-earthly existence they are living. What we perceive with our senses between birth and death, is dead. The real salt- and sulphur-processes are living when we experience them as they are in pre-earthly existence. In other words, understanding of these processes of which Jacob Boehme speaks in halting words, is a vision of pre-earthly existence. That Jacob Boehme does not speak of pre-earthly existence is due to the fact that he did not really understand it and could only express it in faltering words.

This faculty of man to look back into pre-earthly existence has been lost—lost together with that union with the spiritual Beings who help us to see in the sulphur-process the reality of post-earthly existence. The whole attitude of the human soul has entirely changed. And Giordano Bruno, Jacob Boehme and Lord Bacon of Verulam lived precisely at the time of this change.

In the last lecture I drew your attention to the fact that of the way man felt himself placed in the universe in earlier times not the faintest notion remains to-day. Consequently no great importance is attached to information which dates back beyond comparatively recent times.

Here in Dornach we have given many performances of the play of the Three Kings. This story of the visit of the Three Kings to the Child Jesus is also given in the old German song of the “Heliand.” You are aware that it dates back to a comparatively early period of the Middle Ages and that it originated in Central Europe. There is something remarkable here. It is obvious that something else is connected with this visit of the Three Kings from the East. These Kings relate that they have come from regions where conditions were very different from what they now find (i.e., at the beginning of our era). They tell us that they are the descendants of ancestors who were possessed of a wisdom incomparably greater than any contemporary wisdom. They speak of an ancestor far back in time—an ancestor who was able to hold converse with his God. And when he came to die, this ancestor assembled all his family and told them of what his God had revealed to him, namely, that in the course of time a World-King would appear whose coming would be heralded by a star.

When search is made for an indication of this ancestor, we find—and even literature points to this—that he is Balaam, mentioned in the fourth book of Moses in the Old Testament. These three Holy Kings from the East, therefore, are referring to Balaam, the son of Beor, of whom it is related in the fourth Book of Moses that he held converse with his God and that he regulated his whole earthly life in accordance with that converse.

In short, when we examine the facts, they tell us that at the time when this old German poem originated, a consciousness still existed of ages when men had intercourse with the Gods. A very real conception of this still remained, with men. Again here, we have an indication of something which the contemplation of history revealed to these people and which proves to us that we have passed from those olden times when men felt themselves placed in a living universe, into a Philistine age. For our civilisation is really a Philistine civilisation. Even those who believe that they have grown out of it are by no means so opposed to Philistinism that they would find it possible to accept such traditions as that of Balaam being the ancestor of the Three Kings. Such people have by no means grown beyond Philistinism. The most that could be said of them is that they are ‘Bohemians!’

These things indicate what a mighty change has taken place in the attitude of the human soul. Centuries ago it was known that with their dreamy clairvoyant faculties men were able to observe the actual working of such processes as the sulphur-process and the salt-process. And because of this they were able to see into the pre-earthly state of existence.

Certain people who did not desire the upward progress, but rather the retrogression of humanity, but who were nevertheless initiated in a certain sense, saw in advance that human beings would lose this capacity; that a time would come when nothing would be known any longer about pre-existence. And so they laid it down as a dogma that there is no pre-existent life, that man’s soul is created together with his physical body. The fact of pre-existence was shrouded in the darkness of dogma. That was the first step downwards of what had once been knowledge of man’s place in the universe. It was a step downwards into ignorance for it is not possible to understand man if one part of his existence is obliterated, especially so important a part as his pre-existent life.

Now Jacob Boehme, Giordano Bruno and Lord Bacon of Verulam lived at a time when this insight into pre-existent life had faded away. And moreover the age had not yet dawned when the inner experiencing of knowledge was to give place to a spiritual perception of external nature, whereby man, who can no longer find himself in his inner being, finds himself again in nature outside. For a long time there had been Initiates who wished to lead mankind on the downward path. Such Initiates did not desire that the new faculty of insight—which was exactly the reverse of the old clairvoyance—should make headway. And they tried by means of dogma to replace the new form of knowledge by mere faith and belief in the life after death. And so, in Giordano Bruno's time, dogmatic decrees had wiped out the possibility of knowledge of pre-existent life and of life after death. Giordano Bruno stood there wrestling—wrestling more forcibly than Jacob Boehme and much more forcibly than Lord Bacon. Giordano Bruno stood there among the men of his time, unable to transmute the Dominican wisdom that lived in him into a true conception of the universe. And he expressed in poetic language the somewhat indefinite views which he was able to evolve.

But the knowledge which Giordano Bruno possessed in so nebulous a form must give birth to a definite and precise understanding of man in the universe and the universe in man, not by means of a recrudescence of inner clairvoyance but by means of new clairvoyant faculties acquired by free spiritual activity.

With these words I have indicated what must take place in the evolution of mankind. And in our day humanity is faced with the fact that the will to attain this higher knowledge is violently opposed and hated by numbers of people. This too is apparent in events of which history tells. And when we understand these events we also understand why it is that bitter opposition arises to anthroposophical conceptions of the world.

• 1. Published in Anthroposophy, Christmas, 1930.

My dear Friends! Formerly there were a number of different esoteric circles in the Anthroposophical Society. Within those circles the material of the general lectures, drawn as it is from the spiritual life of the world, was brought to the members in a manner that enabled spiritual striving, esoteric life to arise in them. As indicated yesterday in the meeting for members, since the Christmas Conference a basic esoteric impulse will flow through the entire Anthroposophical Society in the future. And so, in essence the esoteric in a deeper form will be nurtured further. And as you will find published in the next Goetheanum members newsletter, in order that what is discussed more exoterically can be developed more esoterically, for this reason the School of Spiritual Science at the Goetheanum exists.

The School of Spiritual Science at the Goetheanum therefore will be an esoteric school in the best sense of the word, so that in the organization of its classes, in the whole way it is structured, it will increasingly strive to become what a modern Mystery Center ought to be. Hopefully circumstances will make this possible very soon.

The First Class, the only one established so far, is a beginning, which will develop as further classes are set up. Designating them classes was chosen for public use because people's state of soul is today no longer properly receptive to the kind of designation that used to be customary in earlier times. What matters, of course, is the content and not what it is called. That is why it is necessary for those who are accepted as members of the school to be properly aware of what it means to be a member.

The School of Spiritual Science has been through a period of trial and error. Before I myself became the leader of the Anthroposophical Society there were various initiatives to create at the Goetheanum a kind of free university that would endeavor to emulate ordinary universities in certain ways. It has to be said now that these initiatives failed and that indeed they could not have succeeded, but it was necessary for the attempts to have been made. Enough is enough, however, and from now on there will be no more such endeavors. The real purpose of the Goetheanum is that every individual shall be able to find there whatever it is his own soul intensely seeks in its spiritual striving and cannot find elsewhere. Someone whose soul is striving in a general way and not in connection with any specific subject must … be able to find there an entirely satisfactory outcome for his endeavors. Those, equally, who are involved in a particular art or science must be able to find esoteric guidance in the various Sections so that they can deepen their spiritual insights. That is why a number of Sections have been established, some of which have already begun their activities. In Dornach especially a beginning has been made with the General Anthroposophical Section, the Section that is there for any individual who is seeking to deepen the life of his or her soul.

It is important for our Anthroposophical Society to be able to encompass the larger circle of general membership. Anyone seeking Anthroposophy in any way must be able to become a member, especially now that we have recognized the Society to be an open and public one. No obligations are attached to becoming a member except those that arise as a matter of course out of Anthroposophy itself. For members of the school, however, because it must be an esoteric school in the real and true sense, certain obligations do arise. The esoteric undercurrent in the General Anthroposophical Society flows from the fact that the executive leadership¹ is an esoteric institution, as I explained yesterday. As a result of this, everything that flows from the Executive Council will carry an esoteric undercurrent through the Society.

But so far as the school is concerned, every member must be conscious of being a true representative of Anthroposophy before the world. It must be clear to every member of the school that he or she has to be a true representative of Anthroposophy before the world. This means more than is generally understood and must be taken fully and deeply seriously. For example, it is not right to say that the school deprives certain people of their freedom by not accepting them as members. The leadership of the school must be allowed to be as free as anyone else. It, too, must be granted freedom of action and thus be permitted to determine which individuals it can recognize as members. The freedom must be mutual. There is no point in making critical remarks about the curtailment of freedom if one has not been accepted as a member of the school.

Furthermore, if a member of the school embarks on undertakings with which the leadership of the school cannot agree, so that it cannot regard that member as a true representative of the anthroposophical movement, it must be permissible for the leadership to cancel that person's membership. All this goes to show how very seriously membership of the school will have to be taken...

These exoteric measures will give the school a character that will enable truly esoteric substance to flow through it. Those who become members of it will have to regard Anthroposophy itself as crucial to their lives in the strictest sense.

Today we have gathered for a single Lesson of the First Class since it is assumed that those of you who are present will be able to make it possible to come at least occasionally to the Lessons that will take place regularly at the Goetheanum, where the content of the school is to be continuously elaborated. The aim increasingly will be to develop what has already started in the Medical Section, where Frau Dr. Wegman has begun to send out circular letters informing members who live too far away about what is flowing through the school. Today's Lesson will stand on its own, since I assume that most of you will be able to come to the Goetheanum, but I did want there to be something also for those who find it impossible to get to Dornach.

My dear friends, my brothers and sisters, ever since esoteric striving became a part of human evolution there has existed within this esoteric striving a call, a challenge, a summons.² This call, which became more exoteric during Grecian times, can be heard properly by a human being when he becomes still in his heart and soul, and then allows the influence of the stars above to work on him, the stars that resting there in the world-all, that take on forms there in their grouping-together, and through the peacefulness of their forms bring the words of heaven into a sort of script, that the person gradually will decipher. When he gives himself up in quietness of soul and in stillness of heart to the impressions of the fixed stars, when he similarly gives himself up to the movements of the Sun, the Moon, and the other not resting but wandering stars, when he so deepens himself in the movements of the circumference, where certainly what wields authority in the stars, which are only markers for spiritual authorities, for reigning powers of earth-existence, when he allows all this to work on his mind and heart, all that happens in the wandering movement of the planets, and when a person deepens himself in what lives around him entering his own organism as earth, water, air, and fire, when the person really deepens himself in the world-all and gazes upon the spirit in the world-all, and when he infuses himself with all that can whisper to him, the resting-star spirits, the wandering-star spirits, the elementary spirits, in this way he deepens himself in the call, the challenge, the summons which through eons has gone out to people striving esoterically.

Let’s bring this to our souls today, as it resounds there from the heights, from the circling, from immediate surrounding area:

O Man, know yourself!
So sounds the word of worlds.
You hear it soul-forcefully,
You feel it spirit-powerfully.
Who speaks so world-mightily?
Who speaks so heart-inwardly?
Does it work streaming through space
Into your sense’s self-experiencing?
Does it sound weaving through time
Into your life's evolving stream?
Are you the one, who yourself
In sensing space, in experiencing time
Creates the word, feeling yourself
Estranged in space’s soul-emptiness,
As you lose the power of thinking
In time’s destroying stream?

So it sounds forth from the threefold world-all. O Man, know yourself! Above all it sounds when the person comes to that situation in his conscious existence which is called the threshold to the spiritual world. At this threshold to the spiritual world a person notices how everything that surrounds him in the external, sense-perceptible world has greatness, beauty, and majesty, as well as much that is hideous, how he cannot live as an earthly person if he does not have a sense for all that color upon color lives in nature, for all that radiance on radiance unfurls in star-existence, for what arises and maintains itself living in all that surrounds him on earth. When he immerses himself in all this, and he ought to want to immerse himself in it, he begins to notice that however beautiful and great and majestic all this may be, the root, the source of his own existence is not in any of it. He must take note that he must look elsewhere for the connection with the source and root of his own existence. For this purpose, the threshold is there.

On this side there is color upon color, effect on effect, force on force, life on life. this is the world merely of a person’s externality, not the world of his roots, the source of his existence. Over here initially is the light bright world, but over there, when a person looks across, there is darkness. But the person gets a feeling over there, where darkness still reigns, that actually there is true light there, there I must cross over into this true light. And this true light can only be attained when the person is prepared to attain it, when the person takes on the specific attitude and disposition in his soul, that thereby prepares himself to receive properly what as light streams out of the darkness and specifically what first gives him an image of himself.

Then the person becomes aware that a spiritual being is standing at this threshold, a being known to a person as the Guardian of the Threshold, which he has to approach. One must feel and sense everything that the Guardian wants us to feel and sense, for without having come up to and passed by this Guardian, it is not possible to attain any genuine inner knowing. And all actual inner knowing that appears to have been attained without a sense of the Guardian of the Threshold is not genuine inner knowing. Therefore, my dear brothers and sisters, take into your hearts something that can give you a preliminary sense of this earnest figure who stands there between not knowing and knowing:

First come to know the earnest Guardian,
Who stands before the gates of spirit-land,
Denying entry to your sensory force
And to your intellect’s might,
For in weaving of sense
And in forming of thought
Out of space’s absence of being,
Out of time’s illusory powers,
The truth of your own self
You must first forcefully master.

More than anything else it is important to be able to say to oneself to the greatest extent, “I am not yet a human being. I must become a human being through what I shall develop and unfold within myself.” Clothed in pictures initially, is what in a person initially must remain hidden from himself. For as a person descends into the earthly world, he is tucked into all the forces of heredity. The forces of heredity hold what draws us downward. There is willing, taken over almost completely by the forces of heredity, enmeshed in the physical forces of heredity, when a person follows his trials and tribulations. There is feeling, that will drive a person into every misgiving and all kinds of indolence, into all sorts of doubts about the spiritual world. And there is thinking, that specifically is dead, is the corpse of real true thinking, that was our own before we descended from pre-earthly existence into earthly life. These three appear to a person in the form of three beasts that rise up out of the abyss, standing behind the Guardian of the Threshold in front of the light-bearing darkness. Three beasts rise up, making the person aware of what he certainly is, if he fails to activate the spiritual in himself.

We see them there formed up. One as a bony shell, a bony ghost, is certainly an elementary embodiment, an incarnation of insubstantial, dead thinking, that lives however in the elemental realm. We learn to know that thinking is dead in us. Before birth it was alive, and it will be alive after death. The person’s physical body is a sort of grave, in which thinking is entombed as a mummy. The person takes this thinking, that for him as a physical person is his own, as a reality. It was indeed real before it became a corpse. … But there, the person was in pre-earthly existence. The more a person is aware that thinking in true reality is a bony ghost, the more he acquaints himself with the earthly human being.

The more a person learns to know that feeling, that becomes milder and more harmonious through spirituality, in which the person carries it up, the more he becomes aware that feeling dependent on the forces of heredity is a hate-filled beast with split mouth, sarcastic appearance, the more a person learns to know that willing is like a terrible consuming beast, then the more he will be called inwardly to say, “I am not yet a human being; I must become one by attending to the spiritual powers. I must seek to bring my thinking to life, to internalize my feelings, to spiritualize my willing.

At the same time, that truly gives great difficulties, for as we stand in physical life thinking, feeling, and willing weave themselves into the whole of our humanity. They flow into one another. In a diagram we could depict them like this: [left side of diagram] Thinking would be here [blue], not entirely separate but partly mingled with feeling [green], which in turn is partly mingled, not entirely separate from willing [red]. And thereby can a person maintain himself in physical life, by interweaving thinking, feeling, and willing with one another in his being. When the person comes over into the spiritual world, thinking, feeling, and willing split apart, and it is as though the person separates into three beings. And he pointedly has separated thinking, feeling, and willing from one another. [see right side of drawing]

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The person becomes one with the world, overflowing into the world. While at one with his body, feeling unified in physical-earthly existence, because he is in a finite organic individual body, he gets the impression that he is a unity within his ego, his “I”. But through the earnest impulse that goes out from the Guardian of the Threshold, the person feels himself as a trinity. In going out into the world he feels himself in a certain manner divided up, divided up so that between thinking and feeling a space open up in between, not outwardly sensed but qualitatively there. A person observes, or rather feels, when he is at one with the world, that between the thinking-being and the feeling-being there is a sort of gap, a space.

In a remarkable way we have thus come to realize that knowing, in the true sense of the word, is to live out into the world. Just as here on earth we are one with our heart or our stomach, just so are we one with sun and moon once we have stepped across the threshold. They are our organs. We become one with the sun and the moon, and the person as he is here on earth becomes the external world. What is now inside becomes foreign, as now stones, plants, and animals are foreign. Here on earth, you do not say, “I am a mountain, I am a river.” You say, “There is a mountain, there is a river.” And when you have crossed the threshold, you don't say, “I have a heart and lungs within me.” In the same way that you speak about mountains and rivers here you speak about heart and lungs once you have crossed the threshold. You point to them as they stand outside you, but you feel the sun and moon to be part of your inner being. You feel the sun to be part of your inner being between thinking and feeling, and you feel the moon to be part of your inner being between feeling and willing. [see right side of diagram]

This is a fact of life, that in a certain manner a person can rise to, even if he is not yet clairvoyant, but rather inwardly deepens sound human understanding, and actualizes standing at the threshold alongside the earnest Guardian. It is a meditation, and is extraordinarily effective, this feeling that somehow can place the person outside himself into world existence-awareness, not in a generalized, blurred way but quite concretely, as if poured out into the cosmos, bearing the sun and moon within himself.

But over the sun there is thinking, over the moon we have feeling, and under the moon we have willing. Another way of saying this is: Over beyond the sun thinking spreads out into the starry heavens, into the zodiac [drawing on the blackboard] of Aries, Taurus, Gemini, Cancer and so on. Feeling overlies the circling orbits of the sun and the planets. Willing overlies the earth, for willing is totally bound to the earth, to the gravity of the earth, to the elements earth, water, air, and fire, over which we have the moon. This is how one can put oneself out into the world.

A person’s way of comprehending the world today, when he speaks of many elements, oxygen, hydrogen, nitrogen, and so forth, would have been regarded by a person still under the influence of the Mysteries as the corpse of the world. Even a Greek in ancient times would have said to a modern person, “Not only do you pick the human organism to pieces by dissecting it in the clinical laboratory, you also dismember the world as a whole with your science because you conduct science only from the earthly point of view.

Then see, my dear brothers and sisters, that still in the ancient Egyptian Mysteries it was still clearly known that one cannot learn anything of natural science by simply observing what is outside in nature. It was rather done only by one taking each thing, this was unequivocally made clear to each person in the First Degree of Initiation in the Mysteries, only by the person taking each thing inside himself, so to speak remembering each thing, just as it had appeared in pre-earthly existence-awareness. The science of nature is truly what simultaneously incorporates the earthly and the pre-earthly.

And in the Second Degree one was told that in the earthly world one can of course learn geometry, the science of measuring, and arithmetic. For these human soul-activities are drawn from the physical. They present the super-sensible in the physical. This was not unveiled in the First Degree for it was considered dangerous. In the First Degree it was considered appropriate to describe the spiritual world to the pupil. Therefore, the science of nature was taught in the First degree, but in such a way that the pupil was reminded of the living thinking that existed within him before he came down into earthly life.

In the Third Degree the person learned, solely by approaching the portal of death, that he may not thirst after blood, that he could find human existence outside physical existence, as in the physical body with blood. Naturally when you open modern books, you will find this interpreted that one may not thirst after killing or stabbing another person, not that a person may not thirst after blood. But truly there is no need to reach the teachings of the Third Degree of Initiation in order to understand this.

Then comes a further degree in which the adept will be given the name Christ-Bearer.³ For the spirit of Christ was known by man in all the mysteries of the ages. There he was brought out first in what at that time was called chemistry. The spiritual nature of stuff is grasped when a person has gone through the portal of death. And chemistry instruction from the earthly point of view, before the pupil absorbed what he is outside his physical body, and also our present method of teaching chemistry, would have been regarded as the work of the devil in ancient Egypt. To the ancient Egyptian all chemists, all modern chemists, would have been sons of the devil, for it was known that things in nature were linked together with spirit. And it was well and completely known, even in those olden times, where instinctive clairvoyance pulsed through initiation science, that a person undoubtably is linked to the supersensible world.

For those who belong to the School of Spiritual Science and the Anthroposophical Society, the way they learn ought to resemble the way people learned from an initiate in the ancient Mysteries. If initiated in this way, as well as for those who learn from an initiate, a gathering like the one we are now having is given its wholly spiritual, esoteric character. People must partake of this spiritual atmosphere with all their consciousness. To this end it is yet necessary that direct participation in the fullest sense of the word ever and again include bringing meditative content in various forms before the members of the school.

One such set phrase should now be given to us, one of those formulas through which we can gradually prepare ourselves to press forward across the threshold, whether with our ordinary healthy common sense or with initiation awareness.

What should be trotted forth to the person, what he himself should place inwardly with mantric rhythm before the soul, out of the speech of the spirit translated into speech that is useful on earth, can be given in the following words. [The first two lines were written on the blackboard.]

O Man, touch inwardly in your body’s whole existence,
How earth forces for you in existence-awareness are pillars.

We feel an object with our fingers and call this touching. Imagine, my brothers and sisters, that you were to touch with your whole body instead of only with hand and arm. But you are not touching anything specific in your surroundings, you are touching with the whole of yourself, you are touching the earth with your whole body in such a way that the sole of your foot is the surface with which you touch and you are feeling-out and touching the way you are being supported by the forces of the earth by using the whole of yourself as the organ of touch. Unconsciously this is what we are doing all the time as we walk about or stand still, but we don't notice it. But when a person calls, summons these things in human life into consciousness, when you actually delve into your earthly experience, as it actually lets you experience it, when you touch and taste it somewhat, then you have the first feeling that must be meditated. [Writing continued.]

O Man, live inwardly in your touching’s whole sphere,
How water ways for you in existence-awareness are sculptors.

Now imagine, as you continue on in this mantric formulation, how what was at first an organ of touching and tasting is now something that is felt. This is a further step inwards. Previously you merely used your body as an organ of touching, now you experience it, live into it as an organ of touching. Just as when a person first touched and then felt, as a person forms a fist out of his hand he gets an inner feeling, touched and then felt, as you curl your hand into a fist, you have an inner feeling. Similarly, you feel and experience the touching and become aware, as you experience this touching, how something begins to move within you, something that the fluids and liquids within you constantly do as sculptors as they circulate. There the sculpting forces of a human being are inwardly experienced, the sculpting forces sent out by the etheric body.

Such things are attained while the meditation is carried out in the corresponding manner. In the first line we have touch within. Here feeling, touching, is an activity. [touch within was underlined.] In the third line touching has become a noun. [Touching's was underlined.] This repetition of that feeling, now metamorphosed, is what gives the mantra its mantric character.

Now a person steps up further, not merely to grasping the touching experience by living into it, but rather to inner grasping of life itself, to inner grasping in water of the etheric itself working. A person goes yet another degree inwardly and feels inwardly, as he touched inwardly earlier, he feels inwardly now life itself within him. A person envisions it, realizes it in this way. [Writing continued.]

O Man, feel inwardly in your living’s whole weave,

Again, we have the experience as an activity [In the third line live was underlined.], and now life is a noun. [In the fifth line living’s was underlined.] We have ascended with constantly changing activity from the physical body, which is at work entirely in the earthly realm. Here [in the first line] the objective is touching. In the next line [the third] it is experiencing activity, and here it is inwardly feeling the activity. [The word feel in the fifth line was underlined] It is placed in the fullness of life like a noun.

How air powers

—in breathing—

for you in existence-awareness are nurturers.

We have ascended as far as the air and shall now rise even further to where we enter into our fire nature, our warmth nature. [Writing continued.]

O Man, think inwardly in your feeling’s whole stream,

Again, we have the verb feeling becoming a noun. [In the seventh line feeling's was underlined.]

How fire-mights⁴ for you in existence-awareness are helpers.

All of this can now be summarized in the single sentence we come to next.

O Man, look within yourself into the elemental realm.

The elements are earth, water, air, and fire.

Let us now ascend further from all that surrounds us in the elemental world and proceed to the powerful activity that comes towards us from the circling round about, from the sun, the moon and the circling planets. In later Lessons we shall look in more detail at the way we participate in the movements of the circling planets and the connection this has with the being of man. Today the mantric formulation is more general. We are to ascend in meditation from an experience of the elemental world to an experience of the circling with these words: [writing continues]

O Man, just so let rule in the depths of your soul

The wandering stars' world-guiding might.

And this is summarized in the words:

O Man, bring yourself into being, into motion⁵ through world’s circling.

Bring yourself into being means to fashion yourself, to make yourself into a being.

Then we ascend to what we can feel especially in the existence of our head when we turn our attention to the fixed stars, those stars that depict the shapes, for example, of the zodiac and that regulate the existence of the world. Here we feel how all that quietly lives and weaves in our head is an after-effect of what we see up there among the fixed stars heralding heaven. We can ascend to this if we continue our mantra as follows: [writing continued]

O Man, inwardly hold in the work of your spirit

The resting stars’ heaven-heralding words.

In summary:

O Man, fashion yourself through heaven's guardians.⁶

Fashion yourself through heaven's guardians, through those beings you discern through the words and the script of the fixed stars to be the ones who heed, herd, and help guard the world.

My dear brothers and sisters, such things are there in order that they may work on in the soul, work on in such a way that the inner structure of such mantras comes to be felt as inner harmony, and that such mantras, as they are repeated over and over again in the soul, so that the soul in this finally strives and weaves and continues and thereby finds the way across to the serious Guardian in the proper manner. Finding him improperly and being swept back into the physical world, a person can easily be disconcerted in the physical world, by confusing what applies to the spiritual world with what applies to the physical world. [At this point the shorthand report has a long sentence which cannot be deciphered.]

We will let work on our souls that which makes us appreciate how true, genuine, honest awareness is gained at the threshold to the spiritual world where we, as we approach this threshold, become aware of such earnestness. We will let work on us what has already been spoken here today.

O Man, know yourself!
So sounds the word of worlds.
You hear it soul-forcefully,
You feel it spirit-powerfully.
Who speaks so world-mightily?
Who speaks so heart-inwardly?
Does it work streaming through space
Into your sense’s self-experiencing?
Does it sound weaving through time
Into your life's evolving stream?
Are you the one, who yourself
In sensing space, in experiencing time
Creates the word, feeling yourself
Estranged in space’s soul-emptiness,
As you lose the power of thinking
In time’s destroying stream?

Then, however, comes the inner courage that arises and persists in the words:

O Man, touch inwardly in your body’s whole existence,
How earth forces for you in existence-awareness are pillars.
O Man, live inwardly in your touching’s whole sphere,
How water ways for you in existence-awareness are sculptors.
O Man, feel inwardly in your living’s whole weave,
How air powers for you in existence-awareness are nurturers.
O Man, think inwardly in your feeling’s whole stream,
How fire-mights for you in existence-awareness are helpers.
O Man, look within yourself into the elemental realm.

O Man, just so let rule in the depths of your soul
The wandering stars' world-guiding might.
O Man, bring yourself into being, into motion, through world’s circling.

O Man, hold inwardly in the work of your spirit
The resting stars’ heaven-heralding words.
O Man, fashion yourself through heavens’ guardians.

• 1. Vorstand
• 2. Aufforderung
• 3. Christophoros in Greek
• 4. Feuermächte
• 5. erwese dich
• 6. Hüter

In the various recent reflections that have been presented here, I have tried less to convey individual concepts and ideas to you than to characterize a certain way of relating to the world. For it must be borne in mind over and over again that the most important thing in relation to the acquisitions to be made through spiritual science is not the conceptual, the imaginative, but the whole soul disposition, the whole soul mood, which the human being of the future will be able to acquire for our development on earth through spiritual science.

Today, almost all those who engage with spiritual science still have some remnants of old attitudes and old soul moods. And this is especially the case to an even greater extent because a certain soul mood in the modern soul has only been evoked for a relatively short time, for three, four to five centuries, in the search for the unraveling of natural phenomena. This soul mood, which I would like to describe as emanating from the so-called scientific world view, is regarded in the broadest circles today as the only valid one. We know that the permeation of scientific concepts and ideas as the basis of a world view has only taken hold among a small part of the world's population today; after all, modern school education basically ensures that it is not so much science as this scientific attitude that is spreading rapidly. And since this scientific frame of mind has only taken hold for a short time, it is naturally difficult for the spiritual-scientific world-view to become established in that which has only taken hold for a short time and which must first develop in the majority of people as a transitional stage in evolution. This scientific world-view mood necessarily leads gradually to a kind of materialism, because it cannot be otherwise than one-sided. It has been acquired in a one-sided way through what may be called man's head experiences, and it also strives to exclude from the mentioned world-view conceptions everything that does not correspond to this head mood of man, that is not thought up, invented, won through experiment or observation with the help of thinking and inventing. One could say that this world-view sentiment has also really retained its one-sidedness with regard to the view of the human being, and in view of the many impulses that have entered the human soul, we can feel how difficult it will be to unfold through spiritual science the more comprehensive soul mood of the world, which emanates from the whole human being again.

If someone today who is thoroughly steeped in the scientific world view gets hold of a book such as, for example, “The Secret Science in the Outline”, he naturally regards the content of this book as a kind of crazy nonsense, because he cannot derive any special meaning from this book due to his one-sided brain and head mood. Now, something of a radical contrast between the spiritual-scientific world-view mood and the natural-scientific world-view mood is evident from one phenomenon in particular – from many phenomena, of course, but most strikingly from one phenomenon. I would like to emphasize this point first.

When we study the human being from a spiritual scientific perspective, we see that the further we go back into the distant past, as we say, into the lunar evolution of our planetary existence, the more we realize that what appears to be so significant for the human being's development on earth was not actually present in the old lunar evolution. In this ancient lunar development, what was present in today's human being was essentially – I say essentially – that which is more or less connected with the present-day development of the human brain. And what the human being has besides his head, besides what mainly belongs to the skull, to the head, his remaining physicality, that is essentially an earthly product, a product of earthly organization.

Essentially, I say again. One could also say: if one traces man back to the ancient development of the moon, then one gradually sees, the further one goes back, his outer limbs, through which he is an earthly human being today, shrink, and what remains is his head, which has of course been transformed by the development of the earth, but which essentially remains when one goes back to the development of the moon. The other has become inorganic, attached. I once explained this in more detail in the lectures on 'Occult Physiology', which I hope will be published soon, in the Prague cycle that I gave in 1911. So, essentially, we come to the conclusion that the human being has emerged from what is now compressed and concentrated in his skull organization; the other has become attached. We must therefore say that, schematically drawn, we would have man in his lunar development like this, and in his earthly development we would have him like this, with the rest of the organization attached to it.

Take what I have just said and compare it with what the one-sided natural scientific world view has achieved to date. In a one-sided way - of course there is something justified at the basis of all these things - it assumes that man has gradually developed from the lower animal stages to his present perfection. What do we see in the lower animal kingdom? We see in them precisely that which has been added to the development of the brain and head in the course of human evolution; and we see the atrophy in the animals of precisely that which is contained in the human head. In animals we see the limbs, the appendages, particularly developed, and what had already developed particularly in the head in man during the ancient lunar evolution, and what then concentrated, we see in animals still shrivelled up and stunted. But only this is seen by the scientific world view. We can say that the scientific world view actually puts the cart before the horse, because it takes what has only been added in humans as its starting point, and what was present in humans before they even had organs like those that present-day animals have, as something that is supposed to have developed from these forms themselves.

From a logical point of view, this means nothing less than concluding: First you look at a child and then at the father and find that the father is taller than the child. Since you now assume, as a result of a logical conclusion, that the larger, developing thing could only have emerged from the smaller, the father would have to have developed from the child, and not the other way around. That is how one actually concludes. The one-sidedness of the modern scientific way of thinking will one day seem as grotesque as the newer awareness of humanity. It will be known that the one-sidedly conceived Darwinian theory is logically nothing more than the assertion that the child has born its father.

Now you can imagine the efforts that will be necessary before humanity relearns about such things, as they have now been hinted at, and what is needed to truly relearn. They have happily managed to establish a world view that turns the world upside down, and now humanity will be confronted with the necessity of turning the world right side up again. But it has taken hardly three to four centuries to get used to the idea that the “upside down” position is the right one.

It is truly one of our tasks not just to acquire theoretical ideas about this or that in the world, but to acquire feelings and perceptions for the tasks that lie before us within the spiritual-scientific movement. We must be clear about how much what must follow for us from the spiritual-scientific view of the world must really differ from what surrounds us everywhere outside today. Otherwise we shall fall again and again into the error of not noticing the radical differences and of wanting to make compromises thoughtlessly, whereas we must be aware that we cannot but develop something from the earlier world-views by grafting it on, but must develop out of a new original cell of world-view life that which can more and more come to our mind as the right thing out of spiritual science. Only with this consciousness will we succeed in putting our soul into our task, and we must get used to the fact that many questions that arise outside the circle of spiritual science can only be tackled, as I showed with reference to a question yesterday, if we open ourselves to what spiritual science can trigger in our soul.

Let us consider something else that may be close to us in relation to the place where we are now standing, the place where we have built our structure. I have emphasized it often in the past, how art, science and religion are three branches of human spiritual life that spring from one root. If we go back, as I have often said, to the time of the primeval mysteries, we do not find the practices of the primeval mysteries in such a way that we could say they were art or religion or science, but they are all that together. In the primeval mysteries, science, religion and art are one unit, organically connected with each other.

What people today try to visualize with the impotent concepts and ideas I spoke of yesterday, man saw in living representation, in living contemplation in the primeval mysteries. He perceived what he can only think today. We will not approach a work of art in the future as we look at a work of art today. In the future, we will not approach the work of art by looking at it and then believing that we understand it only with our thoughts, but we will understand it by directly looking at it and experiencing it in our soul. Thus, by directly experiencing what he was looking at, the person who was initiated into the mysteries understood what he was meant to consciously grasp. What he was to grasp so consciously, what he was to understand by looking and to look at by understanding, was at the same time something beautiful, appearing in outer forms and colors, speaking in sounds and words: it was art at the same time. They were one, science and art.

Today only art, which has separated itself from what science is supposed to give us, gives us an idea of how one can be united with the object inwardly at the same time as being united with it outwardly in direct contact; and only those who want to introduce the barbarism of symbolism, of symbolizing, into art sin against this direct experiencing understanding of the work of art. For the moment one begins to interpret a work of art, one leaves behind that which one might call the experiential understanding of the work of art. It is, in fact, a real barbarism, let us say, to proceed in this way with “Hamlet”, so that the individual persons are interpreted as the principles of the theosophical view or the like. I would not like to live to see the individual forms of our structure interpreted symbolically in this way, because it is the direct, understanding experience that is at stake here!

Thus, in the primeval mysteries, the scientific experience of the world was at the same time the artistic experience of the world, and at the same time this scientific and artistic experience of the world was the religious feeling of the world. For what was experienced in this way in direct living contemplation, in experiencing understanding and in understanding experience, was at the same time that which could be venerated, to which one could lift one's whole soul with religious fervor. Religion, art and science were one; and it was because of human weakness through original sin that there had to be a separation into science, art and religion. What was originally one had to split, so that a religious current, an artistic current and a scientific current arose. What originally took hold of the whole human soul as an organism, woven from scientific, religious and artistic content, had to be distributed among the individual powers of the soul. For the intellect, for thinking, science was given to man, so that when he experiences the world in thought through science, his will and feeling can sleep, can rest.

Man became weak. One-sidedly, in thinking, he sought to experience the world scientifically, and again one-sidedly he sought to experience it artistically so that the other powers could sleep. Again one-sidedly, he sought to experience the world religiously for the same reason. Man would not be able to shape in such perfection that which he can work out intellectually, as is happening today, if a one-sided scientific trend had not developed; he would not have been able to achieve what has been accomplished artistically if art had not separated itself; and religious fervor would not have reached the heights it was destined to reach if it had not separated itself from the other powers of the soul that are devoted to science and art.

But with regard to this separation, we have indeed reached a crisis, and this crisis is clearly expressed; it is expressed very, very clearly. In what? I would say that especially in the last few centuries, humanity has had to experience more and more how this crisis expresses itself. Science, art and religion have become so divorced that they no longer understand each other, that they can no longer have any relationship with each other. Slowly we see how the “diplomatic relations” between religion, science and art are broken off. We see how such relationships still existed, say, in the heyday of the Italian Renaissance, where an intimate bond was woven between religion and art in the creations of Raphael, Michelangelo and Leonardo da Vinci. But the more we delve into more recent times, the more we find that a mutual lack of understanding has gradually developed between science, art and religion. We see – and unfortunately have to admit – how, in many cases in recent centuries, religion has even become hostile to art; we see how it has thrown out art, how there are religious movements that seek to achieve the height of religious feeling by throwing out sculptures and making churches as sober and artless as possible. We also see how another religious current has come to have sculptures, but mostly those that are no longer works of art, because what we still find in churches in the form of sculptures from past centuries is not intended to awaken the sense of art, the aesthetic sense, but to thoroughly eradicate it. And on the other hand, we see how art has increasingly lost sight of its connection with the conception of the divine-spiritual being, how everything has passed over into naturalism, how more and more people only want to depict what has a model in external nature.

Of course, art must then break off its, if I may say so, “diplomatic relations” with religion if it only wants to be naturalistic art, because that which religion must venerate cannot have a model in external nature. That is quite obvious. And how little science has maintained its relations can be seen from the slow approach of this breaking off of relations. Yes, we can see that it is approaching slowly.

We have an excellent artist in the 16th century who was also active as an anatomist and technician in the most diverse fields: Leonardo da Vinci. Anyone who studies his scientific works can still feel everywhere how these scientific works are imbued with artistic meaning. But one can see how this sense has increasingly evaporated in more recent times, how unartistic it has become, and how today it seems to be believed that the greatness of science consists precisely in being unartistic. It has almost become a dogma for a certain direction of modern times that Goethe is such a visionary physicist because the artistic sense did not allow him to become a proper physicist.

In short, misunderstanding has arisen between the three currents. But this marks the crisis. For when that which comes from one root separates in its mutual relationships in such a way that the life juices no longer come from the common root, the crisis must occur, the one-sided development must lead these currents to wither away. In recent times, we have reached a crisis in our failure to understand what a common organism, a coherent organism in human nature, is and how it separates in the outer evolution. We are in the crises. Such crises can be described in such a way that we can say that human nature demands organic unification of what has had to go separate ways in the outer world for some time. In many areas of life, the person who does not go through the evolution of the world indifferently can perceive such crisis, and such a person will observe much of what cannot remain as it is in today's development in these crises, and he will gain insight into what has to happen in order to overcome the crises.

We have already hinted at one crisis in the fact that science, art and religion no longer understand each other. Another crisis is going through the world, which is noticed only by a few, but which is terrible in its effect, a crisis that stems from the lack of understanding between two currents. The one current is that which was once breathed through the world in the infinitely deep sayings engraved in the human heart: “My kingdom is not of this world” and “You are from below, but I am from above”. Man's root is in the spiritual world.

The second current, which must develop more and more into a crisis-ridden confrontation with what is expressed in the words: “My kingdom is not of this world” and “I am from above, but you are from below,” is the word: “L'état c'est moi! The state is me!” My kingdom, the kingdom of my ego, is completely bound to this world. The right way lies in the synthesis of the two sentences. It lies in a universally conceived Christianity, expressed in the words “Give to Caesar what is Caesar's and to God what is God's.” In correctly understood Christianity there is no false turning away from the world. But there is also not that one-sidedness in it, which can only be lived out in the attachment to the material institutions of world existence.

In speaking of this, we are touching on the very deepest tasks of anthroposophy. For anthroposophy, in the true sense of the word, must not arise one-sidedly from the mood of the head, but from the whole soul of man. And only then will this soul find the transition into anthroposophical life when it is completely seized by spiritual science, not only in its life of ideas, but when it is completely seized by it.

It is a fact that what has become the human head during the moon-life is on the way to becoming the whole human being during the earth-life. During the old moon-evolution there was a being, the ancestor of the present human being. What was then an outer organism has today become the head. The limbs have been added. When the coming Jupiter evolution is complete, this whole organism of today's human being will have become the head. What you are today as a whole human being will become the brain, the head, of the Jupiter human, just as the whole moon human has become the head of the earth human.

The task of true spiritual development consists in truly anticipating the future. Therefore, we must become aware that there is a head culture around us and that it is our responsibility to create a human culture. Our head could not think, could not reflect any ideas or concepts if it behaved like the rest of our organism; it could never truly fulfill its task. Our head reflects the world, which then becomes our world of perception, only because it can forget itself in its perception, can truly forget itself. In its feeling, the human being is - thank God - always headless. If you try to feel your way through and ask yourself: What do I feel least in my organism? - it is really the head that forgets itself most in normal life. And when it does not forget itself, then it hurts, and then it also prefers not to perceive anything, but to be left in peace and without perception. That is where it asserts its egoism. Otherwise, however, it extinguishes itself, and because it extinguishes itself, we can perceive the whole surrounding world. It is organized to extinguish itself.

If you were to forget even the slightest part of the outer periphery of the head, but instead focus on it, then you would no longer be able to perceive the external environment. Imagine that instead of perceiving the external world, you would see your eye; for example, if you were to take a step back with your perception, then you would see the cranial cavity, but with the perception of the external world it would be nothing. To the same extent and at the same moment that a person succeeds in completely switching off their organism – which, as is well known, is achieved through meditation and in initiation – to that same extent and in that same moment, this organism becomes a real mirror of the world, only that we then see not the organism but the cosmos. Just as the head does not see itself either, but what is around it, so the whole human being, when it becomes an organ of perception, sees the cosmos. This is the ideal that we must have in mind: forgetting the organism as it appears to us on the physical plane, and being able to use it instead as a mirroring apparatus for the secrets of the cosmos.

In this way we gradually expand our head-centered view to a whole-humane view of the world, and we must learn to sense, to feel, to perceive something of how truly anthroposophy human being, overcoming this head-centeredness – so I may call it in contrast to the anthroposophical centeredness – the one-sided head-centeredness that comes from modern science and so only takes hold of the head.

If you take something of what I said yesterday, when I described how man can become aware that he is a lamp for the cherubim, a heating apparatus for the seraphim, how he enters into the world of cherubim and seraphim in thinking and willing, how he means something for this world, how his self is not only there for itself, but stands in a living relationship to the weaving and life of the spiritual hierarchies - if you make that an attitude, then you will feel something of how the whole person can truly become brain, how he as a whole person can thus come into communication with his surroundings, as otherwise only the head can. Then you will feel what is actually meant by this: to perceive the world as a whole human being.

But if you perceive the world as a whole human being, then you cannot think, feel and will one-sidedly, but you become immersed in the whole of earthly existence. You immerse yourself in the whole experience of the world, and it arises by itself, I would say, the inner sense of dependence on it, not only in thoughts but also in forms, not only in the formless thoughts but in the beautiful, expressive forms. The urge arises, the need to express things in artistic forms that you understand intellectually.

And again: when a person delves into the entire spiritual life of the world, his life basically becomes prayer, and he no longer has such an urgent need to single out little minutes in which to pray. Rather, he knows: when I think, I am a lampstand for the cherubim; when I act, when I act with will, I am a heating apparatus for the seraphim. Man knows that he lives in the whole spiritual world structure. Thinking becomes a religious conviction for him, and acting becomes a moral prayer.

We see how these three areas, art, religion and science, which had to go their separate ways in the world for a while, are seeking each other out of the whole human being again. At the beginning of the development of the earth, man brought so much with him from extra-terrestrial development that he still had the living, unified feeling, the unified striving, as it expressed itself in the old days in the union of art, religion and science. One could say that in man at that time there still strove his angel, his Angelos. But man would never have become free if it had continued like this. Man had to be emancipated from this old inheritance. But he must find again in the ascending evolution what he has lost in the descending evolution.

Goethe's beautiful words about architecture have been mentioned several times. He called architecture frozen music. Let us dwell on this saying. It is truly possible to call architecture, in its previous development, a kind of frozen music. The forms of architecture are like frozen melodies, like solidified harmonies and rhythms. But we have the task, since we are in the midst of the crisis mentioned, of bringing the frozen back into motion, into liveliness, of making the frozen forms musically alive again, so to speak. When you see our building, you will see our efforts to set the old, rigid forms of construction in motion, to transform them into life, to make them musical again. This is the reason why we do not have a round building, but a single axis of symmetry, along which the motifs move.

Thus we see how the spiritual-scientific worldview, including its artistic aims, is intimately connected with all the tasks and necessary impulses of our time, which we recognize in the crises of our time. Understanding and seeing this is our task, it is of utmost importance for our task. We must gradually bring together all the details of our task from this point of view.

Today, people quickly forget how to use their entire organism like a kind of brain. He has the potential, but as soon as he has developed from a crawling child into an upright human being in the first years of life, he quickly forgets how to relate to his entire organism, just as he will then relate to his brain throughout his entire life; for this straightening up, this bringing-himself-into-the-vertical is in fact a working of the spirit on the whole human being. This is the last remnant of what we bring with us from our spiritual, prenatal life, because in our earthly life we quickly unlearn it. And then we drag the whole organism, which eats and drinks and digests, through life like a burden; we drag it through life and no longer bring it into a respectful relationship with the spiritual world, but far away from the spiritual world.

The child still has the great wisdom to know that man's task lies in the heights far from the world and has the direction towards heights far from the world in its organism. When that is over, the organism becomes a digestive and gastric sac and is separated from the relationship with the outside world.

Not even the relationship to the outside world, of which I spoke yesterday, is maintained. When we, for example, rest our head in our hand in order to express something weighty in the external organism, we hardly notice it. And if someone in their unconsciousness still retains the habit of using the whole organism and not just thinking with the brain, but also placing the hand or the index finger on the forehead or the nose, thus indicating that they are really distinguishing and judging - we do not notice that this is an instinctive effort to use the whole organism like a brain. It does not have to happen in this external way. Of course, spiritual science does not intend to turn human beings into fidgets who think with their whole bodies. But spiritually, of course, the consciousness must expand to include the whole human being in the cosmos, to know that the cosmos can be mirrored by the whole body, just as the cosmos is now only mirrored by the brain.

When consciousness is broadened in this way, when the human being really goes beyond merely dragging his organism through life, so to speak, and learns to use and handle it, then the foundation is laid for what must be laid in our time: a human, a totally human world view, as opposed to a mere cerebral view, must become what anthroposophy has to strive for.

If we try to do this, and if we try to elevate our attitudes in this way, which otherwise remain only ideas, then we will achieve what is intended with this spiritual scientific movement of ours. For we will gradually find our way as human beings, ascending in development, to the real figure of Christ, when we have become more and more familiarized with the all-human conception of the world. That this Christ-figure cannot be found is only the fault of the brain-view. The moment this is overcome, the moment spiritual science has become so strong that man's consciousness is so completely reorganized in the way described, then what has often been said about the Christ-view will really come to pass. But then our human world will be able to achieve what it can only achieve from within and which will lead it beyond many things that have now led to a crisis among the earth's human race, not only inwardly, in terms of world views, but also outwardly, in terms of people and nations.

One would like people to gradually realize, at least a small part of people, that real help is needed. Then one will also realize that the help that humanity needs can only be provided by the souls, only from within, and that everything else cannot even be a surrogate, because surrogates can no longer help against the great crises of our time, only the real and the true. And the genuine and true must be conquered by humanity in the spirit. Christmas celebration

[ 1 ] In future there will be found in these columns something in the nature of anthroposophical ‘Leading Thoughts’ or principles. These may be taken to contain advice on the direction which members can give to the lectures and discussions in the several Groups. It is but a stimulus and suggestion which the Goetheanum would like to give to the whole Society. The independence of individual leading members in their work is in no way to be interfered with. We shall develop healthily if the Society gives free play to what leading members have to offer in all the different Groups. This will enrich and make manifold the life of the Society.

[ 2 ] But it should also be possible for a unity of consciousness to arise in the whole Society—which will happen if the initiative and ideas that emerge at different places become known everywhere. Thus in these columns we shall sum up in short paragraphs the descriptions and lines of thought given by me in my lectures to the Society at the Goetheanum. I imagine that those who lecture or conduct the discussions in the Groups will be able to take what is here given as guiding lines, with which they may freely connect what they have to say. This will contribute to the unity and organic wholeness of the work of the Society without there being any question of constraint.

[ 3 ] The plan will become fruitful for the whole Society if it meets with a true response—if the leading members will inform the Executive at the Goetheanum too of the content and nature of their own lectures and suggestions. Then only shall we grow, from a chaos of separate Groups, into a Society with a real spiritual content.

[ 4 ] The Leading Thoughts here given are meant to open up subjects for study and discussion. Points of contact with them will be found in countless places in the anthroposophical books and lecture-courses, so that the subjects thus opened up can be enlarged upon and the discussions in the Groups centred around them.

[ 5 ] When new ideas emerge among leading members in the several Groups, these too can be brought into connection with the suggestions we shall send out from the Goetheanum. We would thus provide an open framework for all the spiritual activity in the Society.

[ 6 ] Spiritual activity can of course only thrive by free unfoldment on the part of the active individuals—and we must never sin against this truth. But there is no need to do so when one group or member within the Society acts in proper harmony with the other. If such co-operation were impossible, the attachment of individuals or groups to the Society would always remain a purely external thing—where it should in fact be felt as an inner reality.

[ 7 ] It cannot be allowed that the existence of the Anthroposophical Society is merely made use of by this or that individual as an opportunity to say what he personally wishes to say with this or that intention. The Society must rather be the place where true Anthroposophy is cultivated. Anything that is not Anthroposophy can, after all, be pursued outside it. The Society is not there for extraneous objects.

[ 8 ] It has not helped us that in the last few years individual members have brought into the Society their own personal wishes simply because they thought that as it increased it would become a suitable sphere of action for them. It may be said, Why was this not met and counteracted with the proper firmness? If that had been done, we should now be hearing it said on all sides, ‘Oh, if only the initiative that arose in this or that quarter had been followed up at the time, how much farther we should be today!’ Well, many things were followed up, which ended in sad disaster and only resulted in throwing us back.

[ 9 ] But now it is enough. The demonstrations which individual experimenters in the Society wished to provide are done with. Such things need not be repeated endlessly. In the Executive at the Goetheanum we have a body which intends to cultivate Anthroposophy itself; and the Society should be an association of human beings who have the same object and are ready to enter into a living understanding with the Executive in the pursuit of it.

[ 10 ] We must not think that our ideal in the Society can be attained from one day to the next. Time will be needed, and patience too. If we imagined that what lay in the intentions of the Christmas meeting could be brought into existence in a few weeks' time, this again would be harmful.

Anthroposophical Leading Thoughts given out as suggestions from the Goetheanum

[ 11 ] 1. Anthroposophy is a path of knowledge, to guide the Spiritual in the human being to the Spiritual in the universe. It arises in man as a need of the heart, of the life of feeling; and it can be justified only inasmuch as it can satisfy this inner need. He alone can acknowledge Anthroposophy, who finds in it what he himself in his own inner life feels impelled to seek. Hence only they can be anthroposophists who feel certain questions on the nature of man and the universe as an elemental need of life, just as one feels hunger and thirst.

[ 12 ] 2. Anthroposophy communicates knowledge that is gained in a spiritual way. Yet it only does so because everyday life, and the science founded on sense-perception and intellectual activity, lead to a barrier along life's way—a limit where the life of the soul in man would die if it could go no farther. Everyday life and science do not lead to this limit in such a way as to compel man to stop short at it. For at the very frontier where the knowledge derived from sense perception ceases, there is opened through the human soul itself the further outlook into the spiritual world.

[ 13 ] 3. There are those who believe that with the limits of knowledge derived from sense perception the limits of all insight are given. Yet if they would carefully observe how they become conscious of these limits, they would find in the very consciousness of the limits the faculties to transcend them. The fish swims up to the limits of the water; it must return because it lacks the physical organs to live outside this element. Man reaches the limits of knowledge attainable by sense perception; but he can recognise that on the way to this point powers of soul have arisen in him—powers whereby the soul can live in an element that goes beyond the horizon of the senses.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 14 ] 4. For certainty of feeling and for a strong unfolding of his will, man needs a knowledge of the spiritual world. However widely he may feel the greatness, beauty and wisdom of the natural world, this world gives him no answer to the question of his own being. His own being holds together the materials and forces of the natural world in the living and sensitive form of man until the moment when he passes through the gate of death. Then Nature receives this human form, and Nature cannot hold it together; she can but dissolve and disperse it. Great, beautiful, wisdom-filled Nature does indeed answer the question, How is the human form dissolved and destroyed? but not the other question, How is it maintained and held together? No theoretical objection can dispel this question from the feeling soul of man, unless indeed he prefers to lull himself to sleep. The presence of this question must incessantly maintain alive, in every human soul that is really awake, the longing for spiritual paths of World-knowledge.

[ 15 ] 5. For peace in his inner life, man needs Self-knowledge in the Spirit. He finds himself in his Thinking, Feeling and Willing. He sees how Thinking, Feeling and Willing are dependent on the natural man. In all their developments, they must follow the health and sickness, the strengthening and weakening of the body. Every sleep blots them out. Thus the experience of everyday life shows the spiritual consciousness of man in the greatest imaginable dependence on his bodily existence. Man suddenly becomes aware that in this realm of ordinary experience Self-knowledge may be utterly lost—the search for it a vain quest. Then first the anxious question arises: Can there be a Self-knowledge transcending the ordinary experiences of life? Can we have any certainty at all, as to a true Self of man? Anthroposophy would fain answer this question on a firm basis of spiritual experience. In so doing it takes its stand, not on any opinion or belief, but on a conscious experience in the Spirit—an experience in its own nature no less certain than the conscious experience in the body.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 16 ] 6. When we look out on lifeless Nature, we find a world full of inner relationships of law and order. We seek for these relationships and find in them the content of the ‘Laws of Nature.’ We find, moreover, that by virtue of these Laws lifeless Nature forms a connected whole with the entire Earth. We may now pass from this earthly connection which rules in all lifeless things, to contemplate the living world of plants. We see how the Universe beyond the Earth sends in from distances of space the forces which draw the Living forth out of the womb of the Lifeless. In all living things we are made aware of an element of being, which, freeing itself from the mere earthly connection, makes manifest the forces that work down on to the Earth from realms of cosmic space. As in the eye we become aware of the luminous object which confronts it, so in the tiniest plant we are made aware of the nature of the Light from beyond the Earth. Through this ascent in contemplation, we can perceive the difference of the earthly and physical which holds sway in the lifeless world, from the extra-earthly and ethereal which abounds in all living things.

[ 17 ] 7. We find man with his transcendent being of soul and spirit placed into this world of the earthly and the extra earthly. Inasmuch as he is placed into the earthly connection which contains all lifeless things, he bears with him his physical body. Inasmuch as he unfolds within him the forces which the living world draws into this earthly sphere from cosmic space, he has an etheric or life-body. The trend of science in modern times has taken no account of this essential contrast of the earthly and the ethereal. For this very reason, science has given birth to the most impossible conceptions of the ether. For fear of losing their way in fanciful and nebulous ideas, scientists have refrained from dwelling on the real contrast. But unless we do so, we can attain no true insight into the Universe and Man.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 18 ] 8. We may consider the nature of man in so far as it results from his physical and his etheric body. We shall find that all the phenomena of man's life which proceed from this side of his nature remain in the unconscious, nor do they ever lead to consciousness. Consciousness is not lighted up but darkened when the activity of the physical and the etheric body is enhanced. Conditions of faintness and the like can be recognised as the result of such enhancement. Following up this line of thought, we recognise that something is at work in man—and in the animal—which is not of the same nature as the physical and the etheric. It takes effect, not when the forces of the physical and the etheric are active in their own way, but when they cease to be thus active. In this way we arrive at the conception of the astral body.

[ 19 ] 9. The reality of this astral body is discovered when we rise in meditation from the Thinking that is stimulated by the outer senses to an inner act of Vision. To this end, the Thinking that is stimulated from without must be taken hold of inwardly, and experienced as such, intensely in the soul, apart from its relation to the outer world. Through the strength of soul thus engendered, we become aware that there are inner organs of perception, which see a spiritual reality working in the animal and man at the very point where the physical and the etheric body are held in check in order that consciousness may arise.

[ 20 ] 10. Consciousness, therefore, does not arise by a further enhancement of activities which proceed from the physical and etheric bodies. On the contrary, these two bodies, with their activities, must be reduced to zero—nay even below zero—to ‘make room’ for the working of consciousness. They do not generate consciousness, they only furnish the ground on which the Spirit must stand in order to bring forth consciousness within the earthly life. As man on Earth needs the ground on which to stand, so does the Spiritual, within the earthly realm, need a material foundation on which it may unfold itself. And as a planet in the cosmic spaces does not require any ground beneath it in order to assert its place, so too the Spirit, when it looks—not through the senses into material—but through its own power into spiritual things, needs no material foundation to call its conscious activity to life.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 21 ] 11. The Self-consciousness which is summed up in the ‘I’ or ‘Ego’ emerges out of the sea of consciousness. Consciousness arises when the forces of the physical and etheric bodies disintegrate these bodies, and thus make way for the Spiritual to enter into man. For through this disintegration is provided the ground on which the life of consciousness can develop. If, however, the organism is not to be destroyed, the disintegration must be followed by a reconstruction. Thus, when for an experience in consciousness a process of disintegration has taken place, that which has been demolished will be built up again exactly. The experience of Self-consciousness lies in the perception of this upbuilding process. The same process can be observed with inner vision. We then feel how the Conscious is led over into the Self-conscious by man's creating out of himself an after-image of the merely Conscious. The latter has its image in the emptiness, as it were, produced within the organism by the disintegration. It has passed into Self-consciousness when the emptiness has been filled up again from within. The Being, capable of this ‘fulfilment,’ is experienced as ‘I.’

[ 22 ] 12. The reality of the ‘I’ is found when the inner vision whereby the astral body is known and taken hold of, is carried a stage further. The Thinking which has become alive in meditation must now be permeated by the Will. To begin with we simply gave ourselves up to this new Thinking, without active Will. We thereby enabled spiritual realities to enter into this thinking life, even as in outer sense perception colour enters the eye or sound the ear. What we have thus called to life in our consciousness by a more passive devotion, must now be reproduced by ourselves, by an act of Will. When we do so, there enters into this act of Will the perception of our own ‘I’ or Ego.

[ 23 ] 13. On the path of meditation we discover, beside the form in which the ‘I’ occurs in ordinary consciousness, three further forms: (1) In the consciousness which takes hold of the etheric body, the ‘I’ appears in picture-form; yet the picture is at the same time active Being, and as such it gives man form and figure, growth, and the plastic forces that create his body. (2) In the consciousness which takes hold of the astral body, the ‘I’ is manifested as a member of a spiritual world whence it receives its forces. (3) In the consciousness just indicated, as the last to be achieved, the ‘I’ reveals itself as a self-contained spiritual Being—relatively independent of the surrounding spiritual world.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 24 ] 14. The second form of the ‘I’—first of the three forms that were indicated in the last section—appears as a ‘picture’ of the I. When we become aware of this picture-character, a light is also thrown on the quality of thought in which the ‘I’ appears before the ordinary consciousness. With all manner of reflections, men have sought within this consciousness for the ‘true I.’ Yet an earnest insight into the experiences of the ordinary consciousness will suffice to show that the ‘true I’ cannot be found therein. Only a shadow-in-thought is able to appear there—a shadowy reflection, even less than a picture. The truth of this seizes us all the more when we progress to the ‘I’ as a picture, which lives in the etheric body. Only now are we rightly kindled to search for the ‘I’, for the true being of man.

[ 25 ] 15. Insight into the form in which the ‘I’ lives in the astral body leads to a right feeling of the relation of man to the spiritual world. For ordinary consciousness this form of the ‘I’ is buried in the dark depths of the unconscious, where man enters into connection with the spiritual being of the Universe through Inspiration. Ordinary consciousness experiences only a faint echo-in-feeling of this Inspiration from the wide expanse of the spiritual world, which holds sway in depths of the soul.

[ 26 ] 16. It is the third form of the ‘I’ which gives us insight into the independent Being of man within a spiritual world. It makes us feel how, with his earthly-sensible nature, man stands before himself as a mere manifestation of what he really is. Here lies the starting-point of true Self-knowledge. For the Self which fashions man in his true nature is revealed to him in Knowledge only when he progresses from the thought of the ‘I’ to its picture, from the picture to the creative forces of the picture, and from the creative forces to the spiritual Beings who sustain them.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 27 ] 17. Man is a being who unfolds his life in the midst, between two regions of the world. With his bodily development he is a member of a ‘lower world’; with his soul-nature he himself constitutes a ‘middle world’; and with his faculties of Spirit he is ever striving towards an ‘upper world.’ He owes his bodily development to all that Nature has given him; he bears the being of his soul within him as his own portion; and he discovers in himself the forces of the Spirit, as the gifts that lead him out beyond himself to participate in a Divine World.

[ 28 ] 18. The Spirit is creative in these three regions of the World. Nature is not void of Spirit. We lose even Nature from our knowledge if we do not become aware of the Spirit within her. Nevertheless, in Nature's existence we find the Spirit as it were asleep. Yet just as sleep has its task in human life—as the ‘I’ must be asleep at one time in order to be the more awake at another—so must the World-Spirit be asleep where Nature is, in order to be the more awake elsewhere.

[ 29 ] 19. In relation to the World, the soul of man is like a dreamer if it does not pay heed to the Spirit at work within it. The Spirit awakens the dreams of the soul from their ceaseless weaving in the inner life, to active participation in the World where man's true Being has its origin. As the dreamer shuts himself off from the surrounding physical world and entwines himself into himself, so would the soul lose connection with the Spirit of the World in whom it has its source, if it turned a deaf ear to the awakening calls of the Spirit within it.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 30 ] 20. For a right development of the life of the human soul, it is essential for man to become fully conscious of working actively from out of spiritual sources in his being. Many adherents of the modern scientific world-conception are victims of a strong prejudice in this respect. They say that a universal causality is dominant in all phenomena of the world; and that if man believes that he himself, out of his own resources, can be the cause of anything, it is a mere illusion on his part. Modern Natural Science wishes to follow observation and experience faithfully in all things, but in its prejudice about the hidden causality of man's inner sources of action it sins against its own principle. For the free and active working, straight from the inner resources of the human being, is a perfectly elementary experience of self-observation. It cannot be argued away; rather must we harmonise it with our insight into the universal causation of things within the order of Nature.

[ 31 ] 21. Non-recognition of this impulse out of the Spirit working in the inner life of man, is the greatest hindrance to the attainment of an insight into the spiritual world. For to consider our own being as a mere part of the order of Nature is in reality to divert the soul's attention from our own being. Nor can we penetrate into the spiritual world unless we first take hold of the Spirit where it is immediately given to us, namely in clear and open-minded self-observation.

[ 32 ] 22. Self-observation is the first beginning in the observation of the Spirit. It can indeed be the right beginning, for if it is true, man cannot possibly stop short at it, but is bound to progress to the further spiritual content of the World. As the human body pines away when bereft of physical nourishment, so will the man who rightly observes himself feel that his Self is becoming stunted if he does not see working into it the forces from a creative spiritual World outside him.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 33 ] 23. Passing through the gate of death, man goes out into the spiritual world, in that he feels falling away from him all the impressions and contents of soul which he received during earthly life through the bodily senses and the brain. His consciousness then has before it in an all-embracing picture-tableau the whole content of life which, during his earthly wanderings, entered as pictureless thoughts into his memory, or which—remaining unnoticed by the earthly consciousness—nevertheless made a subconscious impression on his soul. After a very few days these pictures grow faint and fade away. When they have altogether vanished, he knows that he has laid aside his etheric body too; for in the etheric body he can recognise the bearer of these pictures.

[ 34 ] 24. Having laid aside the etheric body, man has the astral body and the Ego as the members of his being still remaining to him. The astral body, so long as it is with him, brings to his consciousness all that during earthly life was the unconscious content of the soul when at rest in sleep. This content includes the judgements instilled into the astral body by Spirit-beings of a higher World during the periods of sleep—judgements which remain concealed from earthly consciousness. Man now lives through his earthly life a second time, yet so, that the content of his soul is now the judgement of his thought and action from the standpoint of the Spirit-world. He lives it through in backward order: first the last night, then the last but one, and so on.

[ 35 ] 25. This judgement of his life, which man experiences in the astral body after passing through the gate of death, lasts as long as the sum-total of the times he spent during his earthly life in sleep.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 36 ] 26. Only when the astral body has been laid aside—when the judgement of his life is over—man enters the spiritual world. There he stands in like relation to Beings of purely spiritual character as on Earth to the beings and processes of the Nature-kingdoms. In spiritual experience, everything that was his outer world on Earth now becomes his inner world. He no longer merely perceives it, but experiences it in its spiritual being which was hid from him on Earth, as his own world.

[ 37 ] 27. In the Spirit-realm, man as he is on Earth becomes an outer world. We gaze upon him, even as on Earth we gaze upon the stars and clouds, the mountains and rivers. Nor is this ‘outer world’ any less rich in content than the glory of the Cosmos as it appears to us in earthly life.

[ 38 ] 28. The forces begotten by the human Spirit in the Spirit-realm work on in the fashioning of earthly Man, even as the deeds we accomplish in the Physical work on as a content of the soul in the life after death.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 39 ] 29. In the evolved Imaginative Knowledge there works what lives as soul and spirit in the inner life of man, fashioning the physical body in its life, and unfolding man's existence in the physical world on this bodily foundation. Over against the physical body, whose substances are renewed again and again in the process of metabolism, we here come to the inner nature of man, unfolding itself continuously from birth (or conception) until death. Over against the physical Space-body, we come to a Time-body.

[ 40 ] 30. In the Inspired Knowledge there lives, in picture-form, what man experiences in a spiritual environment in the time between death and a new birth. What Man is in his own Being and in relation to cosmic worlds—without the physical and etheric bodies by means of which he undergoes his earthly life—is here made visible.

[ 41 ] 31. In the Intuitive Knowledge there comes to consciousness the working-over of former earthly lives into the present. In the further course of evolution these former lives have been divested of their erstwhile connections with the physical world. They have become the purely spiritual kernel of man's being, and, as such, are working in his present life. In this way, they too are an object of Knowledge—of that Knowledge which results with the further unfolding of the Imaginative and Inspired.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 42 ] 32. In the head of man, the physical Organisation is a copy, an impress of the spiritual individuality. The physical and the etheric part of the head stand out as complete and self-contained pictures of the Spiritual; beside them, in independent soul-spiritual existence, there stand the astral and the Ego-part. Thus in the head of man we have to do with a development, side by side, of the physical and etheric, relatively independent on the one hand, and of the astral and Ego-organisation on the other.

[ 43 ] 33. In the limbs and metabolic part of man the four members of the human being are intimately bound up with one another. The Ego-organisation and astral body are not there beside the physical and etheric part. They are within them, vitalising them, working in their growth, their faculty of movement and so forth. Through this very fact, the limbs and metabolic part of man is like a germinating seed, striving for ever to unfold; striving continually to become a ‘head,’ and—during the earthly life of man—no less continually prevented.

[ 44 ] 34. The rhythmic Organisation stands in the midst. Here the Ego-organisation and astral body alternately unite with the physical and etheric part, and loose themselves again. The breathing and the circulation of the blood are the physical impress of this alternate union and loosening. The inbreathing process portrays the union; the out-breathing the loosening. The processes in the arterial blood represent the union; those in the venous blood the loosening.

Further Leading Thoughts issued from the Goetheanum for the Anthroposophical Society

[ 45 ] 35. We understand the physical nature of man only if we regard it as a picture of the soul and spirit. Taken by itself, the physical corporality of man is unintelligible. But it is a picture of the soul and spirit in different ways in its several members. The head is the most perfect and complete symbolic picture of the soul and spirit. All that pertains to the system of the metabolism and the limbs is like a picture that has not yet assumed its finished forms, but is still being worked upon. Lastly, in all that belongs to the rhythmic Organisation of man, the relation of the soul and spirit to the body is intermediate between these opposites.

[ 46 ] 36. If we contemplate the human head from this spiritual point of view, we shall find in it a help to the understanding of spiritual Imaginations. For in the forms of the head, Imaginative forms are as it were coagulated to the point of physical density.

[ 47 ] 37. Similarly, if we contemplate the rhythmic part of man's Organisation it will help us to understand Inspirations. The physical appearance of the rhythms of life bears even in the sense-perceptible picture the character of Inspiration. Lastly, in the system of the metabolism and the limbs—if we observe it in full action, in the exercise of its necessary or possible functions—we have a picture, supersensible yet sensible, of pure supersensible Intuitions.

Dr. Steiner: Today, we have come together to discuss the results of the official school inspection. From what you told me over the telephone, I have formed a picture. Before I take any position, though, I think it would be a good idea to hear what each of you who participated in the inspection has to report, so that we all have a complete picture. I have repeatedly said that I am willing to meet with the man, but that has not occurred as yet.

We need to discuss all this to attain a perspective from which we can ward off any blows that may come from the public. It is unnecessary, and it would be fruitless, to make objections to the officials. If such things could be successful, we would not need a Waldorf School. The reason the Waldorf School exists is because the official bureaucracy does not understand our methods and our direction.

Let us go through the classes, then each of you can say what occurred in your class.

The teachers report about the inspection in each of the classes. The inspector had asked only very superficial questions..

Dr. Steiner: A boy in Zurich told me that he does not want to go to the school any more because the teaching through illustrative material was too dumb. When I gave the course in Berlin, I spoke about learning to read.1 Such things are very current and should be put into the Threefold newspaper and be used. For instance, how children learn to read, or the fact that our children—this is something I say everywhere—thank God, learn to read only at the age of eight or nine. We need to put such things right under people’s noses. They are certainly more important than some essay about a convention in Honolulu. We should also criticize the practice of failing children. We should mention that, too.

A teacher: He wanted to have quick answers in arithmetic.

Dr. Steiner: If children cannot do arithmetic quickly, their body is still slow.

A teacher: My perception is that what we teach children about grammar is something still foreign to them. Do we have to do that in the second grade?

Dr. Steiner: It depends upon how you do it. You do not always need to teach them the terminology, nouns and verbs, but use them only for yourself to form an objective polarity. A child of seven and a half can certainly differentiate between an activity and a thing. You do not need to emphasize the terminology. You could begin with stories and make the difference between a thing and an activity clear. That is something a child at that age can grasp. They should be able to grasp the difference between running or jumping and a human being or something of that sort. We do not need to follow the form of a pedantic grammar. In particular, with children in the lower grades, you should completely avoid using definitions.

There are further reports.

Dr. Steiner: (Laughingly, to a teacher who was happy about a positive remark made by the school inspector) Yes, you will certainly need to improve there.

The subject teachers report also.

Dr. Steiner: He will come to handwork class only with some old lady.

It is clear that this sort of inspection is an example of something that could never lead to an understanding of what actually happens in a school. When you think of the goodwill this man could have brought to understand at least a little about the Waldorf School, you will see that he had none whatsoever. He simply tried to determine to what extent the children meet the requirements of a regular school. He would need to know that he could learn something about what is actually going on only if he asks himself questions. He would have needed to ask himself how to question the children about what he wanted to know. His primary task should have been to find out from the children what they have learned, and the children would have needed to provide him with the possibility of asking the proper questions.

No one can learn very much if they simply ask the teachers questions, listen to the answers, but lack a firm foundation for forming a judgment about them. I make no assumption about that. There are a large number of psychological reasons why children answer their own teacher well or not. You need only recall how it is at the university for people who do their major examinations with the same professor they had for their seminars. It is easy for them. For the students who have not worked with the same professor, it is more difficult. Those who know the professor have an easy time. Having simply heard the professor’s lectures is not sufficient, since you could not discover his method of asking questions.

It is quite important to make the public aware of the things we consciously had to forego. We should use the space available to us in the “Threefold Social Organism” to present such things to the public. The different anthroposophical organizations here should work together, otherwise everything will dissipate. Everything is already falling apart, becoming unglued. We must work together. We need to publish articles, but of course, we should not obviously direct them at this particular point. That would be quite false. Nevertheless, the official inspection of the school could play a role. We should publish an article presenting, from various perspectives, how important it is for a child to learn to read only around the age of eight or nine. We could give examples like Goethe, who could not read and write until the age of nine, or Helmholtz, who learned to read and write only much later. We could, in contrast, give examples of people who learned to read and write at the age of four or five, then became complete idiots.

This is what we must do. If we do this properly, so that when we see ourselves in danger, and people everywhere are talking about these things, then we will have an effect. Then people could also not say that our intent is aimed at a very limited group. In this way, we can bring many of the weird judgments of the present into line. The actions of a person like the school inspector are simply an extract of the general perspective. If you turn to the entire civilized world using someone like that as an example, what you do will be good. The school inspection shows us what should not be done. Now we can turn to the world and try to make clear what should have been done.

A teacher: I have written an article for “Die Drei.”

Dr. Steiner: Make it short and sweet, don’t write ten pages about it. There is nothing to prevent something that appears in “Die Drei” from also appearing in “The Threefold.”

We’ve already talked about these things. A careful presentation of the impossibility of determining what a school is like by using such inspection methods could be one topic for discussion. Then we would have to defend against all the objections to teaching according to historical periods. When the inspector made his judgment, he said something very characteristic of our times, namely, that life requires people to do arithmetic quickly, and, therefore, we should teach that to the children.

Nearly everything you have said today offers wonderful examples of the way things should not be and how we can improve them. For instance, flunking children. The fact that he referred to the children as bright and dumb in front of the children is absolutely impossible.

He will probably also do what bad teachers always do. He will ask questions that require an exact answer and ignore everything else. He will have no sense of the way children express things. It is really very nice to receive a response from the children in their own way. It would be interesting to know what part of the poem he misunderstood.

You reported his remark that our method of teaching foreign language leads to a mechanical understanding.

These are the things we need to put out in public: Learning to read and write at a not-to-early age; a defense of teaching foreign language at an early age; flunking children; the manner of asking children questions; and, assuming that children will answer in exactly the way you expect them to. We should also mention superficial questions, senseless questions.

This is all connected to modern culture. These methods are decades old, and modern people have developed a spirituality, an attitude within their souls, that shows how they were mistreated as children. Today, only those who are more or less healthy, who have a counterforce within them, can hold up against that. The physical and psychological condition of modern people is often quite sad. That comes from such incorrect forming of questions. You can even see that in the physical body, that is, whether the forces of the soul have become incoherent. Many people take leave of their senses later. Many who still have their senses notice through their heart or lungs that they were mistreated by such things.

We need to be clear that if we did things to satisfy the education authorities, we would have to close. We could then simply put the children in any other school. They see the Waldorf School as an attack.

It is not so important to develop the letters the way they historically developed, since they developed differently in different regions. What is important is a renewal of the artistic path of work. We do not need to use historical forms. We must make that point very clear. From such events, we should learn what we must make clear.

A teacher: I asked the children in my seventh-grade class why they went along and behaved so well. They replied that they did not want to get me into trouble.

Dr. Steiner: That is wonderful behavior on the part of the children.

We should make notes of all of this so we can publicize it. There is so much interesting material that we could fill our publications with it. External activities and specific questions. We need to see that people pay more attention to us and learn more about our way of thinking if we want the Waldorf School movement to spread.

During the course I gave in Berlin, there was something that could also have been published. (Speaking to Dr. von Heydebrand) You remember you had said some things and then someone with an education background said that you had overemphasized the dark side. We should have stepped in then. We should have shown that you were not too extreme, that, in reality, things are very much worse. Experimental pedagogy is reasonable only in its basic ideas, but regarding other things, it is quite unreasonable. It is something only for professors who have to do as many experiments as possible.

The situation in Berlin was impossible. A discussion of barely an hour. There was sufficient time for many people to say really dumb things, but not enough time to defend yourself. In such cases, it would be better not even to speak. We should not leave our people out on a limb. It would be best not to give such presentations. We cannot allow only our opponents to be heard. The situation there was the best possible for those who want to hurt anthroposophy.

Our outside activities are, of course, connected with the outside, but they also belong here in the faculty.

A teacher asks whether they should start teaching Greek and Latin at the same time.

Dr. Steiner: The best, the ideal, would be to begin Greek earlier and then begin Latin after two years. However, that is difficult to do in practice. Then, we would have to drop something else for Greek, and that would be difficult. Our plans are designed to correspond to the individual and to development, so that doesn’t work out. Latin is required for external reasons. It is helpful to do things the way I described in my lecture in Berlin in order to slowly understand the language.

I based the entire development of language upon an imagination, but K. spoke of inspiration and intuition. People today have no sensibility for exact listening, and we need to take such things into account. The things I discussed need to be felt. That is something that can be taught through Greek. Latin is not as important because it does not teach feeling in the same way as Greek.

A teacher: How can we determine which children should attend that class?

Dr. Steiner: As long as we are only a single school, we cannot do much. Only when there are more schools could we make a decision of that sort according to their characteristics, that is, when we can influence the further course of the child’s life. That we have thirty percent who participate in this class is still too few to justify changing our plans for them. We need everything we have.

A teacher requests help with students in the upper grades, N.G. and F.S.

Dr. Steiner: With such difficult cases as N.G., we can approach him with understanding if he still has some belief in a person who can be completely objective about the life he has experienced. He grew up as an extremely lively little spirit from the very beginning. He gave many insightful answers. Now he is growing up with a mother who is the personification of a lie. She is one of those people who falls down with a heart attack, but on the soft carpet, not next to it. She is completely untrue. She is a woman who always wanted to bring Anthroposophy to her husband, a very superficial and trivial person. The children knew about this at an early age. This is one of the comedies in life that have such a tragic effect upon children that they lose all trust in life.

Now, the boy knows all this. He needs only the fulfillment he so much desires. He needs to be able to believe in a person. That is an opportunity he should have, namely to have people in his surroundings who are interested in telling the truth about even the most mundane of things.

A teacher: He says that he smells anthroposophy everywhere.

Dr. Steiner: In such cases, you can help him form a sound judgment if you take everything into account. The beliefs of such boys as N.G. are based upon the idea that everyone lies, but that can be cured. It could be difficult for him because he knows he was forced into the Waldorf School. For that reason, he now asks what is right. That is one thing.

Now that he is here in the Waldorf School, he must be able to find something that he can believe in anthroposophy. This is a truly Herculean task. It would have been quite normal for him to attend a school where life approached him from outside. The worst thing for such a boy is to place him in the Waldorf School. A child does not have to be in the Waldorf School. A school that pleases the school board could be a good school in which to spend your time from the age of six until fourteen. The Waldorf School is not necessarily the right school for everyone, but one day, there he was.

I am not sure it is pedagogically proper that F.S. is here. In 1908 I held a course about the Apocalypse. He occupied himself by digging deep holes in the garden soil. If you came close to him, he stood up and kicked you in the stomach. He never gave an answer. Once, an older lady wanted to do something nice for him, but he took some sand and threw it in her eyes. He broke nearly all of the coffee cups. He called himself “you” because people told him, “You did it.” If he is still behaving the same way, but at a higher level, then things have not improved. Now he would call himself, “I,” but for a different reason.

Somehow, we will have to come to grips with F.S. and N.G. Someone who has never been involved with his situation and in whom he can trust, will need to take over N.G. In the case of “you,” only someone who impresses him can help. He never knew his father very well. He needs someone who would impress him. (Speaking to a teacher) Can’t you do that? You have impressed many people. You certainly gave X.Y. the idea that you are impressive.

While I was in Berlin, someone approached me and told me about this boy. From that, I had an impression that the real reason for these things lies in his living conditions. We should try to avoid having anyone lodge there. X. does not like the Waldorf School. I promised the woman to ask you if he could live with one of you. He posed some questions concerning Schopenhauer, and that is quite positive. He also greets me very warmly.

A teacher asks about a child with curvature of the spine.

Dr. Steiner: He should be in the remedial class for a time. Let him do only what he wants, and discover what he does not want to do.

A language teacher complains about difficulties in the 7b English class.

Dr. Steiner: That is not at all surprising when you consider how their class teacher keeps them under control. That certainly calls forth a comparison. He knows what he wants. If she did not have him, but someone else instead, then (speaking to the language teacher) it would be much easier for you. You have a rather uncertain nature, and your own thoughts sit within the form of the children’s thoughts. These are things that would not occur to such an extent if you had a colleague more like yourself. The class teacher impresses the entire class because he is so much a part of things. You will have to break your terrible, vaguely lyrical, sentimental attitude when you go into the class.

The language teacher says something about boxing children’s ears.

Dr. Steiner: If you give them a slap, you should do it the way Dr. Schubert does.

Dr. Schubert: Did somebody complain?

Dr. Steiner: No, you are always slapping them.

Dr. Schubert: When did I do that?

Dr. Steiner: Well, I mean astral slapping. There are physical slaps and astral slaps. It doesn’t matter which one you give, but you cannot slap a child sentimentally.

The class reflects our thoughts. You need to be firmer in your own thoughts. If I were in your class, I would do the same. I would certainly behave terribly. I wouldn’t understand what is happening. I wouldn’t know what you want. You must be firmer in your thinking. The battle of a whole class against the teacher is not actually real, it is not something you can touch. We can talk about individual children, but not about a whole class. Look at the things Baravalle has written. Keep them until Whitsun. We cannot hold some lyrical discourses about a class. You seem to me today to be like one of those books from Husserl. Break your habit of thinking like that. It is a picture of your own inner nature.

We have to strongly integrate the art of teaching with the subject, but at the same time selflessly integrate it with the subject. Those are not common characteristics.

The 7a class has become quite good, and you can work well with them. The effectiveness of teaching depends upon the overall impression the teacher makes upon the children and not upon some small misdeeds or acts against authority. It is easy for a teacher to become laughable through some piece of clothing, but that will recede after a time. Perhaps you have a hole in your boot, but that is not very important. You cannot change those things. What is important is the humanity of the teacher.

The context of the following is unclear.

Dr. Steiner: They had the audience in their control. In the Vienna hall, Bruckner’s Fourth Symphony was presented in 1887. I attended a concert by Schalk. That was the first performance of Bruckner’s symphony.

A question is asked about four students in the 7a class.

Dr. Steiner: Will the children go into an apprenticeship? They are all nearly the same type. I would hope that things would become better if, with these children, you were to introduce a reading of a speech by Buddha objectively and formally, with all the repetitions, and then had them memorize short passages. You could also use The Bhagavad Gita. You could do that with the whole class. Go through it with the whole class and have those children copy it, then do it a second time and they should be able to present it. You should particularly aim at those children. This could also be done in teaching history and language. You could do that every day.

A teacher asks about a girl whose parents do not want her to participate in eurythmy.

Dr. Steiner: Convince the parents. She should not interrupt the eurythmy lessons.

A teacher asks about P.R., a student with a crippled hand.

Dr. Steiner: We should think about what profession we should direct him toward. He is not very dexterous with that hand. He writes poorly. He should become something like a bookkeeper, or some other job where that is not important. He certainly cannot become an actor. The best would be if we could bring such children so far along that they could then participate in the normal morning instruction, and then have some continuation of their education following elementary school. We need to try to bring him along so that he overcomes his self-consciousness and participates in handwork. He should certainly learn bookkeeping. We need to find a teacher for him.

A teacher: The elementary schools here have more periods of handwork.

Dr. Steiner: So much handwork is unnecessary.

A teacher: R.L. in the fourth grade is not coming to school.

Dr. Steiner: We cannot force the children if parents don’t want it.

We need to work practically with the things you mentioned today. There is no doubt that we have to take over a greater responsibility toward extending the movement so that the movement is not torn apart by some small thing one day. The whole world is looking at the Waldorf School, the whole civilized world. We must do a number of things well in the school that the movement is not doing very well in other areas. The main thing is that everyone in Stuttgart work together, that all the different groups connected with the movement, that is, really connected, find some way of working with one another.

When you are active in the anthroposophical movement on a broader scale, you will find that elsewhere people do not know how to relate to Stuttgart and what is happening here. It is important that the Waldorf School movement keep its promises. In particular, even though we may fail in other areas, the cultural areas need to be particularly strong in the world. The Waldorf School and its faculty need to always be careful to spread an understanding of themselves. Lectures like those given by Schwebsch, Stein, and Heydebrand are particularly effective. Answers to specific questions are often misunderstood.

The Waldorf teachers should not slide into that mistaken behavior so common today, that is, to write articles like the one X. wrote about the article from S.G. We will slowly die if we engage in normal journalism and a non-objective treatment of our work. It, the lecture from S.G., was certainly unbelievable, wasn’t it? I like S.G. quite a lot, but he needs to gradually learn what is important. For now, he is simply in his baby shoes. It makes our movement laughable. It is a hymn sung out of tune with the worst journalistic attitude. I would prefer to have said that when X. was here. It is a sad day, a very sad experience. We must remain above all that. There is not one uplifting thought in the entire article aside from those dealing with declamation and recitation. If we do such things that show so little goodwill to remain with the subject, if such habits enter our work, we will soon have a complete demise.

Concerning the education conference.

Dr. Steiner: It should be in a broader context that would enable us to work not from compromises, but toward the real perspective of our pedagogy. We do not want to do what was done at previous conferences and simply talk about things. We should discuss things in such a way that people genuinely understand them. We must create a feeling that our people already know what others want to say. Our people should not simply stand there while someone else says something we do not know. We must know which of the questions could arise in the conference. We cannot allow people to say we are poking our noses into everything, but when experts come along, you can see how little we know. We need to arrange things so that someone cannot come along and say something and there not be enough time for us to reply.

That must not happen. It was a real problem in Berlin since people went away thinking that we spoke about Einstein, but knew nothing about him. Aside from that, the discussion leader thought that idiot was right. The others who put on the symposium also thought the same thing. In any event, it happened—something that had a detrimental effect upon the whole scientific mood from the very beginning. The first problem was that Rittelmeyer came along and said we had done poorly. Such things simply must not happen. If that were to happen here with pedagogy, it would be terrible. The listeners should perceive that our work and each speaker is of a high level.

We have put enormous effort into setting something up. The conferences have had an enormous success, but no one lets the results of the conferences be truly effective. If we could only find a way to let what we accomplish have a practical effect. What you have to say does not actually affect people. Afterward, no one actually knows what you have to say. Our work needs to be used more. We need to affect opinions. However, I am convinced that this thing with X. will be forgotten. For example, we have long had the problem that we have an economic movement, but we cannot get any economists to speak about it. The economic perspective is important. Leinhas’s lecture was good, and people will not forget it. The same is true for Dr. Unger’s essay about valuation. That is the beginning of something we should further develop in economics. Now, however, we must talk about the existence of three pillars that should in some way be comprehensive.

Everywhere I went in my long series of lectures, I mentioned the lectures given by you, Dr. von Heydebrand, and Leinhas. I spoke of them everywhere. We must create opinion. Our work must speak to people. Pedagogy needs an opinion connected with the substance of our movement. We can ignore negative opinions. We must do what is good.

That is something that is painful for me, but I want you to know it because the Waldorf School has developed that good spirit. This does not need to be said to the Waldorf School itself. The Waldorf School has a great task because there is no leadership in other areas. The school is moving along well, but it has a responsibility to take up some things that have an even larger responsibility associated with them. When something negative occurs now, with the increasing number of followers, then it is a negative event that is actually gigantic. That would, of course, not happen with the Waldorf School. Such things can tear a spiritual or cultural movement apart. For that reason, those working in the Waldorf School need to be the primary support for the whole movement. That is how things are today. The Waldorf School has a broad basis because it has kept all its promises. It can, therefore, be the primary support for the entire anthroposophical movement. We need such a support today. Your responsibility is quickly growing. That is something each of you needs to take to heart. We haven’t the least reason to be happy when the number of followers increases. We should be aware that every increase in interest is also an increase in our own responsibility.

A teacher asks about a pedagogical conference in Kaiserslautern.

Dr. Steiner: We have already decided against the proposal for Bremen. I looked at the big picture. We cannot accomplish much by systematically discussing pedagogy before there is any possibility of seeing some movement in regard to pedagogical questions in modern times. The seventy or so people who would come there would come only out of politeness. They would not know what is needed. We would first have to tell them that something is happening in the world. We would first have to hold a cultural and historical lecture on pedagogy. That would be necessary. Giving a three-day course for people whom you cannot help any further would mean too much wasted strength.

We saw that here. The teachers were the least interested. They all said they could not attend. I am uncertain if that has gotten better, but what else could happen?

We must awaken people’s awareness of what needs to be done. I’m afraid people believe we should begin the threefold. I think that if two or three of you want to give a lecture there on the return trip from Holland, that would be good. People need to be aware. God, there was a conference in Stuttgart and then one in Berlin. Now things need to be made more well known, otherwise we will be running to every village giving lectures. It is enough when we do that in some of the central areas. It is not efficient if we are running everywhere. We must improve the efficiency of our work.

A teacher: Is there something concrete we could do in Berlin?

Dr. Steiner: Quite a lot. We could discuss a large number of questions there and essentially nowhere else in the world today, but theology is too strong there. There were a large number of questions that could be treated nowhere else in the world. We need to make the lectures more well known. The question is, how? Steffen printed the “Christmas Conference” in Das Goetheanum in such a way that I would almost prefer to print his report than my lectures. He did a wonderful job there.

When such dry reports are published, the kind people are used to seeing in academic journals, then people have difficulty getting through them. Not just my own lectures, but also those of others, were written in an indescribably pedantic way. In that case, I can only say there is not much goodwill behind them. R. could do it better. When he gives a lecture, it is really very good, but when he writes something, it would drive you up the walls. Here, we see no goodwill. Such things wash the ground away from under our feet.

Anyone called on to look after a very young child—either as a parent or in any other capacity of child care—will experience the great responsibility this task involves. Such people feel morally obligated to lay the best foundations for the child’s future development. Therefore it grieves me deeply that our Waldorf school in Stuttgart can accept only children who have reached the official school age, and it would give me the greatest satisfaction if we could take in the younger children as well. In addition to other difficulties, our goal of opening a nursery has been thwarted by a lack of funds, as happened with so many other anthroposophic activities. This continual shortage of money leaves us with at least the hope that, if we can win support from the general public, we will eventually be able to build a nursery class as an integral part of our Waldorf school.

Very young children are the least accessible to us. The gates to the soul life are absolutely closed to the outer world, and outer influences cannot touch it. Those who take care of infants of this age are powerless when they struggle and cry; these children do what they want. Thus, observant adults must accept the fact that the will of children is beyond their control—even during later stages and occasionally the latest stages of life.

You may know that early in 1894, well before publishing other anthroposophic works, I published Die Philosophie der Freiheit [Intuitive Thinking As a Spiritual Path]. This book was intended to give the world a true assessment of the human quality that develops, within the social context, the impulse toward individual freedom. If you accept its message—the matter of freedom, on the one hand, and destiny, on the other—you can see that it is relevant even to a baby.

If you listen to what lives in the human heart, you find that real human happiness on earth depends on the awareness of human freedom, an appreciation of human values, and a feeling for human dignity. Anthroposophy shows us that—apart from what a person may have developed even before birth or conception while still in the spiritual world and apart from what one will meet again after death—the very purpose of earthly incarnation involves enlivening the impulse toward freedom. This impulse depends completely on plunging into an earthly body. This freedom can be realized only during physical incarnation; we can attain freedom only while living on earth, and when we enter other worlds, we can take with us only the degree of freedom we have attained here on earth.

If you approach young children with such feelings (and feelings are the most potent source for those engaged in the art of education), this question will always be present in your mind as you take charge of an infant: What must I do to enable this child to develop the fullest consciousness of human freedom at maturity? And with this question, a new truth begins to dawn. The outer conditions of life are already clearly pointing at it, and, through anthroposophic insight, it can be understood with inner certainty. It is the fact that, despite one’s freedom, each person has a destiny, or to use the Eastern term, karma.

Let us imagine that, later in life, a man meets a person he has known before, and that this person has a profound influence on the life of this man. Perhaps such people might even begin a partnership for life. At first it may seem to them as if their meeting were simply chance. But when they look back over the years of their lives—even with no knowledge of spiritual science—this man may well discover the strange fact that, during the years before this meeting, he had unconsciously taken numerous steps that eventually led to this other person. Though at first it appeared to be mere chance, hindsight revealed an inherent pattern and underlying plan. Looking back over his life, Goethe’s old friend Nobel spoke these meaningful words from the depths of his soul: “If, in later years, we survey our early life, everything seems to fall into a definite pattern; everything fits together.” Since our will is woven into all our actions, we can see everywhere how destiny confronts us in the events of life. One could quote many others who, through observing ordinary life, reached the same conclusion. When we look at life’s external events, we find confirmation of the hidden truths of karma.

Anyone in charge of young children—especially those who work in children’s homes—who is aware of the activity of destiny, must ask, Have I been specifically chosen for the important task of guiding and educating these children? And other questions follow: What must I do to eliminate as far as possible my personal self, so I can leave those in my care unburdened by my subjective nature? How do I act so I do not interfere with a child’s destiny? And, above all, How can I best educate a child toward human freedom? If you come to understand what happens in a child between birth and the change of teeth—during the first seven years—you will realize how vulnerable young children are and how deeply we can affect their being (I will speak later about the period of embryonic development). The change of teeth represents a decisive turning point in the life of children. Close observation reveals that, after the seventh year, an entirely new interrelationship emerges between the child’s thinking, feeling, and willing.

We have become accustomed to applying certain concepts gained from observing physical processes to the life of the human being. For instance, in natural processes, when we notice the sudden emergence of heat that was imperceptible in a previous state and had not been introduced externally, we say that latent heat is being released. Just as latent heat can be set free by material processes, similarly, soul and spirit forces are set free after the change of teeth, forces that have thus far been bound up with the organism and instrumental for its growth. Freed from processes of growth and nourishment, however, these forces go to work in the child’s soul; they are transformed into soul forces.

Natural science today forms abstract concepts about the relationship between body and soul; theories are invented to explain the effects of one on the other. One speaks of a psychophysical parallelism and so on. Instead of making exact observations, one philosophizes. But all this leads nowhere. If you want to fathom the secrets of human nature, you have to observe it with the same precision used to observe the phenomena of outer nature. Then you will discover that, after approximately the seventh year, forces that were engaged in building the physical organism of the child are now transformed into soul forces that will determine a child’s relationship to the outer world.

If we wish to find out what the soul of a child is like between birth and the seventh year, we must observe the child’s development from the seventh year on. Then, in the child’s soul, we can see the very same forces that were active in the physical organization. And we will find that the hidden, organic activity that molds and shapes the child’s brain and the rest of the organism has a very special significance. Through birth, or conception, children carry into their physical organization what they brought from the worlds of soul and spirit. When children are fully engaged in building up the physical organs in this way, they must be left free to do so, and consequently the doors leading to the outer world remain closed. It is essential that we refrain from interfering in our clumsy ways with these inner activities in children, because they are doing what they have to do and are thus inaccessible to outer will forces.

We must also realize, however, that despite the preoccupation of children with their processes of growth, everything we do around them nevertheless makes deep and distinct impressions on them. I will go into further detail later, but we must not forget that everything at work within the child’s soul after the seventh year was directly involved in the process of building organs up to that age. This means that until the seventh year, the impressions coming from the outer world directly affect their physical constitution—the lungs, stomach, liver, and other organs. In children at this age, the soul has not yet become free of the physical organization, where it is still actively engaged. Because of this, all of the impressions they receive from us through our general conduct have a decisive effect on their future constitution of health or illness.

You came expecting to learn something about our educational principles, but it is the practical application of these principles that is most important. What really matters in education are the mood and soul attitude that teachers carry in their hearts toward the human being. We cannot truly serve the art of education unless we approach the growing human being with real insight. One could even say that teachers are free to approach subjects in their own individual ways, since, in any event, they must prepare their subject material according to what they have learned from life. The important thing is that teachers each carry within themselves a true picture of the human being; if this picture is present to their inner eyes, they will do the right thing, although outwardly each teacher may act in very different ways.

I visited parallel classes as the spiritual guide of the Waldorf school (the large numbers already require parallel classes), and when I saw how the teachers each treat the same subject in very individual ways, I never object or insist that they all follow the same set courses. Even when two versions of the same subject appear contradictory externally, each may nevertheless be correct in its own way. In fact, if one teacher were to copy another, the results could be entirely wrong. There is a good reason that our school is called the “Free Waldorf School.” This is not just because of our independence from the state system, but the name very much reflects the atmosphere of freedom that pervades its entire makeup.

During the previous lecture I pointed out that a suprasensory contemplation of the human being will reveal to us—apart from the physical body—another, finer body that we call the ether body, or body of formative forces. This ether body provides not just the forces that sustain nourishment and growth; it is also the source of memory faculties and the ability to create mental images and ideas. It does not become an independent entity until the change of teeth, and its birth is similar to the way the physical body is born from one’s mother. This means that, until the change of teeth, the forces of the ether body work entirely in the processes of a child’s organic growth, whereas after that time—while still remaining active in this realm to a great extent—those forces partially withdraw from those activities. The released forces of the ether body then begin to work in the soul realm of mental images and memory, as well as in many other nuances of a child’s soul life.

The change of teeth is a unique event. The forces needed to push out the second teeth existed prior to this event, but now they are no longer needed. Once the second teeth have appeared, this particular activity of the ether body becomes redundant. The final activity of pushing out the second teeth is an external manifestation of the sort of activity that is happening within a child’s organism. At the end of the first seven-year period, most of these ether forces are released to flow into a child’s soul and spiritual nature.

One can recognize these seven-year periods throughout the entire human life, and each again can be seen in three clearly differentiated shorter periods. If we observe the gradual withdrawal of some of these ether forces until approximately the seventh year, we see how during the first two and a half years after physical birth the ether body frees itself from the head region; in the next two and a half years, it frees itself from the chest region; and finally, until the change of teeth, it frees itself from the child’s metabolic-limb system. Thus we see three phases in the gradual withdrawal of ether forces. And we clearly recognize how, while the ether body is still connected with the head region, a child rejects any intentional influence coming from outside.

What children learn during this first two-and-a-half-year period is extremely important for their whole life. They do so through an incoming activity and from what they have brought with them from prenatal existence. Just consider how children learn to speak and walk during this first short period. These are two human faculties that are closely connected with maintaining self-confidence, both from a personal and a social point of view. These two important faculties are developed while the ether body is still engaged in shaping the brain and radiating into the rest of the organism. If these ether forces radiate too strongly into the organism and disturb the infant’s delicate processes of metabolism, breathing, and blood circulation—if they become too powerful within a baby’s organism—scarlet fever and similar childhood illnesses may occur even at this young age. Basically, because of all this activity within children at this stage, they remain inaccessible to conscious approaches directed by the will and demands from the outside. They want to be left to work on their own organism.

Being inaccessible to the outer world during the first two and a half years is one significant factor. Another is the fact that children have a fine, instinctive perception for everything going on around them, especially what is happening in people with whom they have established a certain rapport. Anyone caring for such a child naturally belongs to this category. I am not speaking of a child’s ability to use the senses as an older person does. It is not a matter of what children see with their eyes, but a general perception of the most intimate kind that takes in what is happening in their surroundings. This perception, however, excludes anything that seeks to impose itself from outside, against which children will defend themselves instinctively during those first two and a half years.

To get a better understanding of children’s susceptibility to the outer world when their sensory perceptions are still deeply immersed in feeling, it may help to look at animals, the creatures immediately below the human being, because they show a similar, acute sensitivity toward the outer world. I am not contradicting what I said about senility in a previous lecture; one must simply observe accurately. Animals are especially sensitive to their surroundings. I do not know whether those who have come from England or other European countries have ever heard of the horses that, a few years before the war, created a sensation by appearing to do simple mathematical calculations. In Berlin, there was the famous horse of Mr. von Osten, and in Elberfeld there were several horses that could do numeric calculations. Well, I cannot say anything about the Elberfeld horses, but I did make the acquaintance of von Osten’s horse in Berlin, and I was able to observe the close relationship between this horse and its master. It is true that the horse stamped its legs—three times three is nine—which, for a horse, is a very respectable achievement.

All kinds of theories were advanced to explain the horse’s reactions to questions from von Osten. There was one university lecturer—a most erudite man—who even wrote a whole book on this horse. He wrote, “Of course the horse cannot calculate, but whenever Mister von Osten says, ‘Three times three,’ he accompanies his words by barely noticeable facial expressions. He sort of mimes, and when he pronounces the word nine, the horse is capable of observing these facial expressions and stamps accordingly.” His was certainly a learned treatise. He continued, “I myself was unable to detect the miming on von Osten’s face and therefore I cannot guarantee that my theory is correct. But it must have been there and the horse was able to observe it.” It seems to me that the author merely states that he, a university lecturer, considered the horse more capable of observation than he was himself. In my opinion, the crucial point was von Osten’s procedure, for he had large pockets filled with sweets that he shoved into the horse’s mouth, thus maintaining an uninterrupted flow of sensation and gratification. The result was an intimate relationship between master and horse. Everything was immersed in a feeling of sympathy, which made the horse extremely receptive, in keeping with its animal nature, to all that came from its master, even his thoughts and shades of feeling, but hardly the play of mysterious expressions on his face. The processes of calculation going on in von Osten’s mind were transferred to the horse via the taste of sweetness. This phenomenon does not become any less interesting when interpreted this way, but it can teach us a great deal about the relationship of living beings. It cannot be explained hypothetically by observing the facial expressions a horse can detect, though not a university lecturer.

During the first two and a half years, children have a similar rapport with the mother or with others they are closely connected with as long as their attitude and conduct make this possible. Then children become perfect mimics and imitators. This imposes a moral duty on adults to be worthy of such imitation, which is far less comfortable then exerting one’s will on children. Children take in all that we do, such as the ways we act and move. They are equally susceptible to our feelings and thoughts. They imitate us, and even if this is not outwardly noticeable, they nevertheless do this by developing tendencies for imitation that, through their organic soul forces, they press down into the physical organism. Therefore, education during these first two and a half years should be confined to the self-education of the adults in charge, who should think, feel, and act in a way that, when perceived by children, will cause them no harm. Fundamentally, the stage of imitation continues until the change of teeth, and thus children will be strongly influenced by their environment later on as well.

The following example may demonstrate this. Two disconsolate parents once came to me, saying, “Our child has always been good, but now she has stolen money.” Was this really true? At a superficial glance, yes, for she had taken money out of the cupboard where it was always kept by her mother. The child then bought sweets with the money and even gave some to other children. I reassured the parents that their child had not stolen at all, but that she had merely imitated her mother, who regularly took money from the cupboard to buy things. There was never any intention of stealing; this concept did not yet exist in the child’s mind. But children are imitators and will do what mother does. If we wish to avoid confusion, it is up to adults to realize this and act differently in front of the children.

Neither will children learn to walk through our efforts to make them stand and do all sorts of movements. Such instruction belongs in gym much later on. If we intervene by making children stand and walk prematurely, we may do irreparable damage to the nerve processes, which may persist for their whole life. If children see adults in an upright position, as imitator they try to raise themselves to the same position when the time comes. We must always see the human being during the initial stages as an imitator and arrange our child rearing accordingly.

This can certainly be very trying at times, and we all know that there are babies who seem to be yelling all day and, apart from the ear-splitting noise, inflict all kinds of other provocations on the adult. True, there are situations that have to be dealt with, even drastically, to avoid serious damage by a child. But such measures do not really belong to the field of education. Admittedly, it is hard to put up with a screaming child, but when we behave as described, our conduct gradually sinks into the deeper layers of a child’s soul and spiritual forces (which are still closely connected to organic processes) and eventually brings about more positive results.

If we observe small children without preconceived ideas, we find that their screaming and other unpleasant features come from their physical organization. Although the inherent forces in the behavior of intense crying remain with the child, the habit of crying will gradually pass. Such forces are very intense. If we influence the child correctly by setting the proper example and acting morally, the forces behind a baby’s crying will reveal themselves as intensely moral forces in later life. A strong morality later in adult life is an expression of those same forces that lived in the intense crying of a young child. On the other hand, if those close to a child have an immoral attitude—even if only in thoughts—these forces will reappear later as intensely immoral forces. And we must be careful not to harm the development of children while they are learning to speak. This easily happens when we make them say words we choose; this, too, is an imposition of our will on the child. It is best to speak naturally in front of children (as long as we speak in a moral way) so that they have opportunities to hear us. In this way, children find their own way into language.

Now you can appreciate the real point of what has been said so far—that we must not be tempted by a false kind of instinct to make baby talk for the child’s benefit. This is not an instinct but something we may have acquired through misguided customs. Nurses or others dealing with young children should never speak to them in an artificial or childish way. We really do a great wrong when we change our normal way of speaking to “suit” a child, for children always want to imitate us as we really are, not as we pretend to be. They reject anything that approaches them as an expression of another person’s will, such as childish and naive baby talk. Children have to put up with it, but they have a deep inner resentment toward such an approach. The effects of such well-intended folly is so farreaching that it may come to light in later years as a weakened digestion. When an older person is diagnosed as having a weak digestion, it might be nothing but the result of the wrong approach by an over-zealous but misguided nurse during that person’s early childhood.

These are the main points regarding the first third of the first seven-year period, and they need to be kept in mind.

At the age of two and a half, the head organization in children is developed far enough so that the forces of the ether body that have been working on it may be released. This gradual withdrawal continues into the area of the chest until about the fifth year, when breathing and blood circulation have also reached a certain stage of completion. Thus, by the time children learn to speak and walk, the formative forces released from the head (now acting now as soul and spiritual forces) join those being released in the chest region. This change can be recognized externally by the emergence of an exceptionally vivid memory and wonderful imagination, which children develop between two and a half and five. However, you must take great care when children develop these two faculties, since they are instrumental in building the soul. Children continue to live by imitation, and therefore we should not attempt to make them remember things we choose. At this stage it is best to leave the evolving forces of memory alone, allowing children to remember whatever they please. We should never give them memory exercises of any kind, otherwise, through ignorance, we might be responsible for consequences we can see only when viewing the entire course of human life.

Sometimes we meet people who, around the age of forty or later, complain of shooting pains or rheumatism. This may certainly have various causes, but if we carry our research far enough, we may find that the rheumatism was caused by a premature overloading of the memory during early childhood. The pattern of life is indeed very complex, and only by trying to recognize its many hidden links can we engender the love that is the true basis of growing human beings.

Whatever one’s attitude may be, as educators we must respond to the imagination and fantasy of children, which tries to express itself outwardly when they play with toys or join in games with other children. The urge to play between the ages of two and a half and five is really just the externalized activity of a child’s power of fantasy. And if we have the necessary ability of observation for such matters, we can foretell a great deal about the future soul life of children merely by watching them play. The way young children play provides a clear indication of their potential gifts and faculties in later life. The most important thing now is to meet their inborn urge to play with the right toys. People in the past responded to this need according to their own particular understanding.

Perhaps this also happened in the West, but at one time a regular epidemic spread throughout Central Europe of giving children boxes of building bricks, especially at Christmas. From separate cubic and quadrilateral stones, children were expected to build miniature architectural monstrosities. This sort of thing has a far-reaching effect on the development of imagination in children, since it leads to an atomistic, materialistic attitude—a mentality that always wants to put bits and pieces together to form a whole. In dealing with practical life, it is far better to give full freedom to children’s flexible and living powers of imagination than to nurture intellectual capacities that, in turn, encourage the atomistic nature of modern thinking. Imagination in children represents the very forces that have just liberated themselves from performing similar creative work within the physical formation of the brain. This is why we must avoid, as much as possible, forcing these powers of imagination into rigid, finished forms.

Imagine two nurses who are looking after a child between two and a half and five years of age. One of them—she may be very fond of the little girl in her charge—gives her a “beautiful” doll, one that has not only painted cheeks and real hair but eyes that close and a moveable head. I believe there are dolls that can even speak. Well, she gives this doll to the little girl, but since it is finished in every detail, there is nothing left for the child’s imagination to create, and her yearning for creative flexibility remains unsatisfied. It is as if its forces of imagination were put into a straitjacket. The other nurse, who has a little more understanding for the inner needs of the child, takes an old piece of cloth that is of no use for anything else. She winds a thread around its upper end until something resembling a head appears. She may even ask the little girl to paint two black dots on the face or perhaps more, for the eyes, nose, and mouth. Now, because the child’s imagination is stimulated, because she can create instead of having to put up with fixed and finished forms, the child experiences a far more lively and intimate response than she does toward the so-called beautiful doll. Toys, as much as possible, should leave the power of fantasy free in children. And since intellect is not the same as fantasy or imagination, the activity of assembling many parts is really not in harmony with the type of fantasy that is characteristic of children at this age.

Anything that evokes an inner feeling of liveliness and flexibility is always suitable for young children. For example, there are children’s books with cut-outs and nicely colored figures that can be moved by pulling strings attached below, so they will do all kinds of things, such as embracing or thrashing each other. These always stimulate children to invent whole stories, and thus they are very wholesome objects of play. Similarly, games with other children should not be too formal but should leave plenty of scope for children’s imagination.

All these suggestions spring from a knowledge of the human being, based on reality and allowing educators to acquire the necessary understanding, especially in terms of the practical side of life.

When children approach the fifth year, the ether forces of the body—which have thus far been building the breathing and the blood circulation—now become available for other activities. Likewise, up to the change of teeth, ether forces will struggle free and, after completing their task within the metabolic-limb system, become redundant. At that time, new spiritual soul forces gradually awaken and emerge fully after the seventh year (we will study this in more detail later). However, these forces already shine with a dawning light in this third and final period, which concludes the first seven-year period of human life.

When ether forces from the chest area reappear as soul and spiritual forces, children are becoming amenable to exhortations and to a sense of authority. Previously, unable to understand what they should or should not do, they could only imitate, but now, little by little, they begin to listen to and believe what adults say. Only toward the fifth year is it possible to awaken a sense of right and wrong in children. We can educate children correctly only by realizing that, during this first seven-year period until the change of teeth, children live by imitation, and only gradually do they develop imagination and memory and a first belief in what adults say.

Faith in the adult induces a feeling of authority, especially for teachers with whom children have a very close relationship. However, at this stage, children are too young for any formal education. It pains me to know that the sixth year has been fixed as the official school age. Children should not enter elementary school before their seventh year. I was always glad to hear, therefore (and I don’t mind if you consider this uncivilized), that the children of some anthroposophists had no knowledge of writing and reading, even at the age of eight. Accomplishments that come with forces that are available later on should never be forced into an earlier stage, unless we are prepared to ruin the physical organism.

In the next few days I will show you how we try to treat our children without inflicting harm on them when they enter the Waldorf school. Tomorrow I will begin by introducing you to the Waldorf school, though only by speaking of it.

Dear friends,

There is something that is always overlooked in this present age, something that has to do with the working, and the wanting to work, of the spiritual world. It is this: that total spiritual activity must include the creative activity to be found in human thought and feeling. What really lies at their foundation has been completely forgotten in this age of materialistic thought; today humankind is fundamentally entirely unaware of it. That is why in this very field a kind of evil mischief is perpetrated throughout our present civilization. You surely know that from every possible center, whatever it may be called, all kinds of instructions go out to people telling how they can enhance their thought power, how their thoughts can become powerful. In this way seeds are strewn in every direction of something that in earlier spiritual life was called—and still is called—“black magic.” Such things are the cause of both soul illnesses and bodily illnesses, and the physician and priest must be aware of them in the course of their work. If one is alert to these things, one already has a clearer perception of the illnesses and symptoms of human soul-life. Moreover one can work to prevent them. This is all of great importance. The intent of instruction about thought power is to give people a power they would otherwise not possess, and this is often used for pernicious reasons. There is every possible kind of instruction today with this intent—for instance, how business executives can be successful in their financial transactions. In this area a tremendous amount of mischief is perpetrated.

And what is at the bottom of it all? These things will simply become worse unless clear knowledge of them is sought precisely in the field of medicine and in the field of theology. For human thinking in recent times, particularly scientific thinking, has come enormously under the influence of materialism. Often today people express their satisfaction over the fact that materialism in science is on the decline, that the tendency everywhere is to try to reach out beyond materialism. But truly this is slight satisfaction for those who see through these things. In the eyes of such people, the scientists or the theologians who want to overcome materialism in a modern manner are much worse than the hard-shell materialists whose assertions gradually become untenable through their very absurdity. And those who talk so glibly about spiritualism, idealism, and the like are strewing sand in people's eyes—and it's going into their own eyes as well.

For what do Driesch¹³ and others do, for instance, when they want to present something that is beyond physical-material events? They use exactly the same thoughts that have been used for hundreds of years to think about the material world alone, thoughts that indeed have no other capacity than to think about the material world alone. These are the thoughts they use to think about something that is supposed to be spiritual. But such thoughts do not have that capacity. For that, one has to go to true spiritual science. That is why such strange things appear and today it is not even noticed that they are strange. A person like Driesch, for instance, recognized officially by the outer world but in reality a dilettante, holds forth to the effect that one must accept the term “psychoid.” Well, if you want to ascribe to something a similarity to something else, that something else must itself be around somewhere. You can't speak of apelike creatures if there are no apes to start with. You can't speak of the “psychoid” if you say there's no such thing as a soul! And this silly nonsense is accepted today as science, honest science, science that is really striving to reach a higher level. These things must be realized. And the individuals in the anthroposophical movement who have had scientific training will be of some value in the evolution of our civilization if they don't allow themselves to be blinded by the flaring-up of will-o'-the-wisps but persist in observing carefully what is now essential to combat materialism.

Therefore the question must be asked: How is it possible for active, creative thinking to arise out of today's passive thinking? How must priests and physicians work so that creative impulses can now flow into the activity of individuals who are led and who want to be led by the spirit? Thoughts that evolve in connection with material processes leave the creative impulse outside in matter itself; the thoughts remain totally passive. That is the peculiar characteristic of our modern thought world, that the thoughts pervading the whole of science are quite passive, inactive, idle. This lack of creative power in our thinking is connected with our education, which has been completely submerged in the current passive science. Today human beings are educated in such a way that they simply are not allowed to think a creative thought—for fear that if they should actually entertain a creative thought they wouldn't be able to keep it objective but would add some subjective quirk to it! These are things that must be faced. But how can we come to creative thoughts? This can only happen if we really develop our knowledge of the human being. Humans cannot be known by uncreative thoughts, because by their very nature they themselves are creative. One must re-create if one wants knowledge. With today's passive thinking one can only understand the periphery of the human being; one has to ignore the inner being.

It is important that we really understand the place humanity has been given in this world. Today therefore, let us put something before our souls as a kind of goal that lies at the end of a long perspective, but that can make our thoughts creative—for it holds the secret for making human thought creative.

Let us think of the universe in its changing and becoming—say in the form of a circle. (Plate VII) We may picture it like this because actually the universe as it evolves through time presents a kind of rhythmic repetition, upward and downward, with respect to many phenomena. Everywhere in the universe we find rhythms like that of day and night: other, greater rhythms that extend from one Ice Age to another, and so forth. If first we confine our inquiry to the rhythm that has the largest intervals for human perception, it will be the so-called Platonic year, which has always played an important role in human thoughts and ideas about the world when these were filled with more wisdom than they are now.

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We can come to the Platonic year if we begin by observing the place where the sun rises on the first day of spring, the twenty-first of March of each year. At that moment of time the sun rises at a definite spot in the sky. We can find this spot in some constellation; attention has been given to it through all the ages, for it moves slightly from year to year. If, for instance, in 1923 we had observed this point of spring, its place in the sky in relation to the other stars, and now in 1924 observe it again, we find it is not in the same place; it lies farther back on a line that can be drawn between the constellation of Taurus and the constellation of Pisces. Every year the place where spring begins moves back in the zodiac a little bit in that direction. This means that in the course of time there is a gradual shift through all the constellations of the starry world; it can be seen and recorded. If we now inquire what the sum of all these shifts amounts to, we can see what the distance is from year to year. One year it is here, the next year there, and so on—finally it has come back to the same spot. That means after a certain period of time the place of spring's beginning must again be in the very same spot of the heavens, and for the place of its rising the sun has traveled once around the entire zodiac. When we reckon that up, it happens approximately every 25,920 years. There we have found a rhythm that contains the largest time-interval possible for a human being to perceive—the Platonic cosmic year, which stretches through approximately 25,920 of our ordinary years.

There we have looked out into the distances of the cosmos. In a certain sense we have pushed our thoughts against something from which the numbers we use bounce back. We are pushing with our thoughts against a wall. Thinking can't go any further. Clairvoyance must then come to our aid; that can go further. The whole of evolution takes place in what is encircled by those 25,920 years. And we can very well conceive of this circumference, if you will—which obviously is not a thing of space, but of space-time—we can conceive of it as a kind of cosmic uterine wall. We can think of it as that which surrounds us in farthest cosmic space. (Plate VII, red-yellow)

Now let us go from what envelops us in farthest cosmic space, from the rhythm that has the largest interval of time that we possess, to what appears to us first of all as a small interval, that is, the rhythm of our breathing. Now we find—again, of course, we must use approximate numbers—we find eighteen breaths a minute. If we reckon how many breaths a human being takes in a day, we come to 25,920 breaths a day. We find the same rhythm in the smallest interval, in the human being the microcosm, as in the largest interval, the macrocosm.

Thus the human being lives in a universe whose rhythm is the same as that of the universe itself. But only the human being, not the animal; in just these finer details of knowledge one finally sees the difference between the human and the animal. The essential nature of the human physical body can only be realized if it is related to the Platonic cosmic year; 25,920 years: in that span of time the nature of our physical body is rooted. Take a look in An Outline of Esoteric Science at the tremendous time periods, at first determined otherwise than by time and space as we know them, through the metamorphosis of sun, moon, and earth. Look at all the things that had to be brought together, but not in any quantitative way; then you can begin to understand the present human physical body with all its elements.

And now let us go to the center of the circle, (Plate VII) where we have the 25,920 breaths that, so to speak, place humanity in the center of the cosmic uterus. Now we have reached the ego. For in the breathing—and remember what I said about the breathing, that in the upper human it becomes a finer breathing for our so-called spiritual life—we find the expression of the individual human life on earth. Here, then, we have the ego. Just as we must grasp the connection of our physical body to the large time interval, the Platonic cosmic year, so we must grasp the connection of our ego—which we can feel in every breathing irregularity—to the rhythm of our breathing.

So you see, our life on earth lies between these two things—our own breathing and the cosmic year. Everything that is of any importance for the human ego is ruled by the breath. And the life of our physical body lies within those colossal processes that are ruled by the rhythm of 25,920 years. The activity that takes place in our physical body in accordance with its laws is connected with the large rhythm of the Platonic year in the same way that our ego activity is connected with the rhythm of our breathing. Human life lies in between those two rhythms. Our human life is also enclosed within physical-etheric body and astral body-ego. From a certain point of view we can say that human life on earth lies between physical body-etheric body and astral body-ego; from another point of view, from the divine, cosmic aspect, we can say human life on earth lies between a day's breathing and the Platonic year. A day's breathing is in this sense a totality; it relates to our whole human life.

But now let us consider from the cosmic standpoint what lies between human breathing, that is, the weaving life of the ego, and the course of a Platonic year, that is, the living force out in the macrocosm. As we maintain our rhythm of breathing through an entire day of twenty-four hours, we meet regularly another rhythm, the day-and-night rhythm, which is connected with how the sun stands in relation to the earth. The daily sunrise and sunset as the sun travels over the arch of heaven, the darkening of the sun by the earth, this daily circuit of the sun is what we meet with our breathing rhythm. This is what we encounter in our human day of twenty-four hours.

So let us do some more arithmetic to see how we relate to the world with our breathing, how we relate to the course of a macrocosmic day. We can figure it out in this way: Start from one day; in a year there are 360 days. (It can be approximate.) Now take a human life (again approximate) of seventy-two years, the so-called human life span. And we get 25,920 days. So we have a life of seventy-two years as the normal rhythm into which a human being is placed in this world, and we find it is the same rhythm as that of the Platonic sun year.

So our breathing rhythm is placed into our entire life in the rhythm of 25,920. One day of our life relates to the length of our entire life in the same rhythm as one of our breaths relates to the total number of our breaths during one day. What is it, then, that appears within the seventy-two years, the 25,920 days in the same way that a breath, one inhalation-exhalation, appears within the whole breathing process? What do we find there? First of all we have inbreathing-outbreathing, the first form of the rhythm. Second, as we live our normal human life there is something that we experience 25,920 times. What is that? Sleeping and waking. Sleeping and waking are repeated 25,920 times in the course of a human life, just as inbreathing and outbreathing are repeated 25,920 times in the course of a human day. But now we must ask, what is this rhythm of sleeping and waking? Every time we go to sleep we not only breathe carbon dioxide out, but as physical human beings we breathe our astral body and ego out. When we wake, we breathe them in again. That is a longer inbreathing-outbreathing: it takes twenty-four hours, a whole day. That is a second form of breathing that has the same rhythm. So we have a small breath, our ordinary inhalation-exhalation; and we have a larger breath by which we go out into the world and back, the breath of sleeping-waking.

But let us go further. Let us see how the average human life of seventy-two years fits into the Platonic cosmic year. Let us count the seventy-two years as belonging to one great year, a year consisting of days that are human lives. Let us reckon this great cosmic year in which each single day is a whole human life. Then count the cosmic year also as having 360 days, which would mean 360 human lives. Then we would get 360 human lives x 72 years = 25,920 years: the Platonic year.

What does this figure show us? We begin a life and die. What do we do when we die? When we die, we breathe out more than our astral body and ego from our earthly organism. We also breathe our etheric body out into the universe. I have often indicated how the etheric body is breathed out, spread out into the universe. When we come back to earth again, we breathe our etheric body in again. That is a giant breath. An etheric inbreathing-outbreathing. Mornings we breathe in the astral element, while with our physical breath we breathe in oxygen. With each earth-death we breathe the etheric element out; with each earth-life we breathe the etheric element in.

So there we have the third form of breathing: life and death. If we count life to be our life on earth, and death to be our life between death and a new birth, then we have the largest form of breathing in the cosmic year:

1. Inhalation-exhalation, the smallest breath.
2. Sleeping-waking, a larger breath.
3. Life-death, the largest breath.

Thus we stand first and foremost in the world of the stars. Inwardly, we relate to our ordinary breathing; outwardly, we relate to the Platonic year. In between, we live our human life, and exactly the same rhythm is revealed in this human life itself.

But what comes into this space between the Platonic year and our breathing rhythm? Like a painter who prepares a canvas and then paints on it, let us try painting on the base we have prepared, that is, the rhythms we have found in numbers. With the Platonic year as with smaller time rhythms, especially with the rhythm of the year, we find that continual change goes on in the outer world. Also it is change that we perceive; we perceive it most easily in temperatures: warmth and cold. We need only to think of cold winter and warm summer—here again we could present numbers, but let us take the qualitative aspect of warmth and cold. Human beings live life within this alternation between warmth and cold. In the outer world the alternation is within the element of time; and for so-called nature, changing in a time sequence from one to the other is quite healthful. But human beings cannot do this. We have, in a certain sense, to maintain a normal warmth—or a normal coldness, if you will—within ourselves. We have to develop inner forces by which we save some summer warmth for winter and some winter cold for summer. In other words, we must keep a proper balance within; we must be so continually active in our organism that it maintains a balance between warmth and cold no matter what is happening outside.

There are activities within the human organism of which we are quite unaware. We carry summer within us in winter and winter within us in summer. When it is summer, we carry within us what our organism experienced in the previous winter. We carry winter within us through the beginning of spring until St. John's Day; then the change comes. As autumn approaches, we begin to carry the summer within us, and we keep it until Christmas, until December 21, when the balance shifts again. So we carry in us this continual alternation of warmth and cold. But what are we doing in all this?

When we examine what we are doing, we find something extraordinarily interesting. Let this be the human being (see drawing below).

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We realize from simple superficial observation that everything that enters the human being as cold shows the tendency to go to the nerve-sense system. And today we can point out that everything that works as cold, everything of a winter nature, works in the building up of our head, of our nerve-sense organization. Everything of a summer nature, everything that contains warmth, is given over to our metabolic-limb system. If we look at our metabolic-limb system, we can see that we carry within it everything summery. If we look at our nerve-sense functions, we can see that we carry in them everything we receive out of the universe that is wintry. So in our head we always have winter; in our metabolic-limb system we always have summer. And our rhythmic system maintains the balance between the one and the other. Warmth-cold, warmth-cold, metabolic system-head system, with a third system keeping them in balance. Material warmth is only a result of warmth processes, and material cold the result of cold processes. So we find a play of cosmic rhythm in the human organism. We can say that winter in the macrocosm is the creative force in the human nerve-sense system centered in the head. Summer in the macrocosm is the creative force in the human metabolic-limb system.

This way of looking into the human organism is another example of the initiatic medicine of which I spoke when I said it has a beginning in the book¹⁴ that Dr. Wegman worked out with me. The beginning is there for what must more and more become a part of science.

If we climb the rocks where the soil is so constituted that winter plants will grow in it, we come to that part of the outer world that is related to the organization of the human head. Let us suppose that we collect medicinal substances out in the world. We want to make sure that the spiritual forces appearing in an illness that originates in the nerve-sense system will be healed by the spirit in outer nature, so we climb very high in the mountains to find minerals and plants and bring them down for medicines for head illnesses. We are acting out of our creative thinking. It starts our legs moving toward things we must find in the earth that correspond to our medical needs. The right thoughts—and they come out of the cosmos—must impel us all the way to concrete deeds. These thoughts can stir us without our knowledge. People, say, who work in an office—they also have thoughts, at least they sometimes have them—now they are impelled by some instinct to go off on all sorts of hikes. Only they don't know the real reason—but that doesn't matter. It only becomes important if one observes such people from a physician's or a priest's standpoint. But a true view of the world also gives one inspiration for what one has to do in detail.

Now again, if we have to do with illnesses in the metabolic-limb system, we look for low-growing plants and for minerals in the soil. We look for what occurs as sediment, not for what grows above the earth in crystal form. Then we get the kind of mineral and plant remedies we need. That is how observation of the connection between processes in the macrocosm and processes in man lead one from pathology to therapy.

These connections must again be clearly understood. In olden times people knew them well. Hippocrates was really a latecomer as far as ancient medicine is concerned. But if you read a little of what he is supposed to have written, of what at any rate still preserved his spirit, you will find this viewpoint throughout. All through his writings you will find that the concrete details relate to broad knowledge and observation such as we have been presenting. In later times, such things were no longer of any interest. People came more and more to mere abstract, intellectual thinking and to an external observation of nature that led to mere experimentation. We must find the way back again to what was once vision of the relation between the human being and the world.

We live as human beings on the earth between our ego and our physical body, between breathing and the Platonic year. With our breathing we have a direct relation to the day. What do we relate to with our physical body? How do we relate physically to the Platonic year? There we relate to totally external conditions in the evolution of large natural processes—for instance, to climatic changes. In the course of the large natural processes human beings change their form, so that, for instance, successive racial forms appear, and so forth. We relate qualitatively to what happens in the shorter external changes, to what successive years and days bring us. In short, we evolve as human beings between these two farthest boundaries. But in between we can be free, because in between, even in the macrocosm, a remarkable element intervenes.

One can be lost in wonder in pondering over this rhythm of 25,920 years. One is awed by what happens between the universe and the human being. And as one contemplates all this, one realizes that the whole world—including the human being—is ordered according to measure, number, and weight. Everything is wonderfully ordered—but it all happens to be human calculation! And at important moments when we are explaining a calculation—even though it is correct—we always have to add that curious word “approximately.” For our human calculation never comes out exactly right. It is all absolutely logical; order and reason are in everything, they are alive and active, everything “works,” as we say. And yet there is something in all of it, something in the universe that is completely irrational. Something is there so that however profound our awe may be, even as initiates, when we go for an afternoon walk we still take an umbrella along. We take an umbrella because something could happen that is irrational. Something can appear in the life of the universe that simply “doesn't come out right” when numbers are applied to it. And so one has had to invent leap years, intercalary months, all kinds of things. Such things have always had to be used for the fixing of time. What is offered by a well-developed astronomy that has deepened into astrology and astrosophy (for one can think of it in that way) is all destroyed for immediate use by meteorology. This latter has not attained the rank of a rational science; [This lecture was given in 1924.] it is more or less permeated by vision, and will be, more and more. It takes an entirely different path; it consists of what is left over by the other sciences. Modern astronomy itself lives only in names; it is really nothing more than a system for giving names to stars. That is why even Serenissimus came to the end of his knowledge when newly found stars had to have names. He would visit the observatories in his country and let them show him various stars through the telescope, then after seeing everything he would say, “Yes, I know all that—but how you know what that star's name is, that very distant star, that's what I don't understand.” Yes, of course it's obvious, the standpoint you've adopted at this moment when you laugh at Serenissimus. But there's another standpoint: one could laugh at the astronomers. I'd rather you'd laugh at the astronomers, because there's something very strange going on in the world as it evolves.

If you want to inquire into the old way of naming things, Saturn and so forth, you should think back to our speech course,¹⁵ and recall that in olden times names were given from the feeling the astrologers and astrosophers had for the sound of some particular star. All the old star names were God-given, spirit-given. The stars were asked what their names were, because the tone of the star was always perceived and its name was then given accordingly. Now, indeed, you come to a certain boundary line in the development of astrosophy and astrology. Earlier they had to get the names from heaven. When you come to more recent times when the great discoveries were made, for instance, of the “little fellows” (Sternwichten), then everything is mixed up. One is called Andromeda, another has another Greek name. Everything is mixed up in high-handed fashion. One can't think that Neptune and Uranus are as truly characterized by their names as Saturn was. Now there is only human arbitrariness. And Serenissimus made one mistake. He believed the astronomers were carrying on their work similarly to the ancient astrosophers. But this was not so. They possessed only a narrow human knowledge, while the knowledge of the astrosophers of olden times, and astrologers of still older times, came directly out of humanity's intercourse with the gods. However, if today one would return from astronomy to astrology or astrosophy, and thereby have a macrocosm to live in that is rational throughout, then one would reach Sophia. Then one would find too that within this rationality and Sophia-wisdom meteoronomy, meteorology, and meteorosophy are the things that “don't come out right” by our human calculation, and one can only question them at their pleasure! That's another variety of Lady! In ordinary everyday life, one calls a lady capricious. And the meteorological Lady is capricious all the way from rainshowers to comets. But as one gradually advances from meteorology to meteorosophy one discovers the finer attributes of this world queen, attributes that do not come merely from caprice or cosmic emotion, but from the Lady's warm heart. But nothing will be accomplished unless in contrast to all the arithmetic, all the thinking, all that can be calculated rationally one acquires a direct acquaintance with the beings of the cosmos and learns to know them as they are. They are there; they do show themselves—shyly perhaps at first, for they are not obtrusive. With calculations one can go further and further, but then one is getting further and further away from the true nature of the world. For one is only reaching deeds from the past.

If one advances from ordinary calculation to the calculating of rhythms as it was in astrology for the harmony of the spheres, one goes on from the calculating of rhythms to a view of the organization of the world in numbers, as we find them in astrosophy. On the other hand one finds that the ruling world beings are rather shy. They do not appear at once. First they only present a kind of Akasha photography, and one is not sure of its source. One has the whole world to look at, but only in photographs displayed in various parts of the cosmic ether. And one does not know where they come from.

Then inspiration begins. Beings come out of the pictures and make themselves known. We move out of “-nomy” - but just to “-logy.” Only when we push through all the way to intuition does the being itself follow from inspiration and we come to Sophia. But this is a path of personal development that requires the effort of the whole human being. The whole human being must become acquainted with such a Lady, who hides behind meteorology—in wind and weather, moon and sun insofar as they intervene in the elements. Not just the head can be engaged as in “-logy,” but the whole human being is needed.

Already there is a possibility of taking the wrong path in this endeavor. You can even come to Anthroposophy through the head—by coming from anthroponomy, which is today the supreme ruling science, to anthropology. There you just have rationality, nothing more. But rationality is not alive. It describes only the traces, the footprints, of life and it gives one no impulse to investigate details. Yet life really consists of details and of the irrational element. What your head has grasped, you have to take down into the whole human being, and then with the whole human being progress from “-nomy” to “-logy,” finally to “-sophy,” which is Sophia.

We must have a feeling for all this if we want to enliven theology on the one side and medicine on the other through what can truly enliven them both—pastoral medicine. But the essential thing is that first of all, at the very outset of our approach to pastoral medicine, we learn to know the direction it should take in its observation of the world.

• 13. Hans Driesch (1867–1941). Scientist and philosopher.
• 14. Rudolf Steiner and Ita Wegman, Extending Practical Medicine (London: Rudolf Steiner Press, 1996).
• 15. Rudolf Steiner, Speech and Drama (Hudson, N.Y.: Anthroposophic Press, 1986).

From what I have said as to the way. in which we should teach the child about Nature, about plant and animal, I think you will have realized that the aim of the Waldorf School is to adapt the curriculum exactly to the needs of the child's development at the successive stages of growth. I have already spoken of the significant turning-point occurring between the ninth and tenth years. Only now does the child begin to realize himself as an individual apart from the world. Before this age there is in his life of thought and feeling no sense of separation between himself and the phenomena of the outer world. Up to the ninth year, therefore, we must speak of plants, animals, mountains, rivers and so on in the language of fairy-tales, appealing above all to the child's fantasy. We must make him feel as if his own being were speaking to him from the outer world, from plant, mountain and spring.

If you will bear in mind the way in which after this age we lead on into botany and zoology, you will realize that the aim of the teaching is to bring the child into a true relationship with the world around him. He learns to know the plants in their connection with the earth and studies them all from this point of view. The earth becomes a living being who brings forth the plants, just as the living human head brings forth hair, only of course the forms contained in the earth, the plants, have a much richer life and variety. Such a relationship with the plant world and with the whole earth is of great value to the well-being of the child in body and soul. If we teach him to see man as a synthesis of the animal species spread over the earth, we help to bring him into a true relationship with other living beings standing below him in the scale of creation. Until the age of eleven or twelve, the mainspring of all Nature-study should be the relationship of the human being to the world.

Then comes the age when for the first time we may draw the child's attention to processes going on in the outer world independently of man. Between the eleventh and twelfth years, and not until then, we may begin to teach about the minerals and rocks. The plants as they grow out of the earth are in this sense related to stone and mineral. Earlier teaching about the mineral kingdom in any other form than this injures the child's mobility of soul. That which has no relationship with man is mineral. We should only begin to deal with the mineral kingdom when the child has found his own relation to the two kingdoms of nature which are nearest to him, when in thought and feeling he has grasped the life of the plants and his will has been strengthened by a true conception of the animals.

What applies to the minerals applies equally to physics and chemistry, and to all so-called causal connections in history and geography, in short, to all processes that must be studied as only indirectly related to the human being in the sense of which I spoke yesterday. The teaching of all this should be postponed until the period lying between the eleventh and twelfth years.

The right age for a child to begin his school life is when he gets his second teeth, i.e. at about the seventh year. Until then, school is not really the place for him. If we have to take a child before this age, all kinds of compromises are necessary. I will however, explain certain basic principles When the child first comes to school, we teach him in such a way that as yet he makes no distinction or separation between himself and the world at large. Between the ninth and tenth years we begin to awaken a living understanding through a knowledge of the plants, and to strengthen his will through a knowledge of the animals. In mineralogy, physics, and chemistry we can only work through the intellect, and then as a necessary counterbalance art must be introduced. (I shall be speaking more of this in tomorrow's lecture.) From the eleventh or twelfth year onwards we shall find that the child is able to form a rational, intellectual conception of cause and effect and this must now be elaborated by physics and chemistry. These processes which should gradually lead into the study of astronomy must not however be explained to the child before he has reached the age of eleven or twelve. If we describe simple chemical processes—combustion for instance—before this age, our descriptions must be purely pictorial and imaginative. Abstract reasoning from cause to effect should not be introduced until the child is between eleven and twelve years of age. The less we speak of causality before this time the stronger, the more vital and rich will the soul become; if, on the other hand, we are constantly speaking of causality to a younger child, dead concepts and even dead feelings will pass with a withering effect into his soul.

The aim of the Waldorf School has been on the one hand to base the whole curriculum upon the actual nature of the human being; thus we include in the curriculum all that answers to the needs of the child at each of the different life-periods. On the other hand, we strive to enable the child to take his rightful part in the social life of the world.

To achieve this we must pass on from physics and chemistry to various forms of practical work when the child has reached the fourteenth and fifteenth years. In the classes for children of this age, therefore, we have introduced hand-spinning and weaving, for these things are an aid to an intelligent understanding of practical life. It is good for boys and girls to know the principles of spinning and weaving, even of factory-spinning. They should also have some knowledge of elementary technical chemistry, of the preparation and manufacture of colours and the like.

During their school life children ought to acquire really practical ideas of their environment. The affairs of ordinary life often remain quite incomprehensible to many people to-day because the teaching they receive at school does not lead over at the right moment to the practical activities of life and of the world in general. In a certain direction this is bound to injure the whole development of the soul. Think for a moment of the sensitiveness of the human body to some element in the air, for instance, which the organism cannot assimilate. In the social life of the world of course conditions are not quite the same. In social life we are forced to put up with many incongruities, but we can adapt ourselves if at the right age we have learnt in some measure to understand them.

Just think how many people nowadays get into a train without having the least idea of the principles governing its motion, its mechanism. They see a railway every day and have absolutely no notion of the machinery of an engine! This means that they are surrounded on all hands by inventions and creations of the human mind with which they have no contact at all. It is the beginning of unsocial life simply to accept these creations and inventions of the mind of man without understanding them. At the Waldorf School therefore when the children are fourteen or fifteen years old, we begin to give instruction in matters that play a role in practical life. This age of adolescence is nowadays regarded from a very limited, one-sided point of view. The truth is that at puberty the human being opens out to the world. Hitherto he has lived chiefly within himself, but he is now ready to understand his fellow-men and the social life of the world. Hence to concentrate before puberty on all that relates man to Nature is to act in accordance with true principles of human development, but at the age of fourteen or fifteen the children must be made acquainted with the achievements of the human mind. This will enable them to understand and find their right place in social life. If educationalists had followed this principle some sixty or seventy years ago, the so-called “Social Movement” of to-day would have taken a quite different form in Europe and America. Tremendous progress has been made in technical and commercial efficiency during the last sixty or seventy years. Great progress has been made in technical skill, national trade has become world trade, and finally a world-economy has arisen from national economies. In the last sixty or seventy years the outer configuration of social life has entirely changed, yet our mode of education has continued as if nothing had happened. We have utterly neglected to acquaint our children with the practical affairs of the world at the time when this should be done, namely, at the age of fourteen or fifteen.

Nevertheless at the Waldorf School we are not so narrow-minded as to look down in any way on higher classical education, for in many respects it is extremely beneficial; we prepare pupils whose parents desire it, or who desire it themselves, both for a higher classical education and for final certificates and diplomas. But we do not forget how necessary it is for our age to understand the reason that induced the Greeks, whose one purpose in education was to serve the ends of practical life, not to spend all their time learning Egyptian, a language belonging to the far past. On the other hand, we make a special point of familiarizing our boys, and girls too, with a world not of the present but of the past. What wonder that human beings as a rule have so little understanding of how to live in the world of the present.

The world's destiny has grown beyond man's control simply because education has not kept pace with the changing conditions of social life. In the Waldorf School we try to realize that it is indeed possible to develop the human being to full manhood and to help him to find his true place in the ranks of humanity.

Our endeavour to develop the child in such a way that he may later reveal the qualities of full manhood and on the other hand be able to find his true place in the world is more especially furthered by the way in which languages are taught.

So far as the mother-tongue is concerned, of course, the teaching is adapted to the age of the child; it is given in the form I have already described in connection with other lessons. An outstanding feature of the Waldorf School, however, is that we begin to teach the child two foreign languages, French and English, directly he comes to school, at the age of six or seven. By this means we endeavour to give our children something that will be more and more necessary in the future for the purposes of practical life. To understand the purely human aspect of the teaching of languages we must remember that the faculty of speech is rooted in the very depths of man's being. The mother-tongue is so deeply rooted in the breathing system, the blood circulation, and in the configuration of the vascular system, that the child is affected not only in spirit and soul, but in spirit, soul and body by the way in which this mother-tongue comes to expression within him. We must realize however that the forces of languages in the world permeate man and bring the human element to expression in quite different ways. In the case of primitive languages this is quite obvious; that it is also true of the more civilized languages often escapes recognition.

Now amongst European languages there is one that proceeds purely from the element of feeling. Although in the course of time intellectualism has tinged the element of pure feeling, feeling is nevertheless the basis of this particular language; hence the elements of intellect and will are less firmly implanted in the human being through the language itself. By a study of other languages then, the elements of will and intellect must be unfolded. Again, we have a language that emanates particularly from the element of plastic fantasy, which, so to say, pictures things in its notation of sounds. Because this is so, the child acquires an innately plastic, innately formative power as he learns to speak. Another language in civilized Europe is rooted chiefly in the element of will. Its very cadences, the structure of its vowels and consonants reveal that this is so. When people speak, it is as though they were sending back waves of the sea along the out-breathed air. The element of will is living in this language.

Other languages call forth in man to a greater extent the elements of feeling, music, or imagination. In short each different language is related to the human being in a particular way.

You will say that I ought to name these various languages, but I purposely avoid doing so, because we have not reached a point of being able to face the civilized world so objectively that we can bear the whole impersonal truth of these things!

From what I have said about the character of the different languages, you will realize that the effects produced on the nature of man by one particular “genius of speech” must be balanced by the effects of another, if, that is to say, our aim is really a human and not a specialized, racial development of man. This is the reason why at the Waldorf School we begin with three languages, even in the case of the very youngest children; a great deal of time, moreover, is devoted to this subject.

It is good to begin teaching foreign languages at this early age, because up to the point lying between the ninth and tenth years the child still bears within him something of the quality characteristic of the first period of life, from birth to the time of the change of teeth. During these years the child is pre-eminently an imitative being. He learns his mother-tongue wholly by imitation. Without any claim whatever being made on the intellect, the child imitates the language spoken around him, and learns at the same time not only the outer sounds and tones of speech, but also the inner, musical, soul element of the language. His first language is acquired—if I may be allowed the expression—as a finer kind of habit which passes into the depths of his whole being.

When the child comes to school after the time of the change of teeth, the teaching of languages appeals more to the soul and less strongly to the bodily nature. Nevertheless, up to the ages of nine and ten the child still brings with him a sufficient faculty of fantasy and imitation to enable us to mould the teaching of a language in such a way that it will be absorbed by his whole being, not merely by the forces of soul and spirit.

This is why it is of such far-reaching importance not to let the first three years of school-life slip by without any instruction in foreign languages. On purely educational principles we begin to teach foreign languages in the Waldorf School directly the child enters the elementary classes.

I need hardly say that the teaching of languages is closely adapted to the different ages. In our days men's thinking, so far as realities are concerned, has become chaotic. They imagine themselves firmly rooted in reality because of their materialism, but in point of fact they are theorists. Those who flatter themselves on being practical men of the world are eminently theorists; they get it into their heads that something or other is right, without ever having tested it in practical life. And so, especially in education and teaching, they fall with an utterly impracticable radicalism into the opposite extreme when anything has been found wrong. It has been realized that when the old method of teaching languages, especially Latin and Greek, is based entirely on grammar and rules of syntax, the lessons tend to become mechanical and abstract. And so exactly the opposite principle has been introduced simply because people cannot think consistently. They see that something is wrong and fall into the other extreme, imagining that this will put it right. The consequence is that they now work on the principle of teaching no grammar at all. This again is irrational, for it means nothing else than that in some particular branch of knowledge the human being is left at the stage of mere consciousness and not allowed to advance to self-consciousness. Between the ninth and tenth years the child passes from the stage of consciousness to that of self-consciousness. He distinguishes himself from the world.

This is the age when we can begin gradually of course to teach the rules of grammar and syntax, for the child is now reaching a point where he thinks not only about the world, but about himself as well. To think about oneself means, so far as speech is concerned, to be able not merely to speak instinctively, but to apply rational rules in speech. It is nonsense, therefore, to teach languages without grammar of any kind. If we avoid all rules, we cannot impart to the child the requisite inner firmness for his tasks in life. But it is all-important to bear in mind that the child only begins to pass from consciousness to self-consciousness between the ages of nine and ten. To teach grammar before this age, therefore, is absolutely irrational.

We must know when the change occurs between the ninth and tenth years in order to lead over gradually from an instinctive acquiring of language to the rational element of grammar. This applies to the mother-tongue as well. Real injury is done to the child's soul if he is crammed with rules of grammar or syntax before this eventful moment in his life. Previously the teaching must appeal to instinct and habit through his faculty of imitation. It is the task of speech to inaugurate self-consciousness between the ninth and tenth years and generally speaking the principle of self-consciousness comes to light in grammar and syntax. This will show you why at the Waldorf School we make use of the two or three preceding years in order to introduce the teaching of languages at the right age and in accordance with the laws of human development.

You see now how Waldorf School education aims, little by little, at enabling the teacher to read, not in a book and not according to the rules of some educational system, but in the human being himself. The Waldorf School teacher must learn to read man—the most wonderful document in all the world. What he gains from this reading grows into deep enthusiasm for teaching and education. For only that which is contained in the book of the world can stimulate the all-round activity of body, soul and spirit that is necessary in the teacher. All other study, all other books and reading, should be a means of enabling the teacher ultimately to read the great book of the world. If he can do this he will teach with the necessary enthusiasm, and enthusiasm alone can generate the force and energy that bring life into a classroom.

The principle of the “universal human,” which I have described in its application to the different branches of teaching, is expressed in Waldorf School education in that this school does not in any sense promulgate any particular philosophy or religious conviction. In this connection it has of course been absolutely essential, above all in an art of education derived from Anthroposophy, to remove from the Waldorf School any criticism as to its being an “anthroposophical school.” That certainly it cannot be. New efforts must constantly be made to avoid falling into anthroposophical bias, shall I say, on account of possible over-enthusiasm or of honest conviction on the part of the teachers. The conviction of course is there in the Waldorf teachers since they are anthroposophists. But the fundamental principle of the Waldorf School education is the human being himself, not the human being as an adherent of any particular philosophy.

And so, with the various religious bodies in mind, we were willing to come to a compromise demanded by the times and in the early days to confine our attention to principles and methods to be adopted in a “universal human” education. To begin with, all religious instruction was left in the hands of the pastors of the various denominations, Catholic teaching to Catholic Priests, Protestant teaching to Protestant Priests. But a great many pupils in the Waldorf School are “dissenters,” as we say in Central Europe, that is to say they are children who would receive no religious instruction at all if this were limited to Catholic and Protestant teaching. The Waldorf School was originally founded for the children of working-class people in connection with a certain business, although for a long time now it has been a school for all classes of the community, and for this reason a large majority of the children belonged to no religious confession. As often happens in schools in Central Europe, these children were being taught nothing in the way of religion, and so for their sake we have introduced a so-called “free religious instruction.” We make no attempt to introduce theoretical Anthroposophy into the School. Such a thing would be quite wrong. Anthroposophy has been given for grown-up people; one speaks of Anthroposophy to grown-up people, and its ideas and conceptions are therefore clothed in a form suitable for them. Simply to take what is destined for grown-up people in anthroposophical literature and introduce that would have been to distort the whole principle of Waldorf School education. In the case of children who have been handed over to us for free religious instruction, the whole point has been to recognize from their age what should be given to them in the way of religious instruction.

Let me repeat that the religious teaching given at the Waldorf School—and a certain ritual is connected with it—is not in any sense an attempt to introduce an anthroposophical conception of the world. The ages of the children are always taken into fullest account. As a matter of fact the great majority of the children attend, although we have made it a strict rule only to admit them if their parents wish it. Since the element of pure pedagogy plays an important and essential part in this free religious teaching, which is Christian in the deepest sense, parents who wish their children to be educated in a Christian way, and also according to the Waldorf School principles, send them to us. As I say, the teaching is Christian through and through, and the effect of it is that the whole School is pervaded by a deeply Christian atmosphere. Our religious instruction makes the children realize the significance of all the great Christian Festivals, of the Christmas and Easter Festivals, for instance, much more deeply than is usually the case nowadays. Also the ages of the children must always be taken into account in any teaching connected with religion, for infinite harm is wrought if ideas and conceptions are conveyed prematurely. In the Waldorf School the child is led first of all to a realization of universal Divinity in the world.

You will remember that when the child first comes to school between the ages of seven and ten, we let plants, clouds, springs, and the like, speak their own language. The child's whole environment is living and articulate. From this we can readily lead on to the universal Father-Principle immanent in the world. When the rest of the teaching takes the form I have described, the child is well able to conceive that all things have a divine origin.

And so we form a link with the knowledge of Nature conveyed to the child in the form of fantasy and fairy-tales. Our aim in so doing is to awaken in him first of all a sense of gratitude for everything that happens in the world. Gratitude for what human beings do for us, and also for the gifts vouchsafed by Nature, this is what will guide religious feeling into the right path. To unfold the child's sense of gratitude is of the greatest imaginable significance. It may seem paradoxical, yet it is nevertheless profoundly true that human beings should learn to feel a certain gratitude when the weather is favourable for some undertaking or another. To be capable of gratitude to the Cosmos, even though it can only be in the life of imagination, this will deepen our whole life of feeling in a religious sense. Love for all creation must then be added to this gratitude. And if we lead the child on to the age of nine or ten in the way described, nothing is easier than to reveal in the living world around him qualities he must learn to love. Love for every flower, for sunshine, for rain this again will deepen perception of the world in a religious sense. If gratitude and love have been unfolded in the child before the age of ten, we can then proceed to develop a true sense and understanding of duty. Premature development of the sense of duty by dint of commands and injunctions will never lead to a deeply religious sense. Above all we must instil gratitude and love if we are to lay the foundations of morality and religion.

He who would educate in the sense of true Christianity must realize that before the age of nine or ten it is not possible to convey to the child's soul an understanding of what the Mystery of Golgotha brought into the world or of all that is connected with the personality and divinity of Christ Jesus. The child is exposed to great dangers if we have failed to introduce the principle of universal divinity before this age, and by ‘universal divinity’ I mean the divine Father-Principle. We must show the child how divinity is immanent in all Nature, in all human evolution, how it lives and moves not only in the stones, but in the hearts of other men, in their every act. The child must be taught by the natural authority of the teachers to feel gratitude and love for this ‘universal divinity.’ In this way the basis for a right attitude to the Mystery of Golgotha between the ninth and tenth years is laid down.

Thus it is of such infinite importance to understand the being of man from the aspect of his development in time. Try for a moment to realize what a difference there is if we teach a seven-or-eight-year-old child about the New Testament, or, having first stimulated a consciousness of universal divinity in the whole of Nature, if we wait until he has reached the age of nine or ten before we pass to the New Testament as such. In the latter case right preparation has been made and the Gospels will live in all their super-sensible greatness. If we teach the child too early about the New Testament it will not lay hold of his whole being, but will remain mere phraseology, just so many rigid, barren concepts. The consequent danger is that religious feeling will harden in the child and continue through life in a rigid form instead of in a living form pervaded through and through with feeling for the world. We prepare the child rightly to realize from the ninth and tenth years onwards the glory of Christ Jesus if before this age he has been introduced to the principle of universal Divinity immanent in the whole world.

This then is the aim of the religious teaching given at the Waldorf School to an ever-increasing number of children whose parents wish it. The teaching is based on the purely human element and associated moreover with a certain form of ritual. A service is held every Sunday for the children who are given this free religious instruction, and for those who have left school a service with a different ritual is held. Thus a certain ritual similar in many respects to the Mass but always adapted to the age of the child is associated with the religious teaching given at the Waldorf School.

Now it was very difficult to introduce into this religious instruction the purely human evolutionary principle that it is our aim to unfold in the Waldorf School, for in religious matters to-day people are least of all inclined to relinquish their own point of view. We hear a great deal of talk about a ‘universal human’ religion, but the opinion of almost everyone is influenced by the views of the particular religious body to which he belongs. If we rightly understand die task of humanity in days to come, we shall realize that the free religious teaching that has been inaugurated in the Waldorf School is a true assistance to this task.

Anthroposophy as given to grown-up people is naturally not introduced into the Waldorf School. Rather do we regard it as our task to imbue our teaching with something for which man thirsts and longs: a realization of the Divine, of the Divine in Nature and in human history, arising from a true conception of the Mystery of Golgotha.

This end is also served when the whole teaching has the necessary quality and colouring. I have already said that the teacher must come to a point where all his work is a moral deed, where he regards the lessons themselves as a kind of divine office. This can only be achieved if it is possible to introduce the elements of morality and religion into the school for those who desire it, and we have made this attempt in the religious instruction given at the Waldorf School in so far as social conditions permit to-day. In no sense do we work towards a blind rationalistic Christianity, but towards promoting a true understanding of the Christ Impulse in the evolution of mankind. Our one and only aim is to give the human being something that he still needs, even if all his other teaching has endowed him with the qualities of manhood. Even if this be so, even if full manhood has been unfolded through all the other teachings, a religious deepening is still necessary if the human being is to find a place in the world befitting his inborn spiritual nature. To develop the whole man and deepen him in a religious sense; this we have tried to regard as one of the most essential tasks of Waldorf School education.

Let us once again recall the deeply significant fact that the knowledge and truths contained in the Mysteries of Hibernia gradually lost force and influence as they moved from the West towards Central Europe and the East; and in place of a knowledge of the Spiritual—even in matters pertaining to religion—physical perception, or at any rate a tradition based upon physical perception, made its appearance.

You will remember the picture to which we came at the end of the last lecture. We spoke of the time when the Mystery of Golgotha took place. Over in Hibernia were the Initiates with their pupils; and there, without any means for physical perception of the Mystery of Golgotha and without any possibility of receiving information of the Event, the Mystery was none the less celebrated with all solemnity, because the Initiates knew from their own insight that the Mystery of Golgotha was happening—externally—at that very time.

These Initiates and their pupils in the Mysteries of Hibernia were thus under the necessity of experiencing an actual physical reality, an event in the world of the senses, in a spiritual way. But for their peculiar disposition of soul and for the orientation of knowledge then customary in Hibernia, there was no need to have anything more in the physical world than the Spiritual alone. In Hibernia the Spiritual was always predominant.

By all manner of secret streams in the spiritual life, what had been begun in Hibernia was carried over to the British Isles and to Brittany, to the lands that are now Holland and Belgium, and finally by way of the present Alsace to Central Europe. Though not recognisable in the general civilisation of the first centuries of Christian evolution it can nevertheless be discovered in all these regions; here and there we find single individuals who are able to understand what had come over from the Mysteries of Hibernia. In order to find these individuals we must set out with a deep and intimate longing for knowledge. In the first Christian centuries they are still fairly numerous, but later on, from the eighth and ninth to the fifteenth and sixteenth centuries, they become very rare. Yet in these centuries too, individuals are still to be found who gather around them, in silent places far removed from the great world and its civilisation, little groups of pupils through whom what had been begun in Hibernia in the West of Europe could be fostered and continued.

In general, we find instead all over Europe that for which spiritual perception is not required; people receive readily the historical tradition of the physical events which took place in Palestine at the beginning of our era. From this stream proceeded that element in human history which takes account only of what happens in physical life. Humanity in general was less and less able to perceive the contradiction which lies in the fact that the Mystery of Golgotha, an Event that is comprehensible only by means of the deepest spiritual activity, should be referred to an external phenomenon, perceptible to the physical senses. This line of development became necessary for a time. Fundamentally speaking, it had been gradually prepared over a long period, but it could be realised only because a very great deal of the old Mystery knowledge, even such as still existed in Greece, had been forgotten.

Now these Mysteries of Greece were divided into two kinds. One kind was engaged in directing man’s senses towards the spiritual world, towards the actual guidance and ordering of the world in the spirit; while the other investigated the secrets of Nature, all that rules in Nature, and especially the forces and beings connected with the powers of the Earth. Many of the candidates for the Mysteries were initiated into both kinds. Of these candidates it was said that they had knowledge on the one hand of the Mysteries of the Father, the Mysteries of Zeus, and had been initiated into them, and that on the other hand they had also been admitted into the Mysteries of the Mother, the Mysteries of Demeter. When we look back into those times we find a spiritual perception which though somewhat abstract can extend into the highest regions, and side by side with this, a conception of Nature capable of descending into the depths. And as has been said, we also find what is of special significance—the union of the two.

Now in this union of the heights and the depths a fact was perceived that today is but little noticed. It is the fact that man has certain external substances of Nature within him, but not certain others. This fact was observed and studied in its deepest meaning in the Chthonic Mysteries in ancient Greece. You know that iron is part of man’s make-up. There are also other metals in him, calcium, sodium, magnesium, and so on; but there are many more metals which are not in him. If we were to try to find these other metals in man by the use of ordinary scientific methods, that is to say, by analysing the substances in him, then by means of this external investigation we should find in him no lead, no quicksilver, no tin, no silver and no gold.

That was the great riddle which occupied the Initiates in the Greek Mysteries, eventually finding expression in the question: How does it come about that man carries iron in him, that he carries sodium, magnesium and other substances which can also be found in outer Nature, but does not, for instance, carry lead or tin in him? They were deeply convinced that man is a ‘little world’, a microcosm, and yet it would appear that man does not carry in his make-up these other metals—lead, tin, copper and so on.

Now we may truly say that the older students and Initiates in Greece were of the opinion that this was only apparently the case; for they were steeped in the knowledge that man is a real microcosm, which means that everything which reveals itself in the Cosmos, man must also carry in himself.

Let us consider for a moment the mood of a man about to be initiated in Greece. He would be instructed somewhat as follows—and here I must, of course, gather together into a few sentences an instruction that extended over long periods. He would be told the following.—Observe how the Earth today carries everywhere in it the iron which is also in man. Once upon a time, when the Earth had not yet become Earth, when it existed in a previous planetary condition, when it was Moon, or perhaps even Sun, and also contained in itself lead, tin, and so on, all the Beings who partook in this earlier form of the Earth shared in these metals and their forces, even as man today shares in the forces of iron. But after the various changes which the ancient form of the Earth underwent, the iron alone persisted in such strength and density that man could permeate his being with it. The other metals named are also still contained in the Earth, but they are no longer of such a nature that man can directly permeate himself with them. They are however also to be found, in an infinitely rarefied condition, in the whole cosmic space which surrounds man.—

If I examine a small piece of lead, I see before me the well-known greyish-white metal, which has a definite density. I can take hold of it. But this same lead which appears in the lead ores of the Earth exists in infinitely fine rarity in the whole cosmic space surrounding man, and it has significance there. For it radiates its forces everywhere, even where there is apparently no lead, and man comes into contact with these forces of the lead, not through his physical body, but through his ether body; because outside the lead ores of the Earth lead exists in a rarefied, fine condition such as can work on the ether body of man. And so in this condition of rarity, and spread out over the whole of cosmic space, lead works upon man’s ether body.

The pupil of those ancient Chthonic Mysteries in Greece learned that, just as today the Earth is rich in iron—for it is a planet concerning which the inhabitants of another planet could say: that planet is rich in iron, the only other planet rich in iron being Mars—just as the Earth is rich in iron, so Saturn is rich in lead. What iron is for the Earth, lead is for Saturn; and we have to imagine that once upon a time, when Saturn separated from the common planetary body of the Earth (as described in my book, Occult Science), this fine division of lead took place. One can say that Saturn took the lead out with him, as it were, and through his own planetary life-force, through his own planetary warmth, retained it in such a condition that he is able to permeate the whole planetary system to which our Earth also belongs, with this finely divided lead.

You must therefore imagine the Earth and in the distance Saturn filling the whole planetary system with finely distributed lead; and then imagine this fine lead substance working in upon man. You can still find evidence that this was taught to those who were to be initiated in ancient Greece, and that they learned to understand how this lead worked. They knew that without it the sense organs, especially the eye, would claim the whole of man’s being, and not allow him to come to self-dependence. Man would be able only to see, and not to think about what he had seen. He would be unable to detach himself from what he saw and say: ‘I see’. He would, as it were, be overpowered with seeing, unless this lead influence were present in the Cosmos. It is this working of lead which makes it possible for man to be independent in himself, placing him as Ego over against that sensitiveness to the outer world which is in him. It is these lead forces which, entering first the ether body of man, and then from the ether body impregnating also, in a sense, the physical body, bestow upon him the faculty and power of memory.

It was a great moment for a pupil of the Chthonic Mysteries in Greece, when after having learned all this, he was led on to know what follows. With deep solemnity and ceremony he was shewn the substance of lead, and then his senses were directed towards Saturn. The relationship of Saturn with the lead of the Earth was brought before his soul, and he was told: ‘The lead which you see is concealed in the Earth, for in its present state the Earth is not in a condition to give the lead a form in which it can work in man; but Saturn, with his very different condition of warmth, with his inner life-forces, is able to scatter this lead out into the planetary spaces, and make you an independent human being, possessing the power of memory. For you are a human being only through the fact that today you can recollect what you knew ten or twenty years ago. Think how the human part of you would suffer if you did not carry within you what you experienced ten or twenty years ago. Your Ego-force would be shattered unless this power of memory were present in full measure. The power of memory is due to what streams to you from distant Saturn. It is the force which has come to rest in the Earth in lead, and in this state of rest cannot now work upon you. The Saturn lead-forces enable you to fix your thoughts, so that after a time these thoughts can arise again out of the depths of the soul and you can have continuity in your life in the external world, and not merely live in a transitory way. You owe it to the Saturn lead-forces that you do not merely look around you today and then forget the objects you behold, but retain the memory of them in your soul. You can retain in your soul what you experienced twenty years ago, and can cause this so to live again that your inner life is transformed and becomes again as it was at that time.

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It was a deep and powerful impression that the pupil received. With great and solemn ceremony this knowledge was brought before him. And now he learned also to understand that if these Saturn forces alone were active— giving him the power of the Ego, the power of memory—he would be completely estranged from the Cosmos. Inspired by Saturn with the power of memory, he would become, as it were, a hermit. And then he was told that over against the Saturn force another force must be placed—the force of the Moon. Let us suppose that these two forces act in such a way that the force of Saturn and the force of the Moon approach from opposite sides, and flowing into each other, descend to the Earth and to man upon the Earth. Then what Saturn takes from man, the Moon gives to him. And what Saturn gives to man, the Moon takes from him. And just as in iron the Earth has a force which man can inwardly transmute, and just as Saturn has a corresponding force in lead, so the same force is possessed by the Moon in silver.

Now silver, as it exists in the Earth, has arrived at a condition in which it cannot enter directly into man, but the whole sphere that is embraced by the Moon is actually permeated by finely divided silver; and the Moon, especially when its light comes from the direction of the constellation of Leo, works in such a way that man receives through these silver-forces of the Moon the opposite influence to the lead-forces from Saturn, and he is therefore not estranged from the Cosmos, in spite of the fact that he is endowed by the Cosmos with forces of memory. It was a deeply solemn moment when the Greek pupil was led to see this opposition of Saturn and the Moon. In the holy solemnity of night he was told: ‘Look up to Saturn surrounded by his rings. To him you owe the fact that you are an independent being. Look to the other side, to the Moon streaming out her rays of silver. To her you owe it that you are able to bear the Saturn forces without being cut off from the rest of the Cosmos.’

In this way, with direct reference to the connection between man and the Cosmos, teaching was given in Greece which we find caricatured later on in Astrology. In those days it was a true wisdom, for men saw in the stars not merely the points of specks of light above them in the sky; in the stars they beheld living spiritual Beings. And the human being of the Earth they saw to be in union with these living spiritual Beings. Thus they had a natural science which reached up into the heavens and extended right out into cosmic space. Then, when the pupil had received such an insight, when this vision of light had been deeply inscribed into Iris soul, he was led into the real Mysteries of Eleusinia. (You have heard how these things took place in my description of other Mysteries— for instance, the Mysteries of Hibernia.) The pupil was led before two statues. The first of these two statues represented to him a Father Godhead—the Father God surrounded by the signs of the planets and the Sun. It showed Saturn, for example, raying out in such a way that the pupil remembered: Yes, that is the lead radiation of the Cosmos; and the Moon so that he was reminded: Yes, that is the silver radiation of the Moon. And so on with each single planet. Thus in the statue which represented the Father nature, there appeared all the secrets which stream down to Earth from the planetary environment and are connected with the several metals of the Earth, of which man is now no longer able to make use in his inner make-up.

Then the pupil was told the following.—‘The Father of the whole World stands there before you. In Saturn He carries lead, in Jupiter tin, in Mars iron—iron which is closely connected also with the Earth, but in a quite different condition; in the Sun He carries radiant gold, in Venus the radiantly streaming copper, in Mercury the radiant quicksilver, and in the Moon the radiant silver. You yourself bear within you only so much of the metals as you were able to assimilate from the planetary conditions through which the the Earth passed in earlier times. In its present condition you can assimilate only the iron. But as an earthly human being you are not complete. The Father who stands before you shows you in the metals that which today cannot exist within you as coming from the Earth but which you have to receive from the Cosmos; and in this you have another part of your being. For only when you look upon yourself as a human being who has lived through the planetary transformations of the Earth—only then are you really a complete human being. You stand here on Earth as a part only of man. The other part of you the Father carries around His head and in His arms; he bears it for you. That which stands here on Earth together with that which He carries forms the real ‘you’. You stand on the Earth, but the Earth was not always as it is today. If the Earth had always been as it is today, you could not be on it as a human being. For the Earth today carries within it, even though in a dead condition, the lead of Saturn, the tin of Jupiter, the iron of Mars (in that other state), the gold of Sun, the silver of Moon, the copper of Venus, and the quicksilver of Mercury. It carries all these things within it. But the condition in which the Earth carries these metals within it today is no more than a memory of the condition in which, once upon a time, silver lived during the Old Moon-existence of the Earth, or gold during the Sun-existence of the Earth, or lead during the Saturn-existence of the Earth. That which you see today in the dense metallic ores of lead, tin, iron, copper, silver, quicksilver— with the exception of the iron as you know it, which is not essentially earthly but belongs to Mars—all these metals, which you now see in dense, concentrated form, once poured from the Cosmos into the Earth in quite different conditions. The metals, as you know them today on the Earth, are the corpses of what they once were; they have remained as the corpse of the metal substance and metal nature which played a part on the Earth in her ancient form—during the Old Saturn period, and later on in a different stage during the Old Moon period. Tin played a part, together with gold, during the Old Sun period of the Earth, in an altogether different condition. And when you behold this condition in the spirit, then this statue becomes for you, in what meets you today, a true “Father statue”.’

And in the spirit—as it were in a real vision—the Father statue of the true Mysteries of Eleusis became alive, and handed to the female figure standing beside it the metals in the state they then were. In the vision seen by the pupil, the female figure received this ancient form of the metals and surrounded it with what the Earth could give out of her own being, when she became Earth. This wonderful process the pupil now beheld. Once upon a time, what the pupil now saw in a symbolic way had actually happened. The mass of metal streamed or rayed forth from the hand of the Father statue; and the Earth, with its chalk and other stones, came to meet that which streamed in, and surrounded these instreaming metals with earthly substance. A hand outstretched in love from the Mother statue came to meet the metal forces coming from the Father statue. This made a deep and powerful impression upon the pupil, for he saw how the Cosmos worked together with the Earth in the course of the aeons; and what the Earth has to offer—that he learned to perceive and understand in the right way.

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Look at the metal substance in the Earth today in all its variety! You find it crystallised and surrounded with a kind of crust which is from the Earth. The metal is from the Cosmos; and that which is of the Earth receives with love what comes from the Cosmos. You may see this all around you if you walk about in those parts of the Earth where metals are found, and interest yourself in them. That which came to meet the metal was called ‘Mother’.¹ The most important of these Earthly substances which, as it were, placed themselves there before the Heavenly metals in order to receive them, were called the Mothers. And this is also one aspect of the ‘Mothers’ to whom Faust descends. He descends at the same time into those pre-earthly periods of the Earth, in order to see there how the mother-like Earth takes into herself what is given, father-like, by the Cosmos.

Through all this a deep inner feeling was aroused in the pupil of the Eleusinian Mysteries. He felt that he was indeed sharing in the life of the Cosmos; he began to know, with a knowledge that is of the heart, the products and processes of Nature upon the Earth.

When a man of today observes the products and processes of Nature, it is all dead for him, it is nothing but a corpse. And when we occupy ourselves with physics or chemistry, are we really doing anything else with Nature than what the anatomist does when he dissects the dead body? The anatomist has before him the dead remains of what is made and intended for life. In the same way we with our chemistry and physics dissect a living Nature! A very different natural science was given to the pupil in Greece—a science of what is living, which enabled him to see, for example, our present lead as the corpse of lead. He had to go back into the times when lead was alive. And he learned to understand the mysterious relation of man to the Cosmos, the mysterious relation of man to all that is around him on the Earth. And now, after the pupil had experienced all this and it had been deepened in his soul by contemplation of the Father-like statue and the Mother-like statue, which made present for him in his soul the two opposing forces, the forces of the Cosmos and the forces coming from the Earth—after this experience he was led into the very holiest place of all. There he had before him the picture of the female figure suckling at her breast the Child. And he was introduced to the meaning of the words: ‘That is the God Jacchos who will one day come.’

Thus did the Greek disciple learn to understand beforehand the Mystery of Christ. Those who sought Initiation in Eleusis also had the Christ placed before them; and it was again in a spiritual way. At that time however, men could only learn of the Christ as of One Who was to come in the future, as of One who was still a child, a Cosmic Child, who must first grow up in the Cosmos. Those who were to be initiated were called Tellists—that is to say, those who have to look towards the end and goal of Earth evolution.

And now came the great turning-point. Now came the great change which finds such clear and even historic expression in the transition from Plato to Aristotle. It was indeed a remarkable happening. As the fourth century approached in the evolution of Greek culture and civilisation, human thought underwent the first ‘turn’ in the direction of becoming abstract. And then, at a time when Plato was already an old man and near the end of his life’s course, the following scene took place between him and Aristotle.

Plato spoke to Aristotle somewhat as follows. (I have to clothe it in words, but of course the whole event took place in a much more complicated way.) ‘Many things that I have said in my lectures have not seemed to you quite correct. All that I have taught to you and the other pupils is however nothing else than an extract from the ancient and holy Mystery wisdom. But a time will come in the course of evolution when human beings will acquire a nature and an inner organisation which will gradually lead them to a stage that is in truth higher than what is now represented in man; at the same time it will become impossible for them to accept natural science as it is current among the Greeks.’ (I have explained to you what this means. ... All this Plato made clear to Aristotle.) He continued: ‘Therefore I intend to withdraw for a time and leave you to yourself. In the world of thought for which you are specially endowed, and which is destined to be the world of thought for humanity for many centuries—in this world of thought try to build up and develop in thoughts what you have received here in my School.’

Plato and Aristotle then remained apart, and in this way Plato fulfilled, through Aristotle, a high spiritual mission.

I am obliged, my dear friends, to describe the scene as I have done. If you look in the history books, you will find the same scene described, and I will tell you how it is given there. Aristotle, so runs the story, was in reality always a headstrong pupil of Plato. Plato once said that Aristotle was indeed a gifted pupil, but was like a horse that has been trained and then turns and kicks its trainer. As time went on, the trouble between them led at last to this result, that Plato withdrew from Aristotle, was annoyed, and never again went into the Academy to teach. That is the account given in history books.

The one story is in the history books; the other, which I have related to you, is the truth. And it bears within it an impulse of great significance. For the writings of Aristotle were of two kinds. One set of writings contained an important natural science, which was the natural science of Eleusis, and which came to Aristotle indirectly through Plato. The other writings contained the abstract thoughts which it was Aristotle’s task to develop in pursuance of Plato’s instructions—in fulfilment, that is, of the mission that Plato had in his turn received from the Eleusinian Mysteries.

Now what Aristotle had to give to mankind, besides being of two kinds, followed also a twofold path. There were his so-called logical writings, which owe their most productive thoughts to the ancient Eleusinian wisdom. These writings, which contained only little natural science, Aristotle entrusted to his pupil, Theophrastus, through whom, as well as through many other channels, they came over to Greece and Rome, and formed throughout the Middle Ages the whole wisdom and learning of the teachers of philosophy in Central Europe, who in those days also participated actively in the civilisation of their time.

The development which I described in the last lecture came about because men were destined to reject and turn away from the Mystery wisdom of Hibernia and there was left for them only the tradition of the Event that had taken place in the physical world of the senses at the beginning of our era. With this was now united what had become separated out from the wisdom of Plato, that wisdom which existed still in Aristotle, and which was in reality the wisdom of the Eleusinian Mysteries. The true natural science, bearing within it still the spirit of the Chthonic Mysteries which flowed over into the Eleusinian Mysteries, this natural science which, in order to find an explanation for the Earth, reached out to the Heavens and soared aloft into the wide spaces of the Cosmos—for this the time was past in Greece. Only so much of it was saved as could be saved by Aristotle becoming the teacher of Alexander, who made his campaigns into Asia and did everything possible to introduce Aristotelian natural science to the East. In this way it passed over into Jewish and Arabian schools, whence it came back and across through Africa to Spain, and there, in a diluted form, had a certain influence upon those isolated individuals in Central Europe who, as I explained to you in the last lecture, still carried—within a newer civilisation—something of the impulse of the Hibernian Mysteries. Theophrastus had given his Aristotle to the teachers and fathers of the Church in the Middle Ages. Alexander the Great had carried the other Aristotle over to Asia. The Eleusinian wisdom which in a very much weakened and diluted form had made its way through Africa into Spain, lights up here and there in the Middle Ages; notwithstanding the utterly different general character of the civilisation, it was studied and cultivated in certain monasteries—for example, by Basil Valentine, who is looked upon in our time almost as a mythical personality. It lived on—hidden as it were within the general civilisation, under the surface; while on the surface prevailed that culture of which I spoke in the last lecture, a culture that had no place for such truth as could still be taught in the time of Aristotle. For even then it was taught that the Christ must be known and recognised. The third picture, the female form who carried at her breast the Child, the Jacchos Child, had also to be understood; but it was said that what would bring the understanding of this third figure was still to come in the evolution of humanity. This truth Aristotle made clear again and again to Alexander the Great, although he was not able to write it down.

So we see how there lies in the bosom of time the demand to understand in its pristine reality what has been so beautifully put before the world by the Christian painters—the Mother with the Child at her breast. It has not yet been fully understood, neither in the Madonnas of Raphael, nor in the Eastern Ikons. It still awaits understanding.

Something of what is necessary to acquire such understanding will be spoken of in the lectures to be given here in the near future. In the next lecture I will describe the path along which many occult secrets travelled, on their way from Arabia into Europe. This will help to place before your souls a certain great historical event; and in the course of lectures ² which will be given to the delegates at Christmas and are intended to show the occult foundation of the historical evolution of humanity, I shall have occasion to explain to you the full significance of the journeys of Alexander the Great, in their connection with the teachings of Aristotle.

• 1. In English still called the ‘Matrix’. (Note by Translator.)
• 2. The title of these eight lectures is, World History in the light of Anthroposophy. (English translation by George and Mary Adams, 1950) Rudolf Steiner Press.

In the evening hours of our Christmas Gathering,¹ I should like to give you a kind of survey of human evolution on the earth, that may help us to become more intimately conscious of the nature and being of present-day man. For at this time in man's history, when we can see already in preparation events of extraordinary importance for the whole civilisation of humanity, every thinking man must be inclined to ask: ‘How has the present configuration, the present make-up of the human soul arisen? How has it come about through the long course of evolution?’ For it cannot be denied that the present only becomes comprehensible as we try to understand its origin in the past.

The present age is however one that is peculiarly prejudiced in its thought about the evolution of man and of mankind. It is commonly believed that, as regards his life of soul and spirit, man has always been essentially the same as he is to-day throughout the whole of the time that we call history. True, in respect of knowledge, it is imagined that in ancient times human beings were childlike, that they believed in all kinds of fancies, and that man has only really become clever in the scientific sense in modern times; but if we look away from the actual sphere of knowledge, it is generally held that the soul-constitution which man has to-day was also possessed by the ancient Greek and by the ancient Oriental. Even though it be admitted that modifications may have occurred in detail, yet on the whole it is supposed that throughout the historical period everything in the life of the soul has been as it is to-day. Then we go on to assume a prehistoric life of man, and say that nothing is really known of this. Going still further back, we picture man in a kind of animal form. Thus, in the first place, as we trace back in historical time, we see a soul-life undergoing comparatively little change. Then the picture disappears in a kind of cloud, and before that again we see man in his animal imperfection as a kind of higher ape-being. Such is approximately the usual conception of to-day.

Now all this rests on an extraordinary prejudice, for in forming such a conception, we do not take the trouble to observe the important differences that exist in the soul-constitution of a man of the present-time, as compared even with that of a relatively not very far distant past,—say, of the 11th, 10th, or 9th century A.D. The difference goes deeper when we compare the constitution of soul in the human being of to-day and in a contemporary of the Mystery of Golgotha, or in a Greek; while if we go over to the ancient Oriental world of which the Greek civilisation was, in a sense, a kind of colony, we find there a disposition of soul utterly different from that of the man of to-day. I should like to show you from real instances how man lived in the East, let us say, ten thousand, or fifteen thousand years ago, and how different he was in nature from the Greek, and how still more different from what we ourselves are.

Let us first call to mind our own soul-life. I will take an example from it. We have a certain experience; and of this experience, in which we take part through our senses, or through our personality in some other way, we form an idea, a concept, and we retain this idea in our thought. After a certain time the idea may arise again out of our thought into our conscious soul-life, as memory. You have perhaps to-day a memory-experience that leads you back to experiences in perception of some ten years ago. Now try and understand exactly what that really means. Ten years ago you experienced something. Ten years ago you may have visited a gathering of men and women. You formed an idea of each one of these persons, of their appearance and so on. You experienced what they said to you, and what you did in common with them. All that, in the form of pictures, may arise before you to-day. It is an inner soul-picture that is present within you, connected with the event which occurred ten years ago. Now not only according to Science, but according to a general feeling,—which is, of course, experienced by man to-day in an extremely weak form, but which nevertheless is experienced,—according to this general feeling man localises such a memory-concept which brings back a past experience, in his head. He says:—‘What lives as the memory of an experience is present in my head.’

Now let us jump a long way back in human evolution, and consider the early population of the Orient, of which the Chinese and Indians as we know them in history were only the late descendants: that is, let us go back really thousands of years. Then, if we contemplate a human being of that ancient epoch, we find that he did not live in such a way as to say: ‘I have in my head the memory of something I have experienced, something I have undergone, in external life.’ He had no such inner feeling or experience; it simply did not exist for him. His head was not filled with thoughts and ideas. The present-day man thinks in his superficial way that as we to-day have ideas, thoughts, and concepts, so human beings always possessed these, as far back as history records; but that is not the case.

If with spiritual insight we go back far enough, we meet with human beings who did not have ideas, concepts, thoughts at all in their head, who did not experience any such abstract content of the head, but, strange as it may seem, experienced the whole head; they perceived and felt their whole head. These men did not give themselves up to abstractions as we do. To experience ideas in the head was something quite foreign to them, but they knew how to experience their own head. And as you, when you have a memory-picture, refer the memory-picture to an experience, as a relationship exists between your memory-picture and the experience, similarly these men related the experience of their head to the Earth, to the whole Earth. They said:—‘There exists in the Cosmos the Earth. And there exists in the Cosmos I myself, and as a part of me, my head; and the head which I carry on my shoulders is the cosmic memory of the Earth. The Earth existed earlier; my head later. That I have a head is due to the memory, the cosmic memory of earthly existence. The earthly existence is always there. But the whole configuration, the whole shape of the human head, is in relation to the whole Earth.’ Thus an ancient Eastern felt in his own head the being of the Earth-planet itself. He said: ‘Out of the whole great cosmic existence the Gods have created, have generated the Earth with its kingdoms of Nature, the Earth with its rivers and mountains. I carry on my shoulders my head; and this head of mine is a true picture of the Earth. This head, with the blood flowing in it, is a true picture of the Earth with the land and water coursing over it. The configuration of mountains on the Earth repeats itself in my head in the configurations of my brain; I carry on my shoulders my own image of the Earth-planet.’ Exactly as our modern man refers his memory-picture to his experience, so did the man of old refer his entire head to the Earth-planet. A considerable difference in inner perception!

Further, when we consider the periphery of the Earth, and fit it, as it were, into our vision of things, we feel this air surrounding the Earth as air permeated by the Sun's warmth and light; and in a certain sense, we can say: ‘The Sun lives in the atmosphere of the Earth.’ The Earth opens herself to the Cosmic universe; the activities that come forth from herself she yields up to the encircling atmosphere, and opens herself to receive the activities of the Sun. Now each human being, in those ancient times, experienced the region of the Earth on which he lived as of peculiar importance. An ancient Eastern would feel some portion of the surface of the Earth as his own; beneath him the earth, and above him the encircling atmosphere turned towards the Sun. The rest of the Earth that lay to left and right, in front and behind—all the rest of the Earth merged into a general whole.

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Thus if an ancient Oriental lived, for example, on Indian soil, he experienced the Indian soil as especially important for him; but everything else on the Earth, East, West, South of him, disappeared into the whole. He did not concern himself much with the way in which the Earth in these other parts was bounded by the rest of Cosmic space; while on the other hand not only was the soil on which he lived something important, but the extension of the Earth into Cosmic space in this region became a matter of great moment to him. The way in which he was able to breathe on this particular soil was felt by him as an inner experience of special importance.

To-day we are not in the habit of asking, how does one breathe in this or that place? We are of course still subject to favourable or unfavourable conditions for breathing, but we are no longer so conscious of the fact. For an ancient Oriental this was different. The way in which he was able to breathe was for him a very deep experience, and so were many other things too that depend on the character of the Earth's relation and contact with cosmic space. All that goes to make up the Earth, the whole Earth, was felt by the human being of those early times as that which lived in his head.

Now the head is enclosed by the hard firm bones of the skull, it is shut in above, on two sides and behind. But it has certain exits; it has a free opening downwards towards the chest. And it was of special importance for the man of olden time to feel how the head opens with relative freedom in the direction of the chest. (See Drawing). And as he had to feel the inner configuration of the head as an image of the Earth, so he had to bring the environment of the Earth, all that is above and around the Earth, into connection with the opening downwards, the turning towards the heart. In this he saw an image of how the Earth opens to the Cosmos. It was a mighty experience for a man of those ancient times when he said: ‘In my head I feel the whole Earth. But this Earth opens to my chest which carries within it my heart. And that which takes place between head, chest and heart is an image of what is borne out from my life into the Cosmos, borne out to the surrounding atmosphere that is open to the Sun.’

A great experience it was for him, and one of deep meaning, when he was able to say: ‘Here in my head lives the Earth. When I go deeper, there the Earth is turning towards the Sun; my heart is the image of the Sun.’ In this way did the man of olden times attain what corresponds to our life of feeling.

We have the abstract life of feeling still. But who of us knows anything directly of his heart? Through anatomy and physiology, we think we know something, but it is about as much as we know of some papier-mâché model of the heart that we may have before us. On the other hand, what we have as a feeling-experience of the world, that the man of olden times did not have. In place of it he had the experience of his heart. Just as we relate our feeling to the world in which we live, just as we feel whether we love a man or meet him with antipathy, whether we like this or that flower, whether we incline towards this or that, just as we relate our feelings to the world—but to a world torn out, as it were, in airy abstraction, from the solid, firm Cosmos—in the same way did the ancient Oriental relate his heart to the Cosmos, that is, to that which goes away from the Earth in the direction of the Sun.

Again, we say to-day: I will walk. We know that our will lives in our limbs. The ancient man of the East had an essentially different experience. What we call ‘will’ was quite unknown to him. We judge quite wrongly when we believe that what we call thinking, feeling and willing were present among the ancient Eastern races. It was not at all the case. They had head experiences, which were Earth experiences. They had chest or heart experiences, which were experiences of the environment of the Earth as far out as the Sun. The Sun corresponds to the heart experience. Then they had a further experience, a feeling of expanding and stretching out into their limbs. They became conscious and aware of their own humanity in the movement of their legs and feet, or of their arms and hands. They themselves were within the movements. And in this expansion of the inner being into the limbs, they felt a direct picture of their connection with the starry worlds. (See Drawing). ‘In my head I have a picture of the Earth. Where my head opens freely downwards into the chest and reaches down to my heart, I have a picture of what lives in the Earth's environment. In what I experience as the forces of my arms and hands, of my feet and legs, I have something which represents the relation the Earth bears to the stars that live far out there in cosmic space.’

When therefore man wanted to express the experience he had as ‘willing’ human being—to use the language of to-day,—he did not say: I walk. We can see that from the very words that he used. Nor did he say: I sit down. If we investigate the ancient languages in respect of their finer content, we find everywhere that for the action which we describe by saying: I walk, the ancient Oriental would have said: Mars impels me, Mars is active in me. Going forward was felt as a Mars impulse in the legs.

Grasping hold of something, feeling and touching with the hands, was expressed by saying: Venus works in me. Pointing out something to another person was expressed by saying: Mercury works in me. Even when a rude person called some one's attention by giving him a push or a kick, the action would be described by saying: Mercury was working in that person. Sitting down was a Jupiter activity, and lying down, whether for rest or from sheer laziness, was expressed by saying: I give myself over to the impulses of Saturn. Thus man felt in his limbs the wide spaces of the Cosmos out beyond. He knew that when he went away from the Earth out into cosmic space, he came into the Earth's environment and then into the starry spheres. If he went downwards from his head, he passed through the very same experience, only this time within his own being. In his head he was in the Earth, in his chest and heart he was in the environment of the Earth, in his limbs he was in the starry Cosmos beyond.

From a certain point of view such an experience is perfectly possible for man. Alas for us, poor men of to-day, who can experience only abstract thoughts! What are these in reality, for the most part? We are very proud of them, but we quite forget what is far beyond the cleverest of them,—our head; our head is much more rich in content than the very cleverest of our abstract thoughts. Anatomy and physiology know little of the marvel and mystery of the convolutions of the brain, but one single convolution of the brain is more majestic and more powerful than the abstract knowledge of the greatest genius. There was once a time on the Earth when man was not merely conscious as we are of thoughts lying around, so to speak, but was conscious of his own head; he felt the head as the image of the Earth, and he felt this or that part of the head—let us say, the optic thalamus or the corpora quadrigemina—as the image of a certain, physical mountainous configuration of the Earth. He did not then merely relate his heart to the Sun in accordance with some abstract theory, he felt: ‘My head stands in the same relation to my chest, to my heart, as the Earth does to the Sun.’ That was the time when man had grown together, in his whole life, with the Cosmic Universe; he had become one with the Cosmos. And this found expression in his whole life.

Through the fact that we to-day put our puny thinking in the place of our head, through this very fact we are able to have a conceptual memory, we are able to remember things in thought. We form pictures in thought of what we have experienced as abstract memories in our head. That could not be done by a man of olden times who did not have thoughts, but still had his head. He could not form memory pictures. And so, in those regions of the Ancient East where people were still conscious of their head, but had as yet no thoughts and hence no memories, we find developed to a remarkable degree something of which people are again beginning to feel the need to-day. For a long time such a thing has not been necessary, and if to-day the need for it is returning it is due to what I can only call slovenliness of soul.

If in that time of which I have spoken one were to enter the region inhabited by people who were still conscious of their head, chest, heart and limbs, one would see on every hand small pegs placed in the earth and marked with some sign. Or here and there a sign made upon a wall. Such memorials were to be found scattered over all inhabited regions. Wherever anything happened, a man would set up some kind of memorial, and when he came back to the place, he lived through the event over again in the memorial he had made. Man had grown together with the earth, he had become one with it with his head. To-day he merely makes a note of some event in his head. As I have pointed out already, we are beginning once more to find it necessary to make notes not only in our head but also in a note-book; this is due as I said, to slovenliness of soul, but we shall nevertheless require to do it more and more. At that time however there was no such thing as making notes even in one's head, because thoughts and ideas were simply nonexistent. Instead, the land was dotted over with signs. And from this habit, so naturally acquired by men in olden times, has arisen the whole custom of making monuments and memorials.

Everything that has happened in the historical evolution of mankind has its origin and cause in the inner being of man. If we were but honest, we should have to admit that we modern men have not the faintest knowledge of the deeper basis of this custom of erecting memorials. We set them up from habit. They are however the relics of the ancient monuments and signs put up by man in a time when he had no memory such as we have to-day but was taught, in any place where he had some experience, there to set up a memorial, so that when he came that way again he might re-experience the event in his head; for the head can call up again everything that has connection with the earth. ‘We give over to the earth what our head has experienced’—was a principle of olden times.

And so we have to point to a very early time in the ancient East, the epoch of localised memory, when everything of the nature of memory was connected with the setting up of signs and memorials on the earth. Memory was not within, but without. Everywhere were memorial tablets and memorial stones. It was localised memory, a remembering connected with place.

Even to-day it is still of no small value for a man's spiritual evolution that he should sometimes make use of his capacity for this kind of memory, for a memory that is not within him but is unfolded in connection with the outer world. It is good sometimes to say: I will not remember this or that, but I will set here or there a sign, or token; or, I will let my soul unfold an experience about certain things, only in connection with signs or tokens. I will, for instance, hang a picture of the Madonna in a corner of my room, and when the picture is before me, I will experience in my soul all that I can experience by turning with my whole soul to the Madonna. For there is a subtle relation to a thing belonging so intimately to the home as does the picture of the Madonna that we meet with in the homes of the people, when we go a little way eastwards in Europe; we have not even to go as far as Russia, we find them everywhere in Central Europe. All experience of this nature is in reality a relic of the epoch of localised memory. The memory is outside, it attaches to the place.

A second stage is reached when man passes from localised to rhythmic memory. Thus we have first, localised memory; and secondly, rhythmic memory.

We have now come to the time when, not from any conscious, subtle finesse, but right out of his own inner being, man had developed the need of living in rhythm. He felt a need so to reproduce, within himself, what he heard that a rhythm was formed. If his experience of a cow, for instance, suggested ‘moo,’ he did not simply call her ‘moo,’ but ‘moo-moo,’—perhaps, in very ancient times, ‘moo-moo-moo.’ That is to say, the perception was as it were piled up in repetition, so as to produce rhythm. You can follow the same process in the formation of many words to-day; and you can observe how little children still feel the need of these repetitions. We have here again a heritage come down from the time when rhythmic memory prevailed, the time when man had no memory at all of what he had merely experienced, but only of what he experienced in rhythmic form,—in repetitions, in rhythmic repetition. There had to be at any rate some similarity between a sequence of words. ‘Might and main,’ ‘stock and stone’—such setting of experience in rhythmic sequence is a last relic of an extreme longing to bring everything into rhythm; for in this second epoch, that followed the epoch of localised memory, what was not set into rhythm was not retained. It is from this rhythmic memory that the whole ancient art of verse developed—indeed all metrical poetry.

Only in the third stage does that develop which we still know to-day,—temporal memory, when we no longer have a point in space to which memory attaches, nor are any longer dependent on rhythm, but when that which is inserted into the course of time can be evoked again later. This quite abstract memory of ours is the third stage in the evolution of memory.

Let us now call to mind the point of time in human evolution when rhythmic memory passes over into temporal memory, when that memory first made its appearance which we with our lamentable abstractness of thought take entirely as a matter of course; the memory whereby we evoke some-thing in picture-form, no longer needing to make use of semi-conscious or unconscious rhythmic repetitions in order to call it up again.

The epoch of the transition from rhythmic memory to temporal memory is the time when the ancient East was sending colonies to Greece,—the beginning of the colonies planted from Asia in Europe. When the Greeks relate stories of the heroes who came over from Asia and Egypt to settle on Grecian soil, they are in reality relating how the great heroes went forth from the land of rhythmic memory to seek a climate where rhythmic memory could pass over into temporal memory, into a remembering in time.

We are thus able to define quite exactly the time in history when this transition took place,—namely, the time of the rise of Greece. For that which may be called the Motherland of Greece was the home of a people with strongly developed rhythmic memory. There rhythm lived. The ancient East is indeed only rightly understood when we see it as the land of rhythm. And if we place Paradise only so far back as the Bible places it, if we lay the scene of Paradise in Asia, then we have to see it as a land where purest rhythms resounded through the Cosmos and awoke again in man as rhythmic memory,—a land where man lived not only as experiencing rhythm in a Cosmos, but as himself a creator of rhythm.

Listen to the Bhagavad-Gita and you will catch the after-echo of that mighty rhythm that once lived in the experience of man. You will hear its echo also in the Vedas, and you will even hear it in the poetry and literature—to use a modern word—of Western Asia. In all these live the echoes of that rhythm which once filled the whole of Asia with majestic content and, bearing within it the mysteries of the environment of the Earth, made these resound again in the human breast, in the beat of the human heart. Then we come to a still more ancient time, when rhythmic memory leads back into localised memory, when man did not even have rhythmic memories but was taught, in the place where he had had an experience, there to erect a memorial. When he was away from the place, he needed no memorial; but when he came thither again he had to recall the experience. Yet it was not he who recalled it to himself; the memorial, the very Earth, recalled it to him. As the head is the image of the Earth, so for the man of localised memory the memorial in the Earth evoked its own image in the head. Man lived completely with the Earth; in his connection with the Earth he had his memory.

The Gospels contain a passage that recalls this kind of memory, where we are told that Christ wrote something in the Earth.

The period we have thus defined as the transition from localised memory to rhythmic memory is the time when ancient Atlantis was declining and the first Post-Atlantean peoples were wandering eastward in the direction of Asia. For we have first the wanderings from ancient Atlantis—the continent that to-day forms the bed of the Atlantic Ocean—right across Europe into Asia, and later the wanderings back again from Asia into Europe. The migration of the Atlantean peoples to Asia marks the transition from localised memory to rhythmic memory, which latter finds its completion in the spiritual life of Asia. The colonisation of Greece marks the transition from rhythmic memory to temporal memory—the memory that we still carry within us to-day.

1. Localised Memory
2. Rhythmic Memory
3. Temporal memory.

And within this evolution of memory lies the whole development of civilisation between the Atlantean catastrophe and the rise of Greece,—all that resounds to us from ancient Asia, coming to us in the form of legend and saga rather than as history. We shall arrive at no understanding of the evolution of humanity on the Earth by looking principally to the external phenomena, by investigating the external documents; rather do we need to fix our attention on the evolution of what is within man; we must consider how such a thing as the faculty of memory has developed, passing in its development from without into the inner being of man.

You know how much the power of memory means for the man of to-day. You will have heard of persons who through some condition of illness suddenly find that a portion of their past life, which they ought to remember quite easily, has been completely wiped out. A terrible experience of this kind befell a friend of mine before his death. One day he left his home, bought a ticket at the railway station for a certain place, alighted there and bought another ticket. He did all this, having lost for the time the memory of his life up to the moment of buying the ticket. He carried everything out quite sensibly. His reason was sound. But his memory was blotted out. And he found himself, when his memory came back, in a Casual Ward in Berlin. It was afterwards proved that in the interval he had wandered over half Europe, without being able to connect the experience with the earlier experiences of his life. Memory did not re-awaken in him till he had found his way—he himself did not know how—into a Casual Ward in Berlin.

This is only one of countless cases which we meet with in life and which show us how the soul-life of the man of to-day is not intact unless the threads of memory are able to reach back unbroken to a certain period after birth.

With the men of olden time who had developed a localised memory, this was not the case. They knew nothing of these threads of memory. They, on the other hand, would have been unhappy in their soul-life, they would have felt as we feel when something robs us of our self, if they had not been surrounded by memorials which recalled to them what they had experienced; and not alone by memorials which they themselves had set up, but memorials too erected by their forefathers, or by their brothers and sisters, similar in configuration to their own and bringing them into contact with their own kinsmen. Whereas we are conscious of something inward as the condition for keeping our Self intact, for these men of bygone times the condition was to be sought outside themselves—in the world without.

We have to let the whole picture of this change in man's soul pass before our eyes in order to realise its significance in the history of man's evolution. It is by observing such things as these that light begins to be thrown upon history. To-day I wanted to show, by a special example, how man's mind and soul have evolved in respect of one faculty—the faculty of memory. We shall go on to see in the course of the succeeding lectures how the events of history begin to reveal themselves in their true shape when we can thus illumine them with light derived from knowledge of the human soul.

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• 1. Die Weihnachtstagung zur Begründung der Allgemeinen Anthroposophischen Gesellschaft. Jahresausklang und Jahreswende 1923/24 by Rudolf Steiner, Collected Works, Dornach 1962.