The Rudolf Steiner Archive

A teacher: We need to discuss hiring new teachers.

Dr. Steiner: Yes, we have the personnel problem. The problem is that our present shop teacher has not done what we expected, so we need to think of a replacement. We probably do not need to go into the details. I am not certain to what extent you are familiar with the problem that he could not handle the large classes. He has said that the children in the upper grades did not do the work. You can see that, since the children in the upper grades did not finish what they should.

He found it difficult to work in that area. What I have seen indicated that he does not have sufficient practical talent so that the children could not do their work well because he himself did not have an eye for what the craft demanded. Many of the projects remained at the level of tinkering and were not what they should have been. The children did not learn how to work precisely with him. In the gardening class, the work remained with each child having a small garden where each did what he or she wanted, with the result that it was more like a number of small children’s gardens than a school garden.

The worst thing was that he simply had no heart for his work. His main interest is in studying, but what we actually needed, namely, someone who could teach gardening thoroughly, did not occur. From my perspective, there is nothing else to do other than look for a better teacher. I don’t believe he is able to really bring the artistic into the shop instruction. As things have developed, it is impossible to keep him on the faculty. He doesn’t seem able to find his way into the spirit of the school.

A teacher: Since we brought him here, we should, of course, find a way to take care of him so that he does not become an enemy of the school when we remove him from the faculty.

Emil Molt: I will see that he is taken care of in some way. A teacher: I need to say that I don’t quite understand all this. He certainly gave considerable effort to finding his way into the spirit of the school. He definitely handled my children well and in the gardening class, my class also did well. He will find his way into the artistic aspect.

Dr. Steiner: That will be difficult. What I said about the artistic was in connection with the shop instruction. He will hardly find his way into that.

A teacher: He has the best will, and it will be difficult for him to understand. During the holidays he wants to learn cabinetmaking better and also shoemaking.

Marie Steiner: There is something trusting about him. Dr. Steiner: There is no doubt that he likes to work with children, and that he is serious about it, but there are some things lacking. When I saw certain things that occurred, I had to conclude that it was impossible to leave this work to him.

A teacher: Is there a reason we would need to get rid of him or could we employ him somewhere else, for example in the library? Dr. Steiner: It is certainly difficult to make a clear decision. I think it will be difficult for him to find his way into the real spirit of the school because he hasn’t the spirit in him.

It is certainly possible to carry someone along, but do you really believe that he could do the shop class alone permanently? He could never teach all of the shop classes. Possibly he could teach the four lower classes if we had a teacher for the upper grades. I have my doubts whether he has the spiritual capacity to handle the upper grades in shop. I have watched how he works, and it is really quite nice for the younger children if they put themselves to it. However, for later, when a certain feeling for the craft is necessary, it is a question whether he can gain that feeling. This is very difficult, and we would need to change our thinking if he were to remain. My impression is that this is the general opinion of the faculty.

He has poetic ambitions, but he imagines himself to be much better than he is. He has a wonderful amount of goodwill. I feel sorry for him because I think he will probably develop a lot of resentment. It is always difficult when someone brings a certain personal quality to things when they work at the school. He injects a personal note into everything and is not as objective as he should be. He wants to be someone who becomes a Waldorf teacher, he wants to be a poet. He wants the children to trust him. All of the characteristics he has certainly bring out sympathy for him. We will need to find another position for him. Nevertheless, it would remain difficult since he does not understand certain things about the spirit of the Waldorf School, particularly the shop class. In an area where objectivity is necessary, it is very difficult when sympathy plays a role. All that leads off the path.

Is there some possibility that we could resolve the situation by having him in the lower four grades? That would be desirable, but we would end up with a huge budget. The school is getting bigger.

Emil Molt: We don’t have the money to give him a soft job. As we saw recently, we must count every penny. What we need to do is to take care of him somewhere in the company so that he is not harmed, and we don’t hurt him.

Dr. Steiner: We certainly must take care of him, but we will need to see how to do that. A difficult situation.

We can objectively say that he was not fit for the task. He does not have an artistic feel. I don’t think he would find his way into the subject. As I said, it would hurt nothing if he took the lower grades and someone else, the upper classes. Often, that is the best way and the children will simply work. Later, when they need to show what they can do, things will be better. There is certainly nothing to object to for the lower grades, but for the upper classes, he simply will not do.

A teacher: Do you intend to have one person do it all?

Dr. Steiner: That is a budget question. In the shop class, we must stretch to the limit. It would be best if we strongly developed shop. If we had a good shop teacher, we could start in the sixth grade, but it is a different situation in the gardening class. That needs someone who really understands the subject. If we had two teachers, I would prefer that each would give shop in one year and gardening in the other.

We must realize that if we retain him, other difficulties will arise in the school.

I had the impression that was the opinion of the whole faculty. At the beginning, I thought this was already decided, but now I see that is not so. It is good we have discussed the matter so that we all understand it.

A teacher: Isn’t it possible to see that someone is inadequate for a position earlier?

Dr. Steiner: I already noticed it some time ago, and mentioned it at Christmas and in February. I didn’t go into it then because it is so difficult for me, but it comes up so often, namely, that we shut people out. Recently, there have been many times when the situation seemed to have improved.

Well, there is nothing left to do other than look for another solution. We will need to find another solution.

A teacher: In any event, we will need to find a first-rate shop teacher. It would be possible to have him as an assistant to the main teacher. Some time ago, Mr. X. wanted to take over the shop class.

Dr. Steiner: I already said that it would be best if someone who is one the faculty would learn how to make shoes. I didn’t think we should employ a shoemaker. The instruction in shop must come from the faculty, but suddenly Y. was there. It was only fleetingly mentioned to me, and it was certainly not intended that he completely take over the teaching of shop.

A teacher: He sort of grew into the faculty without a decision that he should become a part.

Dr. Steiner: Now we’re rather caught in the situation. We shouldn’t allow such things to happen. Recently when we were talking, I was quite surprised that someone who was not at all under consideration for the faculty was at the meeting. Those who are not on the faculty should not be at the meetings.

A teacher: I certainly think we can take him on as an assistant. Dr. Steiner: It would be too much for one teacher to do the gardening and the shoemaking, but then we would have to be able to pay him.

Emil Molt: I would say that budget considerations should be subordinate to the major considerations.

Dr. Steiner: It was certainly not harmful that he was there, but the harm may first arise when he is left out. He has become a teacher in a way I have often encountered in Stuttgart. If you ask how they reach their position, you find out that people have simply pushed their way in. They suddenly appear. I don’t understand how people move up. It is certainly true that we cannot continue in that way.

You need to realize, Mr. X., that one thing builds upon the other. As we decided, you were to create the shop instruction. Mr. Molt asked if we could consider Y. as an assistant for you, then, suddenly, he was sitting here in the faculty. He was never under consideration as a teacher for the Waldorf School. We can see that clearly because he is an employee of the Waldorf-Astoria Company that they sent over. Thus, there was not the least justification for him to be on the faculty.

A teacher: I don’t think we can work intimately if someone is here who does not belong.

Dr. Steiner: If he is already here, we can’t do that. If he has been teaching the subject and if other difficulties did not arise, we could not say that Y. is no longer on the faculty.

A teacher: It was a mistake to let him in.

A teacher: Yes, but we were the ones who made the mistake.

Dr. Steiner: The Waldorf School will pay for it. Just as people have made mistakes in the Anthroposophical Society, and in spite of the fact that people make these same mistakes time and again, I was the one who had to suffer. I had to suffer for each person we threw out. It is clear that in this case, the Waldorf School will have to suffer, but I think it is better that it suffer outwardly rather than within.

Following further discussion:

Dr. Steiner: Well, we will just have to try to keep him if there is no other way.

[After further discussion on the next day, of which there are no notes, Y. was told that he would no longer work in the Waldorf School.]

Dr. Steiner: It is certainly not so that we will include every specialty teacher in the faculty. The intent is that the inner faculty includes the class teachers and the older specialty teachers, and that we also have an extended faculty.

A teacher: My perspective is that we should include only those whom Dr. Steiner called to the faculty, and thus that someone’s mere presence in some position does not mean that he or she will automatically be part of the faculty.

A teacher: Who should be on the faculty?

Dr. Steiner: Only the main teachers, those who are practicing, not on leave, should be on the faculty. In principle, the faculty should consist of those who originally were part of the school and those who came later but whom we wish had participated in the course last year. We have always discussed who is to be here as a real teacher. If someone is to sit with us, he or she must be practicing and must be a true teacher.

Berta Molt: Well, then, I don’t belong here, either.

Dr. Steiner: You are the school mother. That was always the intent. Mrs. Steiner is here as the head of the eurythmy department and Mr. Molt as the patron of the school, that was always the intent from the very beginning.

If we have discussed it, then there is not much to say. That was the case with Baravalle. He was here as a substitute, but we discussed that. It was also clear that he would eventually come into a relationship to the school, because he would eventually be a primary teacher.

We still have the question of whom to consider as a teacher.

A teacher: Must the new teacher be an anthroposophist, or can it be someone outside?

Dr. Steiner: That is something I do not absolutely demand, we have already discussed it.

I propose that we talk with Wolffhügel regarding the shop class and see if he wants to take it. I think that Wolffhügel would be quite appropriate. That would be really good. He is a painter and works as a furniture maker. That would be excellent.

Now we need know only which of the new teachers should attend our meetings. Of course, Wolffhügel should.

I was only in the handwork class a few times, but once I had to ask myself why a child did not have a thimble on. I have always said that we must get the children accustomed to sewing with a thimble. They should not do it without a thimble. We cannot allow that.

We cannot know ahead of time whether a teacher can keep the children quiet. Often we can know that, I think, but we can also experience some surprises. You just don’t always know.

We need two teachers for the first grade. For the 1B class, I would propose Miss Maria Uhland and for the 1A class, Killian. I think we should hire them provisionally and not bring them into the faculty meetings.

We then have Miss von Mirbach for the second grade, for the third grade, Pastor Geyer, for the fourth grade, Miss Lang, for the fifth grade, Mrs. Koegel. Dr. Schubert will have the weaker children, the remedial class, and Dr. von Heydebrand, the sixth grade.

We still need someone. Baravalle would be good for the second sixth-grade class. I think we should take him. He can also do his doctoral work here.

Dr. Kolisko will take over the whole seventh grade.

I also think we should do the eighth and ninth grades as we did the seventh and eighth. How did that work?

A teacher: We took the classes in alternating weeks. Our impression is that if we alternate it daily, we would not know the class well enough.

Dr. Steiner: Then your perspective is that it is better to teach for a week, better than alternating daily?

A teacher: The reason why we two did not know our classes very well is unclear to me. The fact is that I knew the children the least of all our colleagues. Could you perhaps say what the problem was?

Dr. Steiner: That will not be better until you are more efficient in regard to the subject matter and how you treat it. You felt under pressure. You had, in general, too little contact with the children and lectured too much.

Dr. Steiner: School begins on the thirteenth. Now that we have more teachers, we need to discuss the classes again. Do you have a plan here? We could go according to that.

A final decision is made about who will be the main teacher for each class.

Dr. Steiner: The first thing we need to talk about is the remedial class. We definitely need it, but the question is, who can do it? I would be happy if Dr. Schubert could take over the remedial class. Don’t you think you would just die if you could no longer have your old class?

Dr. Schubert: Did I do poorly?

Dr. Steiner: No, the children are quite lively. I think that Dr. Kolisko should step in for Dr. Schubert in history for the upper three grades.

I would also like to see if Dr. Schwebsch could give a kind of aesthetics class, a class in art for the upper three grades, eighth, ninth, and tenth. Thus, we would add Dr. Schwebsch to the three main lesson teachers for the upper classes, and he would teach aesthetics. We already spoke of that to an extent. That would not continue indefinitely, but would merge into other teaching in a few weeks. The four of you would then rotate.

A teacher: That would mean that one of us would be free for a period of time.

Dr. Steiner: That does not matter since the upper grades need that. We need to speak about the foreign languages.

They discuss how to divide the modern languages.

Dr. Steiner: Dr. Schubert should take over the younger children for Latin and Greek, and I would ask Dr. Röschl to take over the remaining Latin and Greek classes. I will say something more about that later.

A teacher: Isn’t it better to place the students in Latin and Greek by class?

Dr. Steiner: With the confusion we now have, we can do that only slowly. Our goal could be to achieve some balance by the age of sixteen or seventeen. I would like to talk about that tomorrow at 2 o’clock. The teachers who are no longer responsible for Latin could help in the teachers’ library.

Today there was some talk about hiring a librarian, something I consider pure nonsense. If you work at it, you could finish the entire library. I think it would be silly. I could keep the whole thing in order with three hours a week. We need to consider how we can save some time. I think it would be a good idea if the faculty took that up. We can’t create a library and then hire a librarian who will need at least a palace. That talk is pure fantasy. Someone like Dr. R. would cost 30,000 Marks, money we could save if you would spend some of your free time in the library. I think that would be best and most efficient.

The theology course will take place in Dornach from September 26 until October 10. Hahn, Uehli, Ruhtenberg, and Mirbach will attend, and thus the independent religious instruction will not take place. We will have to teach something else in their place. It would be interesting if, for example, Dr. Schwebsch is free during that period, and if he could do something appropriate for the children concerning history or art history. It could also be something else.

I would now like to hear what else has been happening.

A teacher: What should we read in the seventh grade?

Dr. Steiner: We cannot hold the whole class back simply because there are a few new children. Those who are less advanced will not be able to read A Christmas Carol.

A new teacher: I think Dickens is much too difficult for this grade. Could we obtain a textbook for teaching language?

Dr. Steiner: I have nothing against using a textbook, but all of them are bad. The class does not have one book that unites them. Look for a textbook, and show it to me when I come back.

With regard to Dickens, I do not agree. The seventh grade can certainly read him. You could also choose some other prose, that was only given as an example. There are a number of good students’ editions. Of course, you’ll have to use something appropriate to the students’ age.

A teacher: In other schools, we began Dickens in the tenth grade.

Dr. Steiner: Find some texts you feel you can work with.

A teacher: I would be grateful if you would say something about rhythm and verse.

Dr. Steiner: It is difficult to hold a course about individual topics in teaching. Why can’t you find anything reasonable?

A teacher: I cannot say precisely.

Dr. Steiner: The children need to learn the poetic meter and rhyme that you know. They should understand the relationship of the individual meters to the pulse and breathing rhythms. That is the goal. I can hardly believe you cannot find anything. We cannot say that all books are bad. You can make them good by using them.

A teacher: I would like to ask a question about algebra. I think it would be good if we gave the children homework. It is certainly clear in this case that the children should do some problems at home.

Dr. Steiner: We need to emphasize what results from a good pedagogy. One basic principle is that we know the children do the homework, and that we never find that they do not do it. You should never give children homework unless you know they will bring the solved problems back, and that they have done them with zeal. A liveliness needs to come into the work, and we need to encourage the children so that their inner attitude is not paralyzed. For example, you should do it so that when you have covered some material, and you want to assign them some work in connection with it, you say, “Tomorrow I will do the following arithmetic operations.” Then wait and see if the children prepare the work at home. Some will be interested enough to do it and then others will become interested. You should bring it about that the children want to do what they need to do in school. What you need to do from day to day should come from what the children want to do.

A teacher: Can we also give homework such as multiplication problems and so forth?

Dr. Steiner: Only in that way. It’s the same story in the other subjects, and together we would then have a great deal of homework.

A teacher: I also wanted to ask what we could do following mathematics.

Dr. Steiner: Afterward, when the children are tired, you could go on to something simpler. You could do something like what you had originally thought of as homework.

A teacher: I have not had the impression that even the most strenuous things in mathematics tire the children.

Dr. Steiner: In spite of that, we should not keep the children under the same stress for two hours.

You could help the children or give them a hint that they should do this or that at home. But do not demand it.

A teacher: Could you give me some help in teaching aesthetics?

Dr. Steiner: These are fourteen- to sixteen-year-old children. Through examples, I would try use art itself to give them the concept of beauty. Look at the metamorphosis of beauty through the various style periods: Greek beauty, Renaissance beauty, and so forth. It is particularly important for children at that age that you bring a certain concrete form to what is otherwise abstract. If you study the aesthetics of people like Vischer and Carrière, all that is simply chaff in regard to concepts. On the other hand, you ennoble the children regarding ideals if you can give them an understanding of what is beautiful or what is great. What is comedy and how does music or poetry achieve it? The child’s soul cannot take in generalized concepts in this period. For that reason, at that age you must include such things as what it means to declaim and recite.

At the time when I was lecturing about declamation and recitation, I discovered that most people do not even know there is a difference. If you take the way you should speak Greek verses, then you have the archetype of reciting, because what is important is the meter, how things are extended or contracted. When the important point is the highs and lows, and that is what you need to emphasize, for instance, in The Song of the Niebelungs, then you have declamation. I showed that through an example, that there is a radical difference between the first form of Goethe’s Iphigenia, that he later reworked into a Roman form. The German Iphigenia should be declaimed and the Roman, recited.

A teacher: If we are to integrate our work with that of Dr. Schwebsch, I would like to ask approximately how much time we should allow for teaching aesthetics?

Dr. Steiner: It would be good to allow equal times. In that way, the German class would be less work.

We need to have somewhat different concepts. Think about the Austrian college preparatory schools. They have eight periods of Latin in the fifth grade. That is the result of terribly inefficient teaching. We, of course, must limit that. The Austrian schools have only very few periods of mathematics. Three in the 4th, 5th, and sixth grades and two in the seventh and eighth. If you work in these periods so that you correctly distribute the material you have to cover during the time available, the children will get the most from your instruction. These are children of fifteen or sixteen years of age.

Thus, in geometry, if you can see that the children have the basic concepts, including the law of duality and perspective geometry, so that the children are perplexed and amazed and have some interest in what you say about some of the figures, then you will have achieved everything that you can.

Have you begun with descriptive geometry yet?

A teacher: I have done the constructions with a point and a line, Cavalieri’s perspective and shadow construction, so that the children have an idea of them. Now we are only doing shadow construction. Then, we will do technical drawing. We have done relatively little of that.

Dr. Steiner: Then, you should do mechanical drawing including trajectory, simple machines, and trigonometry. Trajectory is better if you treat it with equations. Do the children understand parabolic equations? If you develop concrete examples, then you do not need to go into detail there. From a pedagogical perspective, the whole treatment of a trajectory is only so that the children learn parabolic equations and understand parabolas. The coinciding of reality with mathematical equations is the goal you need to strive for.

“Philosophy begins with awe,” is partially incorrect. In teaching, awe must come at the end of a block, whereas in philosophy, it is at the beginning. You need to direct the children toward having awe. They need something that will completely occupy them. They need to understand that it is something that, in the presence of its greatness, even Novalis would fall to his knees.

I would particularly like to remind all of you who are involved with drawing to study Baravalle’s dissertation thoroughly. I have attempted to mention it several times. Copies were available at the conference. Baravalle’s dissertation is extremely important for aesthetics. You should all study it. Baravalle’s dissertation could have a very deep effect, particularly in the handwork class. There is certainly a great deal in it that would help in understanding how a collar or a belt should be shaped.

Things like this from Baravalle—now don’t let this go to your head—things like this dissertation have a fundamental importance for Waldorf teachers, since they show how to pictorially present mathematical ideas and thus make them easier. That is something we could extend. What he has done for forms could be done in a similar way for colors or even tone. You could find a number of helpful ideas about Goethe’s thoughts about the world of tone in my last volume of the Kürschner edition. The table contained there is very informative. Certainly the theory of color could be treated in the same way.

A teacher: It may be possible to create a parallel in the moral and perceptible side of tones. Color perception follows the order of the spectrum. Everything in the blue range corresponds to sharps, and the remainder, to flats.

Dr. Steiner: That would be an interesting topic.

A teacher: In looking at both spectra, there is a certain parallel between them.

Dr. Steiner: The thought is nearly correct, but we must avoid simple analogies.

I would like to say something more that will hopefully strike an anthroposophical chord with you. I said that it would be a good idea to study Baravalle’s dissertation. I would like to mention that there is an occult significance in enlivening instruction when a lively interest exists for the work done by members of the faculty.

This is extremely important. The entire faculty is enlivened when you take an interest in some original work by a colleague. That is also a basic thought of many of the various school programs, but it has been corrupted. Each year discussion of the program should be published, but the whole faculty should be concerned with it. The fact is that the spiritual forces within the faculty carry the faculty through a communal inner experience. We should not try to do things individually, the whole should participate. Of course, here, through lively presentation, there is a significant general interest. However, there is an assumption that many others are also hiding their work. I would like to remind you to make that work fruitful for others as well.

A teacher: Sometime ago we spoke about a gymnastics teacher.

Dr. Steiner: Mr. Baumann told me we could no longer consider the business regarding a gymnastics teacher because we have no rooms. When we have room, then Englert will be here.

A teacher: He wrote that he could not do that. He is now in Norway.

Dr. Steiner: We haven’t the slightest need in the next half-year. He will need to wait until something else occurs. We will need to make an effort that the boys get better. We cannot say anything about gymnastics since Baumann is not here.

Dr. Steiner: The conference was such a success that it far exceeded our expectations. It was really quite a success. Only the members’ meeting on Sunday, September 4, was poor. It was the worst thing imaginable. The meeting of the local threefold groups was still worse. I had thought that just those people would bring new life into Anthroposophy. We should have been able to see that on Sunday. You can be certain that a great deal was wanted. People were sitting in all the corners having small meetings, but the whole was lost. It would have been better had it all been visible at the surface. Hopefully, further development will be better.

The basis for the text: The course was taken down in short-hand by the professional shorthand writer Helene Finckh (1883–1963) and then written out in longhand. The Stuttgart lecture of October 28, 1922, which is included as the eighth lecture, was probably taken down by participants. There is no shorthand report.

For the first edition (manuscript of lectures 1–6) the material was arranged by the curative eurythmist Elisabeth Baumann-Dollfus.

For the second edition (manuscript of lectures 1–6, with the addition of lecture 7) the first publication was revised by Isabella de Jaager.

For the third edition (first edition in the complete works) the publisher, Dr. Hans W. Zbinden, used Helene Finckh's original shorthand notes as a reference.

The present (fourth) edition is an unaltered impression of the third edition, the only additions being the summary of the contents and the subject index.

Concerning lectures 7 and 8:

The lecture of April 18, 1921, which was included as the seventh lecture of this course, was given in connection with the so-called second doctors' course and is contained in the volume “The Spiritual Scientific Aspect of Therapy”. In that context Rudolf Steiner refers to this lecture by saying “After a short pause we shall continue by going more in the direction of eurythmy.”

The lecture given in Stuttgart on October 28, 1922, and which has been included in this course as the eighth lecture, was given in connection with the “Medical Week” held in Stuttgart from October 26–28, 1922, (see “Anthroposophical Approach to Medicine”). The lecture has been published in the present volume only, however.

How the course came about and the ladies to whom the abbreviations “Frau B. and Frl. W.” refer:

Frau B. is Elisabeth Baumann-Dollfus (1895–1947) who actively participated in the development of eurythmy as from the summer of 1913. Later on she was the first eurythmy teacher at the Independent Waldorf School in Stuttgart, and she was an active member of the curative eurythmy course.

Frl. W. is Erna van Deventer, née Wolfram (1894–1976), one of the first eurythmists, and, together with Elisabeth Baumann, an active member of the curative eurythmy course. In a memorial essay of the year 1961 in the periodical “Blätter für Anthroposophie” she makes the following reference to it:

“I have two rather faded pieces of paper in front of me; one is a small drawing of the curve of Cassini and the other is a postcard dated February 1921 from Dr. Roman Boos¹ in Dornach. Two modest pieces of paper, and yet they are almost the only visible testimonies of the events that led up to the curative eurythmy course that Dr. Steiner gave in Dornach in the Spring of 1921 alongside the second doctors' course.

If I want to go back in memory to the time when Dr. Steiner gave the first therapeutic eurythmy exercises I have to go much further back than 1921. As early as 1915 and even earlier Dr. Steiner gave me, and probably other eurythmy teachers too, in answer to our questions, various eurythmy exercises for speaking, and hints for using in special cases we had encountered in towns all over Germany. The expression curative eurythmy did not even exist then, and Dr. Steiner called these exercises “therapeutic” eurythmy and said that these arose out of the Greek Mysteries. This remark will perhaps show how earnest Dr. Steiner was even at that time about healing by means of eurythmy movements, and it will also show how deeply it was impressed upon the consciousness of us still very young teachers that “healing” is connected with “holy”, and that our movements in this therapeutic eurythmy would really have to be carried by “the will to heal” if we wanted to achieve any success with this therapy. (Dr. Steiner did not coin the expression “the will to heal” until later; it was actually on the occasion of our asking him for advice, in 1923–24, whereupon he entered into our problems and gave the course for young medical students.)

Anyone who worked with Dr. Steiner in any way will remember that everything he gave was in answer to a question, a wish, or sometimes even a vague aspiration that came his way. It was the same with curative eurythmy. For instance two children with speech defects were brought to him, and he gave what we would later on have called “curative eurythmy exercises”. In 1919 I met a child with curvature of the spine. Dr. Steiner entered into my questions very thoroughly and gave me the help I warned. I could give lots more examples like this. Yet at the same time I myself was also learning, in the course of giving lessons, to observe people, and I learnt to unite the various phenomena I observed in a person, and to become aware of how many people actually in the numerous eurythmy courses round about were in need of help.

... During those years I often met Elisabeth Baumann-Dollfus, who was also one of the first eurythmists, and a deep love for the work we shared united us for many years. In 1919, after the end of the First World War, we encountered one another again when the Waldorf School was being founded. So we began to exchange our experiences, she being a teacher at the Waldorf School where she worked with Dr. Schubert's remedial class, and I being a eurythmist who in the course of the year gave eurythmy courses in almost all the big towns in Germany, and I had the privilege when I was in Stuttgart of standing in for Frau Baumann at the Waldorf School when she was ill. We each had much joy in the other, because we were aware of our common bond. We were both searching for the same thing, and what were we looking for? The healing element in or behind eurythmy!

This was one of the threads of destiny that hound us together. The other one was my engagement and marriage to H.A.R. van Deventer, who was himself a doctor, and who approached eurythmy from a background of medicine with the same enthusiasm that we approached medicine from a background of eurythmy. And what gave rise to it? The natural science course in Stuttgart at Christmas 1920/21.

Frau Baumann and I went to this course—more as visitors really—since we could not understand a lot of what Dr. Steiner was saying, and as eurythmists we hardly even belonged to that enlightened gathering of students and scholars! But—even if we did not understand it all with our intellect—our enthusiasm for the astronomical drawings made up for it. And one day Dr. Steiner drew something on the blackboard that made us fall on top of one another and nearly jump into the air, and that was the curve of Cassini.

This was the external occurrence that we needed to make us aware that the paths of the stars and the flow of forces within us, both sprang from the same source! For this curve of Cassini that Dr. Steiner was now describing in connection with natural science and astronomy, why, we eurythmists knew it too! As early as 1915, in the White Room of the old Goetheanum, Dr. Steiner had given four to six eurythmy teachers a series of lessons, and on this occasion he taught us “children's forms, good for children and young people from the age of three to eighty, to stop their thoughts scattering”. Those were his words, and one of these forms was the curve of Cassini, to the words “We will seek one another, we feel near one another, we know one another well”.

In 1915 we young people did not have the least idea why he gave this form as a pedagogical exercise, in fact we hardly knew the “Why” of any of the eurythmy teaching material—and to be honest do we know it that much better today? And yet it should be our task to pass not only the exercises but also the “Why” on to our successors. The only way to do this seems to be that in the eurythmy of the future we must separate truth from error, and the source of eurythmy from a watering down of it.

This experience of “recognizing” such an apparently insignificant form was what drew me to Elisabeth Baumann and what caused her and my husband to sit together for hours discussing the problem “If this form which Dr. Steiner was illustrating in the natural science course is so important for both macrocosmic man and microcosmic man, then does not everything given us in eurythmy come from the same source, and should it not be applicable for healing?” For just as with the curve of Cassini, we had also over the years learnt about the cosmic and the human healing effect of vowels, for instance AUM. Our experience of the curve of Cassini was really only the corner-stone of the building of our surmises and experiences in the realm of eurythmy!

But how was it to be done? How were we to acquire a knowledge of “therapeutic eurythmy”? What we knew up till then—Elisabeth Baumann and I—were only small building stones that Dr. Steiner had given us on occasion. Through the fact that my husband supported us in our ideas, as a doctor—he had done quite a lot of eurythmy himself and could understand and support our endeavours from both the medical and the eurythmic side—this gave us courage to ask Dr. Steiner whilst he was still in Stuttgart whether he would like to teach us a kind of therapeutic eurythmy in a systematic way just like he had taught us ordinary eurythmy. Dr. Steiner was very kind, looked at us somewhat astonished at our bold plans, and said he would discuss the matter further with my husband in Holland, and then we would hear.

And thus it happened. Dr. Steiner was in Holland at the beginning of 1921, and as my husband had a strong connection with our work through his medical studies, he had a good deal of opportunity to talk with Dr. Steiner. Frau Baumann was in Stuttgart at the time and I was in Breslau, but we had both set down our wishes very clearly in writing and sent them to my husband (He was still my fiance then). At any rate I)r. Steiner asked him one day in Holland “Do you actually have some eurythmists who would really put their backs into therapeutic eurythmy?”—to which my husband replied “Yes indeed, two at present, Frau Baumann and my future wife”. “Then we can start with it” said Dr. Steiner, and instructed my husband to do the necessary organizing.

This brings me back to the beginning, for the little drawing was the “curve of Cassini” which came from an evening's discussion with Dr. Steiner, and the faded postcard from Roman Boos was his announcement from Domach to say that the “Curative Eurythmy Course” (Dr. Steiner had now coined the name) was due to take place in Dornach at the beginning of April, along with the second doctor's course, that was also due to be given then.

In an article for the periodical “Beiträge zu einer Erweiterung der lleilkunst nach Geisteswissenschaftlichen Erkenntnissen” (1971, volume 4) headed “Curative Eurythmy: 1921–71. Its Origins, Development and Task” she describes the following:

During the second doctors' course, from April 12 to 17, 1921, Dr. Steiner gave the curative eurythmy course in six lectures, for doctors, and also for eurythmists who had been training for more than two years. Not one of us could imagine what the course would be like! Dr. Steiner stood on the platform, and Frau Baumann and 1, sitting on two chairs in front of it, felt very uncomfortable, for we had instigated the situation, and in the meantime, from February till April, we had heard no word from Dr. Steiner as to how he would establish this new branch of medical science with the likes of us, who had not the slightest preparatory training in the realm of medicine!

We certainly did not have the necessary knowledge for curative eurythmy work—would it not have been much more practical and sensible for Dr. Steiner to have chosen a small group of doctors for this work? Or did Frau Baumann and I, being eurythmists, really bring something with us out of our past that seemed important to him? In the instructions he gave me shortly after the course, about the training necessary for curative eurythmy, I had my answer.

He answered our question by saying “The prerequisite for the curative eurythmy profession is that you first of all know the whole foundation of artistic eurythmy, in theory and practice. You must he capable of performing a dramatic poem on the stage, for example “der Zauberlehrling” (sorcerer's apprentice) by Goethe, and carry out all the eurythmic indications for word meaning and sentence construction, with all the forms and postures you have learnt. Not until you have mastered all the aspects of artistic eurythmy are you ready to change over to curative eurythmy. He made it clear to us that we would first of all have to master all the possibilities of artistic eurythmy, be able to find them in the cosmos as the forces of the planets and the fixed stars, then in their reflection in human speech and music, then through movements of the human body itself, and in this way we would get to know the human being, that is, ourselves, as beings who reflect macrocosm and microcosm in our own body. Not until we had grasped our situation and task would we be able to advance from the periphery of eurythmy to the centre of the healing aspect of eurythmy. Yet “first of all you must know the periphery, and then you can move on to the centre of man!” What a perspective for us, who had already been actively engaged in artistic and pedagogical eurythmy for eight years, though more in a practical way, and by learning from doing it rather than filling it with our consciousness. The vowels, consonants, parts of speech, rhymes—how much more significant they now appeared to be!

...What a eurythmist should know was also clearly defined by Dr. Steiner telling me what and how I would have to learn from my husband's textbooks, the “Spalteholz”² and the textbook by Professor Broesicke³ of Breslau.

Dr. Steiner told us this shortly after the curative eurythmy course, so that it was with a deep feeling of responsibility that we took our departure from Dornach.

• 1. Head of the Dornach administration at that time.
• 2. Prof. W. Spatcholz of the University of Leipzig, February 1914
• 3. Prof. Dr. Gustav Broesicke, Breslau 1920

Speech Exercises:

Children chiding
Chaffinch chirping
Choking chimneys
Cheerfully chattering

Children chiding and fetching
Chaffinch chirping switching
Choking chimneys hitching
Cheerfully chattering twitching

Beach children chiding and fetching
Reach chaffinch chirping switching
Birches choking chimneys hitching
Perches cheerfully chattering twitching

RUDOLF STEINER: The “ch” should be sounded in a thoroughly active way, like a gymnastic exercise.¹

The following is a piece in which you have to pay attention both to the form and the content.

From “Galgenlieder” by Christian Morgenstern:

The Does’ Prayer

The does, as the hour grows late,
Med-it-ate;
Med-it-nine;
Med-i-ten;
Med-eleven;
Med-twelve;
Mednight!
The does, as the hour grows late,
Meditate,
They fold their little toesies,
the doesies.²

RUDOLF STEINER: Now we will continue our talk about the plant world.

Various contributions were offered by those present.

RUDOLF STEINER: Later there will be students in the school who will study the plant kingdom on a more scientific basis, in which case they would learn to distinguish mosses, lichens, algae, monocotyledons, dicotyledons, and so on. All children, who in their youth learn to know plants according to scientific principles, should first learn about them as we have described—that is, by comparing them with soul qualities. Later they can study the plant system more scientifically. It makes a difference whether we try first to describe the plants and then later study them scientifically, or vice versa. You can do much harm by teaching scientific botany first, instead of first presenting ideas that relate to the feeling life, as I have tried to show you. In the latter case the children can tackle the study of scientific botanical systems with a truly human understanding.

The plant realm is the soul world of the Earth made visible. The carnation is a flirt. The sunflower an old peasant. The sunflower’s shining face is like a jolly old country rustic. Plants with very big leaves would express, in terms of soul life, lack of success in a job, taking a long time with everything, clumsiness, and especially an inability to finish anything; we think that someone has finished, but the person is still at it. Look for the soul element in the plant forms!

When summer approaches, or even earlier, sleep spreads over the Earth; this sleep becomes heavier and heavier, but it only spreads out spatially, and in autumn passes away again. The plants are no longer there, and sleep no longer spreads over the Earth. The feelings, passions, and emotions of people pass with them into sleep, but once they are there, those feelings have the appearance of plants. What we have invisible within the soul, our hidden qualities—flirtatiousness, for example—become visible in plants. We don’t see this in a person who is awake, but it can be observed clairvoyantly in people who are sleeping. Flirtation, for example, looks like a carnation. A flirt continually produces carnations from the nose! A tedious, boring person produces gigantic leaves from the whole body, if you could see them.

When we express the thought that the Earth sleeps, we must go further: the plant world grows in the summer. Earth sleeps in the summer and is awake during winter. The plant world is the Earth’s soul. Human soul life ceases during sleep, but when the Earth goes to sleep its soul life actually begins. But the human soul does not express itself in a sleeping person. How are we going to get over this difficulty with children?

One of the teachers suggested that plants could be considered the Earth’s dreams.

RUDOLF STEINER: But plants during high summer are not the Earth’s dreams, because the Earth is in a deep sleep in the summer. It is only how the plant world appears during spring and autumn that you can call dreams. Only when the flowers are first beginning to sprout—when the March violet, for example, is still green, before flowers appear, and again when leaves are falling—that the plant world can be compared to dreams. With this in mind, try to make the transition to a real understanding of the plant.

For example, you can begin by saying, “Look at this buttercup,” or any plant we can dig out of the soil, showing the root below, the stalk, leaves, blossoms, and then the stamens and pistil, from which the fruit will develop. Let the child look at a plant like this. Then show a tree and say, “Imagine this tree next to the plant. What can you tell me about the tree? Yes, it also has roots below of course; but instead of a stalk, it has a trunk. Then it spreads its branches, and it’s as if the real plants grew on these branches, because many leaves and flowers can be found there; it’s as if little plants were growing on the branches above. So, we could actually look at a meadow this way: We see yellow buttercups growing all over the meadow; it is covered with individual plants with their roots in the Earth, and they cover the whole meadow. But when we look at the tree, it’s as if someone had taken the meadow, lifted it up, and rounded it into an arch; only then do we find many flowers growing very high all over it. The trunk is a bit of the Earth itself. So we may say that the tree is the same as the meadow where the flowers grow.

“Now we go from the tree to the dandelion or daisy. Here there is a root-like form in the soil, and from it grows something like a stalk and leaves, but at the top there is a little basket of flowers, tiny little blossoms close together. It’s as though the dandelion made a little basket up there with nothing in it but little flowers, perfect flowers that can be found in the dandelion-head. So we have the tree, the little ‘basket-bloomers,’ and the ordinary plant, a plant with a stalk. In the tree it’s as though the plants were only high up on the branches; in the compound flowers the blossom is at the top of the plant, except that these are not petals, but countless fully-developed flowers.

“Now imagine that the plant kept everything down in the Earth; suppose it wanted to develop roots, but that it was unsuccessful—or perhaps leaves, but could not do this either; imagine that the only thing to unfold above ground were what one usually finds in the blossom; you would then have a mushroom. At least, if the roots down below fail and only leaves come up, you would then have ferns. So you find all kinds of different forms, but they are all plants.”

Show the children the buttercup, how it spreads its little roots, how it has its five yellow-fringed petals, then show them the tree, where the “plant” only grows on it, then the composite flowers, the mushroom, and the fern; do not do this in a very scientific way, but so that the children get to know the form in general.

Then you can say, “Why do you think the mushroom remained a mushroom, and why did the tree become a tree? Let’s compare the mushroom with the tree. What is the difference between them? Take the tree. Isn’t it as though the Earth had pushed itself out with all its might—as though the inner being of the tree had forced its way up into the outside world in order to develop its blossoms and fruits away from the Earth? But in the mushroom the Earth has kept within itself what usually grows up out of it, and only the uppermost parts of the plant appear in the form of mushrooms. In the mushroom the ‘tree’ is below the soil and only exists as forces. In the mushroom itself we find something similar to the tree’s outermost part. When lots and lots of mushrooms are spread over the Earth, it is as though you had a tree growing down below them, inside the Earth. And when we look at a tree it is as though the Earth had forced itself up, turning itself inside out, as it were, bringing its inner self into the outer world.”

Now you are coming nearer to the reality: “When you see mushrooms growing you know that the Earth is holding something within itself that, in the case of a growing tree, it pushes up outside itself. So in producing mushrooms the Earth keeps the force of the growing tree within itself. But when the Earth lets the trees grow it turns the growing-force of the tree outward.” Now here you have something not found within the Earth during summer, because it rises out of the Earth then and when winter comes it goes down into the Earth again. “During summer the Earth, through the force of the tree, sends its own force up into the blossoms, causing them to unfold, and in winter it draws this force back again into itself. Now let us think of this force, which during the summer circles up in the trees—a force so small and delicate in the violet but so powerful in the tree. Where can it be found in winter? It is under the surface of the Earth. What happens during the depth of winter to all these plants—the trees, the composite flowers, and all the others? They unfold right under the Earth’s surface; they are there within the Earth and develop the Earth’s soul life. This was known to the people of ancient times, and that was why they placed Christmas—the time when we look for soul life—not in the summer, but during winter.

“Just as a person’s soul life passes out of the body when falling asleep, and again turns inward when a person wakens, so it is also for the Earth. During summer while asleep it sends its sap-bearing force out, and during winter takes it back again when it awakens—that is, it gathers all its various forces into itself. Just think, children, our Earth feels and experiences everything that happens within it; what you see all the summer long in flowers and leaves, the abundance of growth and blossom, in the daisies, the roses, or the carnations—this all dwells under the Earth during winter, and there it has feelings like you have, and can be angry or happy like you.”

In this way you gradually form a view of life lived under the Earth during winter. That is the truth. And it is good to tell the children these things. This is something that even materialists could not argue with or consider an extravagant flight of fancy. But now you can continue from this and consider the whole plant. The children are led away from a subjective attitude toward plants, and they are shown what drives the sap over the Earth during summer heat and draws it back again into itself in winter; they come to see the ebb and flow in plant life. In this way you find the Earth’s real soul life mirrored in plants. Beneath the Earth ferns, mosses, and fungi unfold all that they fail to develop as growing plants, but this all remains etheric substance and does not become physical. When this etheric plant appears above the Earth’s surface, the external forces work on it and transform it into the rudiments of leaves we find in fungi, mosses, and ferns. But under a patch of moss or mushrooms there is something like a gigantic tree, and if the Earth cannot absorb it, cannot keep it within itself, then it pushes up into the outer world.

The tree is a little piece of the Earth itself. But what remains underground in mushrooms and ferns is now raised out of the Earth, so that if the tree were slowly pushed down into the Earth everything would be different, and if it were to be thus submerged then ferns, mosses, and mushrooms would appear; for the tree it would be a kind of winter. But the tree withdraws from this experience of winter. It is the nature of a tree to avoid the experience of winter to some extent, but if I could take hold of a fern or a mushroom by the head and draw it further and further out of the Earth so that the etheric element in it reached the air, then I would draw out a whole tree, and what would otherwise become a mushroom would now turn into a tree. Annual plants are midway between these two. A composite flower is merely another form of what happens in a tree. If I could press a composite flower down into the Earth it would bear only single blossoms. A composite flower could almost be called a tree that has shot up too quickly.

And so we can also find a wish, a desire, living in the Earth. The Earth feels compelled to let this wish sink into sleep. The Earth puts it to sleep in summer, and then the wish rises as a plant. It is not visible above the Earth until it appears as a water-lily. Down below it lives as a wish in the Earth, and then up above it becomes a plant.

The plant world is the Earth’s soul world made visible, and this is why we can compare it with human beings. But you should not merely make comparisons; you must also teach the children about the actual forms of the plants. Starting with a general comparison you can then lead to the single plant species.

Light sleep can be compared with ordinary plants, a kind of waking during sleep with mushrooms (where there are very many mushrooms, the Earth is awake during the summer), and you can compare really sound deep sleep with the trees.

From this you see that the Earth does not sleep as people do, but in one part it is more asleep and in another more awake; here more asleep, there more awake. People, in their eyes and other sense organs, also have sleeping, waking, and, dreaming side by side, all at the same time.

Now here is your task for tomorrow. Please make out a table; on the left place a list of the human soul characteristics, from thoughts down through all the emotions of the soul—feelings of pleasure and displeasure, actively violent emotions, anger, grief, and so on, right down to the will; certain specific plant forms can be compared with the human soul realm. On the right you can then fill in the corresponding plant species, so that in the table you have the thought plants above, the will plants below, and all the others in between.

Rudolf Steiner then gave a graphic explanation of the Pythagorean theorem and referred to an article by Dr. Ernst Müller in Ostwald’s magazine for natural philosophy, Annalen der Naturphilosophie, entitled “Some Observations on a Theory of Knowledge underlying the Pythagorean theorem.”

In the drawing, the red parts of the two smaller squares already lie within the square on the hypotenuse. By moving the blue and the green triangles in the direction of the arrows, the remaining parts of the two smaller squares will cover those parts of the square on the hypotenuse still uncovered.

You should cut out the whole thing in cardboard and then you can see it clearly.³

• 1. The original German exercise (which appears in the appendix) uses the “pf ” sound; the “ch” sound has been substituted in the English version.
• 2. Max Knight, trans., University of California Press, Berkeley, 1964.
• 3. The Pythagorean theorem states that the square of the hypotenuse of a right triangle is equal to the sum of the squares of the other two sides. For another brief discussion of the Pythagorean theorem in teaching see Rudolf Steiner, The Kingdom of Childhood: Introductory Talks on Waldorf Education, Anthroposophic Press, Hudson, NY, 1995, pp. 85–90.

In beginning this our last lecture I can assure you that much still remains to be discussed and that in this course of lectures we have touched only the fringe of this subject which covers a wide field. I can only hope that it will not be the last time that we shall speak together here on kindred subjects, and it must suffice if I have introduced this subject with only the briefest indications, since detailed discussion at this present moment would otherwise create further complications.

Like a golden thread running through the last few lectures was the idea that Teutonic mythology contains something which, in imaginative form, is connected in a remarkable way with the knowledge derived from the spiritual research of our time. Now this is also one of the reasons why we may hope that the Folk Spirit, the Archangel, who directs and guides this country (Norway) will imbue modern philosophy and modern spiritual research with the capacities he has developed over the centuries and that henceforth modern spiritual research will be fertilized by uniting with the life-forces of the entire people.

The further we penetrate into the details of Teutonic mythology, the more we shall realize—and this applies to no other mythology—how wonderfully the deepest occult truths are expressed in the symbols of this mythology. Perhaps some of you who have read my Occult Science—an Outline or have heard other lectures which I was able to give here will recall that once upon a time in the course of Earth-evolution an event occurred which we may describe as the descent of those human souls who, in primeval times before the old Lemurian epoch, for very special reasons rose to other planets, to Saturn, Jupiter, Mars, Venus and Mercury, and that these souls in the late Lemurian epoch and throughout the Atlantean epoch, after the hardening forces of the Moon had left the Earth endeavoured to incarnate in human bodies whose capacities had gradually been developed and perfected under Earth conditions. These Saturn-, Jupiter-, Mars-, Venus-, and Mercury-souls then descended upon Earth and this descent can still be verified today in the Akashic Records. During the Atlantean epoch the air of Atlantis was permeated with watery mists and through these mists those on Earth beheld with the old Atlantean clairvoyance the descent of these souls out of the Cosmos. Whenever new beings descended from spiritual heights into the still soft, plastic and pliant bodies of that time, this was understood to be the external manifestation of souls descending out of the Cosmos, out of the atmosphere, out of planetary spheres, in order to incarnate in earthly bodies.

These earthly bodies were fructified by that which poured down from spiritual heights. The memory of this event has survived in the imaginative conceptions of Teutonic mythology and has persisted so long that it was still extant amongst the Southern Germanic peoples at the time when Tacitus wrote his “Germania”. No one will understand the account Tacitus gives of the Goddess Nerthus unless he realizes that this event actually took place.¹ He relates that the chariot of the Goddess Nerthus was driven over the waters. Later on this survived as a solemn ritual; formerly it had been a matter of actual vision. This Goddess offered the human bodies that were suitable to the human souls descending from the planetary spheres. That is the mystery underlying the Nerthus myth and it has survived in all that has come down to us in the older sagas and legends which give intimations of the birth of physical man. Njordr who is intimately related to the Goddess Nerthus is her masculine counterpart. He is said to represent the primeval memory of the descent of the psycho-spiritual beings who in olden time had risen to planetary heights and who, during the Atlantean epoch, had come back and incarnated in human bodies.

In my pamphlet, The Occult Significance of Blood, you can read how miscegenation and contact between different peoples have played a significant role at certain periods. Now not only the mixture of peoples and their interrelationships which led to the introduction of foreign blood, but also the psychic and spiritual development of the Folk Spirits have played a decisive part. The vision of that descent has been preserved in the greatest purity in those sagas which arose in former times in these Northern regions. Hence in the Sagas of the Vanir you can still find one of the oldest recollections of this descent. Especially here in the North, the Finnish tradition still preserves a living memory of this union of the soul-and-spirit which descended from planetary spheres with that which springs out of the body of the Earth and which Northern tradition knows as Riesenheim (Home of the Giants). That which developed out of the body of the Earth belongs to Riesenheim. We realize, therefore, that Nordic man was always aware of spiritual impulses, that he felt within his gradually evolving soul the workings of this old vision of the Gods which was still natural to man here when, in those ancient times, the watery mists of Atlantis still covered the region. Nordic man felt within him some spark of a God who was directly descended from those divine-spiritual Beings, those Archangels who directed the union of soul-and-spirit with the terrestrial and physical. People believed and felt that the God Freyr and his sister Freyja who were once upon a time specially favoured Gods of the North, had originally been those angelic Beings who had poured into the human soul all that this soul required in order to develop further upon the physical plane those old forces which they (the people) had received through their clairvoyant capacities. Within the physical world, the world limited to the external senses, Freyr was the continuer of all that had hitherto been received in a clairvoyant form. He was the living continuation of forces clairvoyantly received. He had therefore to unite with the physical-corporeal instruments existing in the human body itself for the use of these soul-forces, which then transmit to the physical plane what had been perceived in primeval clairvoyance. This is reflected in the marriage of Freyr with Gerda, the Giant's daughter. She is born out of the physical forces of earthly evolution itself. The descent of the divinespiritual into the physical is still mirrored in these mythological symbols. The figure of Freyr portrays in a remarkable way how Freyr makes use of that which enables man to manifest on the physical plane that for which he has been prepared through his earlier clairvoyance. The name of his horse is Bluthuf, indicating that the blood is an essential factor in the development of the ‘I’. A remarkable magic ship is placed at his disposal. It could span the sky or be folded up to fit into a tiny box. What is this magic ship? If Freyr is the power which transmits clairvoyant forces to the physical plane, then this magic ship is something peculiarly his own: it symbolizes the alternation of the soul in day and night. just as the human soul during sleep and until the moment of waking spreads out over the Macrocosm, so too the magic ship spreads its sails and is then folded up again into the cerebral folds to be stowed away in that tiny box—the human skull. You will find all this portrayed in a wonderful way in the mythological figures of Teutonic mythology.

Those of you who probe more deeply into these matters will be gradually convinced that what has been implanted, ‘injected’ into the mind and soul of this Northern people by means of these symbols or pictures is no flight of fancy, but actually stems from the Mystery Schools. Thus in the guiding Archangel or Folk Spirit of the North, much of the old education through clairvoyant perception has survived, much of that which may unfold in a soul which, in the course of its development on the physical plane, is associated with clairvoyant development.

Although not apparent from the external point of view today, the Archangel of the Germanic North had within him this tendency, and thanks to this tendency he is particularly fitted to understand modern Spiritual Science and to transform it in the appropriate manner to satisfy the inherent potentialities of the people. You will therefore appreciate why I have said that the soul of the Germanic peoples in particular is best fitted to understand what I could only indicate briefly in the public lecture which I gave here on the Second Coming of Christ.

Spiritual research today shows us that after Kali Yuga has run its course (which lasted for 5,000 years, approximately from 3,100 BC to AD 1,899) new capacities will appear in the isolated few who are specially fitted to receive them. A time will come when individuals will be able, through the natural development of the new clairvoyance, to perceive something of what is announced only by Spiritual Science or spiritual research. We are told that in the course of the next centuries, increasing numbers of people will be found in whom the organs of the etheric body are so far developed that they will attain to clairvoyance, which today can only be acquired through training. How are we to account for this? What will be the nature of the, etheric body in those few who develop clairvoyance? There will be some who will receive clairvoyant impressions, and I should like to describe to you a typical example. A man performs some act and at the same time feels himself impelled to observe something. A sort of dream vision arises in him which at first he does not understand. But if he has heard of Karma, of how world-events conform to law, he will then realize, little by little, that what he has seen is the karmic counterpart of his present deeds made visible in the etheric world. Thus the first elements of future capacities are gradually developed.

Those who are open to the stimulus of Spiritual Science will, from the middle of the twentieth century on, gradually experience a renewal of that which St. Paul saw in etheric clairvoyance as a mystery to come, the ‘Mystery of the Living Christ’. There will be a new manifestation of Christ, a manifestation which must come when human capacities develop naturally to the point when the Christ can be seen in the world in which He has always been present since the Mystery of Golgotha and in which He can also be experienced by the Initiate. Mankind is gradually growing into that world in order to be able to perceive from the physical plane that which formerly could be perceived only in the Mystery Schools from the perspective of the higher planes.

Nevertheless, occult training is still a necessity. It always presents things in a different light to those who have not undergone occult training. But occult training will, by the transformation of the physical body, show the Mystery of the Living Christ in a new way—as it will be able to be seen etherically from the perspective of the physical plane by a few isolated individuals at first, and later by increasing numbers of people in the course of the next three thousand years. The Living Christ perceived by St. Paul, the Christ who is to be found in the etheric world since the Mystery of Golgotha, will be seen by an ever-increasing number of people.

The manifestations of the Christ will be experienced by man at ever-higher levels. That is the mystery of the evolution of Christ. At the time of the Mystery of Golgotha it was intended that man should comprehend everything from the perspective of the physical plane. It was therefore necessary that he should be able to see Christ on the physical plane, to receive tidings of Him and to bear witness to His dominion on that plane. But mankind is designed to progress and to develop higher powers. He who believes that the manifestation of Christ will be repeated in the form which was valid nineteen hundred years ago can have little understanding of the development of mankind. The manifestation of Christ took place on the physical plane because, at that time, the forces of man were adapted to the physical plane. But those forces will evolve, and in the course of the next three thousand years Christ will be increasingly understood by the more highly developed souls on Earth.

What I have just said is a truth which has long been communicated to a select few from within the esoteric schools and it is a truth that today must pervade the teachings of Spiritual Science in particular, because Spiritual Science is intended to be a preparation for that which is to come. Mankind is now ready for freedom and self-knowledge and it is highly probable that those who proclaim themselves to be the pioneers of the Christ-vision will be denounced as fools on account of their message to mankind. It is possible for mankind to sink still deeper into materialism and to spurn that which could become a most valuable revelation for mankind. Everything that may happen in the future is to a certain extent subject to man's volition; consequently he may miss what is intended for his salvation. It is extremely important to realize that Spiritual Science is a preparation for the new Christ-revelation.

Materialism holds a twofold danger. The one which probably stems from the traditions of the West, is that everything that the first pioneers of the new Christ-revelation will announce in the twentieth century from out of their own vision will be dismissed as a figment of the imagination, as the height of folly. Today materialism has invaded all spheres. It is not only ingrained in the West, but has also invaded the East. There, however, it assumes another form. One consequence of oriental materialism might well be that mankind will fail to recognize the higher aspects of the Christ-revelation. And then will follow what I have often spoken of here, and which I must repeat again and again, namely, that materialistic thinking will have a purely materialistic conception of the manifestation of Christ. It might well be that, under the influence of spiritual-scientific truths, people might venture to speak of a future manifestation of Christ and yet believe that He will appear in a physical body. The result would simply be another form of materialism, a continuation of what has already existed for centuries.

People have always exploited this false materialism. Indeed certain individuals declared themselves to be the new Messiah. The last well-known case occurred in the seventeenth century, when a man called Sabbatai Zevi of Smyrna announced that he was the new Messiah. He made a great stir. Not only those who lived in his immediate environment made pilgrimages to visit him, but also people from Hungary, Poland, Germany, France, Italy and North Africa. Everywhere Sabbatai Zevi was regarded as the physical incarnation of a Messiah. I do not propose to relate the human tragedy that befell the personality of Sabbatai. In the seventeenth century no great harm was done. At that time man was not really a free agent, although he could recognize intuitively—which was a kind of spiritual feeling—what was the truth. But in the twentieth century it would be a great misfortune if, under the pressure of materialism, the manifestation of Christ were to be taken in a materialistic sense, implying that one must look for His return in a physical body. This would only prove that mankind had not acquired any perception of, or insight into the real progress of human evolution towards a higher spirituality.

False Messiahs will inevitably appear and, thanks to the materialism of our time, they will find popular favour like Sabbatai in the seventeenth century. It will be a severe test for those who have been prepared by Spiritual Science to recognize where the truth lies, to know whether the spiritual theories are really permeated by a living, spiritual feeling or whether they are only a disguised form of materialism. It will be a test of the further development of Spiritual Science whether Spiritual Science will develop a sufficient number of people who are able to understand that they must perceive the spirit in the spirit, that they must seek the new manifestation of Christ in the etheric world, or whether they will refuse to look beyond the physical plane and expect to see a manifestation of Christ in the physical body. Spiritual Science has yet to undergo this test. There is no doubt that nowhere has the ground been better prepared to recognize the truth on this very subject than in Scandinavia where the Northern mythology flourished.

The twilight of the Gods embraces a significant vision of the future, and I now come to a theme which I have already touched upon. I have already told you that in a folk community which has so recently left its clairvoyant past behind it, a clairvoyant sense is also developed in its guiding Folk Spirit in order that the newfound clairvoyance can again be understood. Now if a people experiences the new epoch with new human capacities in the region where Teutonic mythology flourished, then this people must realize that the old clairvoyance must assume a different form after man has undergone development on the physical plane. The old clairvoyance was temporarily silenced; man lost for a while the vision of the world of Odin and Thor, of Baldur and Hodur, of Freyr and Freyja. But this world will return again in an epoch when other forces meanwhile have been at work upon the human soul. When man gazes out into the new world with the new etheric clairvoyance he will realize that the forces of the old Gods no longer avail. If the old forces were to persist, then the counter-forces would range themselves against that force whose function in olden times was to develop man's capacities to a certain level. Odin and Thor will be visible again, but now in a new form. All the forces opposed to Odin and Thor, everything which has developed as a counter-force will once again be visible in a mighty tableau. But the human soul would not progress; it would not be able to resist injurious influences if it were subject solely to the forces known to the old clairvoyance. Once upon a time Thor endowed man with an ego. This ego has been developed on the physical plane, has evolved out of the Midgard Snake which Loki, the Luciferic power, has left behind in the astral body. That which Thor was once able to give and which the human soul transcends, is in conflict with that which proceeds from the Midgard Snake. This is depicted in Nordic mythology as the conflict between Thor and the Midgard Snake. They are evenly matched, neither can prevail. In the same way Odin wrestles with the Fenris Wolf and does not prevail.² Freyr, who, for a time, moulded the human soul-forces, had to succumb to that which had been given from out of the Earth forces themselves to the ‘I’, which meanwhile had been developed on the physical plane. Freyr was overcome by the flaming sword of Earth-born Surtur.

All these details which are set down in the Twilight of the Gods will find their counterpart in a new etheric vision which’ in reality points to the future. But the Fenris Wolf, symbol of the relics of the old clairvoyance, will live on in the future. There is a very deep truth concealed in the fact that the struggle between the Fenris Wolf and Odin still persists. There will be no greater danger than the tendency to cling to the old clairvoyance which has not been permeated with the new forces, a danger which might tempt man to remain content with the manifestations of the old astral clairvoyance of primeval times, such as the soul pictures of the Fenris Wolf. It would again be a severe trial for the future prospects of Spiritual Science, if, perhaps in the domain of Spiritual Science itself, there should arise a tendency to all sorts of confused, chaotic clairvoyance, an inclination to value clairvoyance illuminated by reason and spiritual knowledge less highly than the old, chaotic clairvoyance which is denied this prerogative. These dark and confusing relics of the old clairvoyance would wreck a terrible vengeance. Such clairvoyance cannot be challenged by that which itself stemmed from the old clairvoyant gift, but only by that which, during the period of Kali Yuga, has matured in a healthy way in order to give birth to a new clairvoyance. The power given by the old Archangel Odin, the old clairvoyant powers, cannot save man; something very different must supplant them. These future powers however, are known to Teutonic mythology; it is fully aware of their existence. It knows that the etheric form exists in which shall be embodied what we are now to see again—Christ in etheric form. He alone will succeed in banishing the dark and impure clairvoyant powers which would confuse mankind if Odin should not succeed in overcoming the Fenris Wolf which symbolizes the atavistic clairvoyance. Vidar who has been silent until now will overcome the Fenris Wolf. We learn of this too in the Twilight of the Gods.

Whoever recognizes the significance of Vidar and feels him in his soul, will find that in the twentieth century the power to see the Christ can be given to man again. Vidar who is part of the heritage of Northern and Central Europe will again be visible to man. He was held secret in the Mysteries and occult schools—the God who should await his future mission. Only vague intimations of his image have been given. This may be seen from the fact that a picture has been found in the vicinity of Cologne and no one knows whom it represents. But it is clearly a likeness of Vidar.

Throughout the period of Kali Yuga were acquired the powers which shall enable the new men to see the new manifestations of Christ. Those who are called upon to interpret from the signs of the times what is to come are aware that the new spiritual investigation will re-establish the power of Vidar who will banish from the hearts and minds of men all the dark and confusing relics of the old clairvoyance and will awaken in the human soul the new clairvoyance that is gradually unfolding.

When the wondrous figure of Vidar shines forth to us out of the Twilight of the Gods we realize that Teutonic mythology gives promise of future hope. We feel ourselves to be inwardly related to the figure of Vidar, the deeper aspects of whose being we are now striving to understand. We hope that those forces which the Archangel of the Teutonic world can contribute to the evolution of modern times will be able to provide the core and living essence of Spiritual Science. One part only of the development of mankind and the spirit—one part of a greater whole—has been realized for the fifth post-Atlantean epoch; another part has yet to be accomplished. Those members of the Nordic peoples who feel within them the elemental and vital energies of a young people will best be able to contribute to this development. This will to some extent be implanted in the souls of men; but they themselves must be prepared to make a conscious effort. In the twentieth century one may fall by the wayside because man must to a certain extent have free choice in determining his goal which must not be pre-determined. It is therefore a question of having a proper understanding of the goal ahead. If, then, Spiritual Science reflects the knowledge of the Christ Being, and if we start from a true understanding of this Being whom we look for in the very core of the European peoples themselves, if we set our future hopes on this understanding, then we shall not be motivated by any kind of personal predilection or temperamental predisposition.

It has sometimes been said that the name we give to the greatest Being in the evolution of mankind is of no consequence. He who recognizes the Christ Being will not insist on retaining the name of Christ. If we understand the Christ Impulse in the right way we would never say: a Being plays a part in the evolution of mankind, in the life of the peoples of the West and the East and this Being must conform to man's predilections for a particular truth. Such an attitude is not compatible with the teachings of occultism. What is compatible with occult teachings is that the moment one recognizes that this Being should be given the name of Buddha, we should unhesitatingly abide by our decision irrespective of whether we agree with it or not. Fundamentally it is not a question of sympathy or antipathy, but of the factual truth.

The moment the facts are open to other interpretations we should be prepared to act differently. Facts and facts alone must decide. We have no wish to introduce Orientalism and Occidentalism into what we look upon as the life-blood of Spiritual Science; if we should discover in the realm of the Nordic and Germanic Archangels a source of potential nourishment for true Spiritual Science, then this will not be the prerogative of a particular people or tribe in the Germanic countries, but of the whole of humanity. What is given to all mankind must be given; it may, it is true, originate in a particular region, but it must be given to the whole of humanity. We do not differentiate between East and West. We accept with deep gratitude the surpassing grandeur of the primeval culture of the holy Rishis in its true form. We accept with gratitude the Persian culture, the Egypto-Chaldean and Graeco-Latin cultures, and with the same objectivity we also accept the cultural heritage of Europe. We are compelled by the needs of the situation to present the facts as they really are.

If we incorporate the total contributions which each religion has made to the civilizing process of mankind into what we recognize to be the common property of mankind, then the more we do this, the more we are acting in accordance with the Christ principle. Since this principle is capable of further development we must abandon the dogmatic interpretation of the early centuries and millennia when the initial stages of the Christ principle were only imperfectly understood. We do not look to the past for future guidance. We do not seek to perpetuate the Christ of the past; we are chiefly concerned with what can be investigated by means of spiritual perception. To us the essential element in the Christ-principle does not belong to the past—however much tradition may insist upon this—but to the future. We endeavour to ascertain what is to come. We do not rely so much on historical tradition which was fundamental to the Christ Impulse at the beginning of the Christian era; we do not attach much importance to the external and historical approach. After Christianity has passed through its growing pains, it will develop further. It has gone forth into foreign lands and sought to convert the people to the particular Christian dogmas of the age. But we profess a Christianity which proclaims that Christ was active in all ages and that we shall find Him where so ever we go, that the Christ-principle is the highest expression of Anthroposophy. And if Buddhism acknowledges as Buddhists only those who swear by Buddha, then Christianity will be the faith that swears by no prophet because it is not subject to a religious Founder attached to a particular people, but recognizes the God of all mankind.

Every Christian knows that the focal point of Christianity is a Mystery which became manifest on the physical plane at Golgotha. It is the perception of this Mystery which leads to the new vision I have described. We may also be aware that the spiritual life at the time of the Mystery of Golgotha was such that the Mystery could only be experienced in the form it was experienced at that time. We refuse to submit to dogmas, even those of a Christian past. If a dogma should be imposed upon us, irrespective of its source, we would reject it in the name of the true Christ-principle. However many may try to force the historical Christ into the Procrustean bed of a confessional creed, however many may declare that our vision of the future Christ is mistaken, we shall not allow ourselves to be led astray when they declare that He must be after this or that fashion, even when it comes from the lips of those who ought to know who Christ is. Equally, the idea of the Christ Being should not be limited or circumscribed by Eastern traditions, nor be coloured by the dogmas of Oriental dogmatism. What is taught out of the true sources of occultism concerning the evolution of the future must be free and independent of all tradition and authority.

It is a source of wonder to me how much agreement there is amongst the people assembled here. Those, not of Norse extraction, who have come here, have repeatedly said to me in the last few days how free they feel in their relations with the people of the Scandinavian North. It is proof, if proof were needed, that we are able, though some may not be conscious of it, to understand each other at the deepest levels of spiritual knowledge and that we shall understand each other, especially in those matters I emphasized at the last Theosophical Congress in Budapest and which I repeated during our own General Meeting in Berlin when we had the great pleasure of seeing friends from Norway amongst us. It would be disastrous for Spiritual Science if he who cannot yet see into the spiritual world were obliged to accept in blind faith what he is told. I beg of you now, as I begged of you in Berlin, never to accept on authority or on faith anything I have said or shall say. Even before one has reached the stage of clairvoyance it is possible to test the results of clairvoyant vision. I beg of you not to accept as an article of faith whatever I have said about Zarathustra and Jesus of Nazareth, about Hermes and Moses, Odin and Thor, and about Christ Jesus Himself, nor to accept my statements as authoritative. I beseech you to abjure the principle of authority, for that principle would be deleterious to our Movement.

I am sure, however, that when you begin to reflect objectively, when you say, “We have been told so and so; let us investigate the records accessible to us, the religious and mythological documents, let us check the statements of the natural scientists”, you will realize how right I am. Avail yourselves of every means at your disposal, the more the better. I have no qualms. All that is given out of Rosicrucian sources can be tested in every way. Armed with the most materialistic criticism of the Gospels, verify what I have said about Christ Jesus; verify it as thoroughly as possible by all the means at your command on the physical plane. I am convinced that the more thoroughly you test it, the more you will find that what has been given out of the sources Of the Rosicrucian Mystery will correspond to the truth.

I take it for granted that the communications given out from Rosicrucian sources will be tested rather than believed, tested not superficially by the superficial methods of modern science, but ever more conscientiously. Take the latest achievements of natural science with its Most recent techniques, take the results of historical and religious research, it is all one to me. The more you test them, the more you will find them confirmed from this source. You must accept nothing on authority. The best students of Spiritual Science are those who take what is said as a stimulus in the first place and test it by the facts of life itself. For in life too, at every stage of life, you can test what is given out from the sources of Rosicrucianism. It is far from my intention in these lectures to lay down dogmas and claim that the facts are such and such and must be believed. Verify them by an exchange of views with people of able and active mind and you will find confirmation of what has been said as a prophetic indication of the future manifestation of Christ. You need only open your eyes and verify it objectively; we make no appeal to belief in authority. This need to test everything received from Spiritual Science should become a kind of basic attitude permeating our whole approach.

I should like to impress upon you, therefore, that it is not anthroposophical to accept a statement as dogma on the authority of this or that person; but it is truly anthroposophical to allow oneself to be stimulated by Spiritual Science and to verify what is communicated by life itself. Then, whatever Might colour in any way a truly anthroposophical view will cease to exist. Neither Eastern nor Western predilections must be allowed to colour our view. He who speaks from the point of view of Rosicrucianism accepts neither Orientalism nor Occidentalism; both appeal to him equally. The inner nature of the facts alone determine their truth. He must bear this in mind, especially at such an important moment as this when we have indicated the Folk Spirit who rules over the Northern lands. Here dwells the Teutonic mythological Spirit; even though his presence is not felt, his influence is more widely diffused in Europe than one imagines. If a conflict were to arise between the peoples of the North it could not arise because one people disputed the contributions to the common weal. Each people must practice self-knowledge and ask itself: how can I best contribute to the common weal? Then, that which leads to the collective progress of all, to the common welfare of mankind, will be harvested. The sources of what we are able to contribute lie in our individual characteristics. The Teutonic Archangel will bring to the whole field of culture in the future what he is most fitted for in accordance with the capacities he has acquired which we have already outlined. By virtue of this inherent power he is able to ensure that what could not yet be presented in the first half of the fifth post-Atlantean epoch may play its part in the second half, namely, that spiritual element which we were able to recognize in a germinal, prophetic form in the Slav philosophy and in the national sentiment of the Slavonic peoples. This preparatory stage lasted for the first half of the fifth post-Atlantean age. At first, all that could be achieved by way of philosophy was a highly sublimated spiritual perception. This must then be grasped and permeated by the vital energies of the people so that it may become the common property of all mankind and may be realized in all aspects of our earthly life. Let us try to come to an understanding on this subject, for then this somewhat dangerous theme will have caused no great harm if all who are assembled here from the North, South, East, West and Centre of Europe feel that this theme is really important for the whole of humanity, that the larger nations no less than the smaller isolated groups have each their appointed mission and have to contribute their share to the whole. Often the smallest national fragments have most important contributions to make because it is given to them to preserve and nurture old and new motifs in the soul-life. Thus, even though we have made this dangerous topic the subject of our lectures, it will serve to foster the basic sentiment of a community of soul amongst all those who are united under the banner of Anthroposophical thought and feeling and of Anthroposophical ideals.

Only if we should still react out of sympathy and antipathy, if we have no clear understanding of the essence of our Anthroposophical Movement, could misunderstandings arise from what has been said. But if we have grasped the underlying spirit of these lectures, then the ideas presented may also help us to make the firm resolution to harbour the high ideal—each from his own standpoint and from his own background—to contribute to the common goal that which is inherent in our mission. We can best achieve this through our individual initiative and our natural predisposition. We can best serve mankind if we develop our particular talents so as to offer them to the whole of humanity as a sacrifice which we bring to the progressive development of culture. We must learn to understand this. We must learn to understand that it would not redound to the credit of Spiritual Science, if it did not contribute to the evolution of man, Angel and Archangel, but were to support the convictions of one people at the expense of another. It is no part of Spiritual Science to assist in imposing the confessional beliefs of one continent upon another continent. If the religious teachings of the East were to prevail in the West, or vice versa, that would be a complete denial of Anthroposophical teaching. What alone accords with Anthroposophical teaching is that we should unselfishly dedicate the best that is in us, our sympathy and compassion, to the well being of all mankind. And if we are self-contained, and live, not for ourselves but for all men, then that is true Anthroposophical tolerance. I had to add these words by way of explanation for this somewhat delicate subject might otherwise offend national susceptibilities.

Spiritual Science, as we shall realize more and more clearly, will bring an end to the divisions of mankind. Therefore now is the right moment to learn to know the Folk Souls, because the province of Spiritual Science is not to promote antagonism between them, but to call upon them to work in harmonious cooperation. The better we understand this, the better students of Spiritual Science we shall be. On this note we shall end for the time being the course of lectures given here. For the knowledge we gather must ultimately find an echo in our feelings and our thinking and in the Anthroposophical goal we set before us. The more we practice this in our lives, the better Anthroposophists we are.

I have found that many of those who have accompanied us to Oslo have received a most favourable impression which they hasten to express in the words, “how much at home we feel here in the North!” And if higher spiritual forces are to be awakened in mankind, which we shall certainly see realized in the future, then to use the words of Vidar, the Aesir who has been silent until now, he will become the active friend of cooperative work, of cooperative endeavour, for which purpose we have all assembled here. With this object in view let us take leave of one another after having been together for a few days, and let us always remain together in spirit with this intention. Irrespective of where we students of Spiritual Science come from, whether from near or far, may we always meet together in harmony, even when we discuss amongst ourselves the particular characteristics of the peoples inhabiting the various countries of the Earth. We know that these are only the several tongues of flame which will mount together into the mighty flame upon the altar—the united progress of mankind—through the Anthroposophical view of life which lies so close to our hearts and is so deeply rooted in our souls.

• 1. Chapter 40 of Germania. See also the lecture given by Rudolf Steiner in Basle, 12.xii.1916, entitled Christmas at a Time of Grievous Destiny. The Festivals and their Meaning. Vol. 1. Christmas. (Rudolf Steiner Press).
• 2. On the day of Ragnarok (the Twilight of the Gods) Odin is swallowed up by the Fenris Wolf. For the relation between Odin and the Fenris Wolf, see >Appendix.

My dear brothers and sisters! Since the Christmas Conference an esoteric impulse goes through the entire Anthroposophical Society, and those members of the Anthroposophical Society who have recently taken part in the general members' lectures will have noticed just how this esoteric impulse flows through all that is worked on within the Anthroposophical Movement and through all that is still to be worked on.

This was a necessity, a necessity which above all has been given out of the spiritual world, from which certainly flow the revelations which should live in the Anthroposophical Movement. It was a necessity which arose out of the spiritual world.

With this, however, an imperative emerged, in particular out of the spiritual world, out of which the revelations flow which should live in the Anthroposophical movement. This emerged out of the spiritual world. This imperative was fashioned as a specific kernel for Anthroposophical esoteric life, to make a kernel for true esoteric living. Thereby the imperative was given in a certain measure to build a bridge over to the spiritual world itself.

The spiritual world in a certain sense revealed itself in having to fashion such a school. For an esoteric school cannot be made out of human caprice, or what people might call human idealism. Rather this Esoteric School must be the body of something flowing out of spiritual life itself, so that in all that happens in such a school, it presents itself as the external expression what happens from an activity specifically in the supersensible, in the spiritual world itself. In this fashion this esoteric school could not have been made without having surveyed the will, which frequently has been brought forth in members' lectures, the will which since the last third of the nineteenth century has actually been guiding human spiritual affairs, the Will of Michael.

This Michael Will is one of those forces which in the course of time has intervened out of the spiritual world in sequence ever and again in the cycles of human destiny. When we look back in time at evolution, we find that this same Michael Will, which we can also call the Michael Regency, was active in the spiritual affairs of humanity, in the great questions of civilization, before the Mystery of Golgotha during the time of Alexander. Then what had been brought forth in Greece through the Mysteries, both the underworld Chthonic and the celestial Mysteries, that this was to be carried abroad into Asia, carried abroad into Africa. Whenever and wherever the Will of Michael has dominion, a cosmopolitan spirit is always present. The differentiations among people on earth are overcome in an era of Michael.

After this deeply significant activity, linked with the spreading of Aristotelianism and of Alexandrianism, which was an activity of Michael, after this followed other activities linked with Oriphiel.¹ After the Oriphiel-linked activity came the Anael activity, the Zachariel activity, then the significant Raphael activity, then the Samael activity, then the Gabriel activity, which extended into the nineteenth century. Since the late seventies of the nineteenth century, we stand once again under the sign of Michael's regency. It is beginning, but the Michael-Impulses must flow in, and can certainly become clear to you, my brothers and sisters, through the general members' lectures, Michael-Impulses must flow in a conscious way into all genuine, rightfully constituted esoteric work.

And through all that is connected with the impulse of the Christmas Conference, through all that has been brought forth, is the possibility of this being the kernel of the Anthroposophical Movement’s forming an esoteric school to be seen as the esoteric school inspired and guided by Michael himself. Thereby it rightfully stands its ground in our time as a spiritual institution. And a person must feel, a person who would rightfully become a member of this school, that this must become a part of one’s life in deepest sincerity. And a person who would rightfully become a member of this school must feel not merely belonging to an earthly community, but also to a supersensible community, whose leader and guide is Michael himself. As a consequence, what is communicated here should not be taken as my word, but rather in so far as it is the content of the lesson it should be taken as that which Michael has to make known esoterically in this age to those who feel themselves belonging to him. Therefore, what these lessons contain will be the Michael communication for our era.

And thereby, since it is that, the Anthroposophical Movement will contain its specific spiritual vigor. To this end it is necessary that what may be called membership in this school will be acquired with utmost sincerity. It is still necessary, my dear brothers and sisters, fundamentally and deeply necessary, that in an ever more earnest way, it is necessary to point to the holy sincerity with which the school must be taken up.

Here within this school, it must be said once again, and ever and again, that in Anthroposophical circles much too little seriousness prevails for what actually flows through the Anthroposophical Movement, and, at least among the esoteric members of this esoteric school, a kernel of humanity will be drawn forth, which will gradually rise to the necessary earnest sincerity. Therefore, it is necessary that the leadership of this school really reserves to itself the responsibility to recognize only those as rightful, worthy members of the school who, in every detail of their lives, would be worthy representatives of Anthroposophical endeavors, and the decision as to whether or not that is the case must rest with the leadership of the school.

Do not see this, my dear brothers and sisters, as a limitation of freedom. The leadership of the school must have freedom and be free to recognize who belongs to this school and who does not, just as much as each of you will freely choose whether or not to belong to this school. But it must throughout be an idealistic spiritual freely-borne pact, so to speak, that will be made between the members of the school and the leadership. In no other way could the esoteric development be considered healthy, and especially in no other way worthy of the actuality of this esoteric school standing under the immediate impact of the potency of Michael himself.

The leadership of the school must, in the strictest sense of the word, manage what has just been said. That it does so may become evident to you, my dear friends, through what has taken place since the relatively brief existence of the school, that eighteen to twenty expulsions have occurred, because the earnest serious quality which is essential to the school was not adhered to.

Conscientious care of the mantric maxims, so that they do not fall into unauthorized hands, is the first obligation, but also to actually be a worthy representative of Anthroposophical affairs.

I need only mention a few facts in order to indicate how little, in actuality, the Anthroposophical Movement is grasped fully in earnest, how little earnestness penetrates the Anthroposophical Movement. I have mentioned this to some of you individually. It has happened that members of the school have reserved their seats here with the blue certificates which give them the right to be present in the school. It has happened in the Anthroposophical Society that whole piles of News Sheets, intended only for members, have been found in the tram running from Dornach to Basel. I could enlarge this list in the greatest variety of ways. Again and again, it happens that the most dumbfounding incidents occur as a result of the lack of seriousness. Even things which are taken seriously in everyday life, as soon as the same things practiced seriously in ordinary life are practiced within the Anthroposophical Movement, they are not taken seriously.

These are all matters which must be taken into account in relation to the firm structure which this school must have. Therefore, these things must be said, for if one fails to pay attention to these matters, one cannot worthily receive the revelations from the spiritual world which are given here in this school. At the close of each lesson attention is expressly drawn to the fact that the individuality of Michael himself is present while the revelations of the school are being given, and this is confirmed through the Sign and Seal of Michael.

All these things must live in the hearts of the members. Dignity, profound dignity, must prevail in everything, even to what connects one’s thoughts to the school. For in all of this there can live only what today an esoteric streaming through the world should carry. And all this is included in the responsibilities each individual has.

The mantric maxims written here on the board can only be possessed, in the strictest sense of the word, by those who have the right to participate in the school. If a member of the school is prevented on some occasion from taking part in the lessons in which mantric verses are given, another member who has received these verses in the school can communicate the verses. In every single case, however, for every single person to whom the verses are to be given, permission must be requested either from Frau Dr. Wegman or from myself. When permission has been given for one person it then remains in effect. But for every other person permission must again be requested from Frau Dr. Wegman or from me. This is not an administrative regulation, it is something which is demanded, in the strictest sense, by the rules of occult life. For it must be understood that every act of the school must remain connected with the school's leadership, and this begins with the fact that one requests permission if something is to occur which belongs to the sphere of responsibility of the school. Not the one who is to receive the mantras should request permission, but the one who transmits them, according to the procedures which I have just described. If someone writes down anything during the lesson, other than the mantric verses, something which has been said, that person is obligated to keep it only eight days and then to burn it.

All these things are not arbitrary regulations, but are connected with the occult fact that esoteric matters are only effective when they are encompassed by a certain attitude of heart and mind, which those who are recognized as responsible members of the school have. The mantras lose their effectiveness when they come into unauthorized hands. This rule is so firmly inscribed into the world's order that the following incident once occurred and a whole series of mantras became ineffective, which had been current within the Anthroposophical Movement.

It was possible for me to give to a number of people some mantric verses. I gave the mantras also to a certain person. This person had a friend who was clairvoyant to a certain degree. It then came about, as both friends were sleeping in the same room, that the clairvoyant friend, during the time that the other was merely repeating the mantra in his mind, the clairvoyant read it mentally and then misused it by giving it to others as coming from him. One first had to investigate the incident, which then brought to light why the mantras in question became ineffective for all those who possessed them.

You may not, therefore, my dear brothers and sisters, take these matters lightly, because the rules of esoteric life are strict, and no one who has committed such a mistake should excuse himself with the thought that he couldn't help himself. If someone lets a mantra pass through his head in thought, and someone else observes this clairvoyantly, the one who thinks the mantra certainly cannot do anything about this. But the events occur, nevertheless, according to an iron law of necessity.

I mention this incident in order that you may see how little arbitrariness is involved in these matters, and to show how in these matters there is contained what is read directly from the spiritual world, what corresponds with the habits and customs of the spiritual world. Nothing is arbitrary in what takes its course in a rightfully constituted esoteric school. And there should ray out from the esoteric school into the rest of the Anthroposophical Movement that earnest quality about which we have spoken. Only then will this school be for the Anthroposophical Movement what it should be. But it will be necessary to be honest with oneself, and acknowledge that one acts sometimes out of personal motives, and if so, one should not dress the matter up as if it were inspired by devotion to the Anthroposophical Movement. Naturally, I certainly don't intend to say that nothing should occur out of personal motives, for it is a matter of course that people today must be personal. But then it is necessary that in what is personal the truth must be acknowledged. For instance, if someone travels here to Dornach for personal pleasure, he or she should therefore admit this and not make out otherwise. There's nothing wrong with traveling to Dornach for personal pleasure! Indeed, it is, by the way, very good when one comes here. But one should admit the personal pleasure and not dress it up as pure devotion to spiritual life.

I mention this, but I might equally well have chosen a different example, which might be closer to reality, for it is, in fact, true that when most of our friends travel to Dornach, the readiness to sacrifice, the spirit of sacrifice, is indeed involved, and that in this particular example, the traveling to Dornach, in at least some degree, untruthfulness played a role. But I chose this example precisely because of the fact that it hits home least and is thus less hurtful. If I had chosen other examples, the basic quite calm mood of soul, a truly serene mood in the hearts and souls of all those who are sitting here, would have been less likely to rise to the occasion.

After this introduction I would like to start with the verse which is both the beginning and the end of what comes before you here as the declaration of Michael, which contains what is spoken to all human beings who have an unencumbered sense for it, by all things and beings in the world, if one listens to what is said with the soul. For everything that lives in the mineral, plant, and animal kingdoms, that sparkles down from the stars, that works into our soul from the realm of the hierarchies, from all that crawls on the earth worm-like, that moves living upon the earth, out of all that speaks in rock and spring, in forest and field and mountains and thunder and clouds and lightning, out of all this spoke to the open-minded human being in the past, speaks to him in the present, will speak in all futures:

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?

The last lesson concluded, my dear brothers and sisters, following the final admonitions that the Guardian of the Threshold imparts before crossing the yawning abyss of being, with the Guardian of the Threshold having spoken weighty, human-heart-moving words:

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

Weighty, portentous, significant experiences have entered our hearts, through all that the Guardian of the Threshold has spoken at Michael's behest. All that he has spoken was spoken in order to prepare us for the demeanor which we must have, when after the door is opened, we cross over the yawning abyss of existence, where one does not go by walking with earthly feet, where one only goes by flying with the soul, when the soul out of a spiritual attitude, out of spiritual love, out of spiritual feeling grows wings.

So now, my dear brothers and sisters, will be described what the human being experiences when he stands beyond the yawning abyss of existence. The Guardian of the Threshold instructs, “Turn around and look back! Until now you have looked toward what appeared to you a black, night-bedecked darkness, concerning which you had to surmise that it will become bright and will illumine the source of your own self. I allowed it, on the occasion of the last admonitions, so says the Guardian of the Threshold, I allowed it to grow brighter, at first very gently. First you feel light dawning around you. But turn around, look back!”

As one who has crossed the yawning abyss of being now turns around and looks back, he beholds his person of earth, what he is during physical incarnation, over there in that part of existence which he has left, that now lies yonder in the province of the earth. He beholds his own person of earth over there. He has entered and embodies himself with his spirit-soul being in spirit existence. The earthly sheath, the earthly formation, now stands over yonder. It stands yonder in that region in which we were at first with our entire human being, where we have seen all that crawls below and flies above, where we have seen the sparkling stars, the warm sun, where we have seen what lives in wind and weather, and where we have stood, knowing that in all of this, despite all that is so majestic that rays out and gives light in the sun, despite all its beauty and greatness, there in the field of sense-existence, where we have stood and said to ourselves that our own human being's essence is not within it, that you must seek beyond the yawning abyss of existence, in what from the other, from the sense-bound side appears to you as black, night-bedecked darkness.

The Guardian of the Threshold has shown us in the three beasts what we actually are. Now there is described how, within the darkness which is growing bright, which is beginning to lighten up, we should begin by looking back on what we are as human beings in the sense-world, together with what was formerly our only world in sense-bound earth existence.

Now the Guardian of the Threshold points in a very definite way to the one who stands over there as the earth-person, who is ourself, in earth existence, that being to whom we must return again and again, into whom we must penetrate over and over again when we step forth from the spiritual world and enter into the duties of our work on earth, when we return to earth existence. For we may not become dreamers and light-headed enthusiasts. We must return, in every respect, to earthly life and obligations. For this reason, the Guardian of the Threshold directs us to look on the person who stands over yonder, who we ourselves are, in such a way that he makes us attentive, at first, to who and what this person is. [An outline of the human form was drawn on the blackboard.] The human being is aware that he perceives the outer world through the senses [the eye is drawn] which are localized, primarily, in the head and that he perceives his thinking through the activity of his head.

But the Guardian of the Threshold now remarks, “Look inside this head.” It is as if you look into a dark cell, for you do not see the light which is working within it. But the truth is that what you carried within you as thinking over there in the sense world is the mere appearance of reality, is mere picture-images, not much more than mirror-pictures.

The Guardian of the Threshold admonishes us to be very conscious of this fact, but also to be conscious of the fact that what lives in earthly thinking only as appearance, as we learned in earlier lessons, is the corpse of living thinking, in which we lived in the spiritual-soul world before we descended into this earth-existence. In that existence thinking was alive. Now, thinking rests as dead thinking, as the semblance of thinking, in the coffin of our body. All thinking which we make use of in the sense world is dead thinking. It was alive before we descended to earth.

What did this thinking make? It first made all that, which within the top of the body, within the head, within this dark cell, so it shows itself for sensory appearance, all that is light-making being.² The brain, which sits there inside as the supporting pillar of thinking, has been made out of living thinking. [The interior of the head, yellow, was drawn on the blackboard.] And living thinking it is that first makes the supporting pillar for our semblance of thinking on earth.

Look at the convolutions of the brain, look at all you bear within you in the dark cell of the head, which makes earthly thinking possible for you, my brothers and sisters. Look behind that thinking, which is only appearance in the cabinet of the head, and you will then discover how into what here above is felt as thinking [drawing, red arrows] there streams the force of willing, there pours up into thinking the force of willing, so that each thought is irradiated by will. It can be felt how the will flows into thinking.

We look back thus from beyond the threshold and see how that other human being, who we ourselves are, has streaming out of the body into the head the willing’s undulations, willing at work, and eventually, if we follow it back in time, traveling as far as our former incarnations on earth, at work over here from past worlds into the present incarnation are thought-undulations which build our head, finally passing over into the appearance of thinking here in this incarnation.

Therefore, we should be stout and strong,³ the Guardian of the Threshold says to us, and imagine the dead thinking thrown out into world-nothingness, for it is mere appearance. And the willing which arises there we should regard as that which from former earth-incarnations crosses over to dwell and move and work and make⁴ us finally into a thinker. There, within [see drawing, yellow] are the formative world-thoughts.⁵ These formative world-thoughts first take effect, that we can have intrinsically human thoughts.

Therefore, the first word of the Guardian of the Threshold after he has allowed us to cross the threshold, after he has informed us that the door is opened, that we can become a true human being, therefore the first word which he there speaks is:

Look behind thinking's sensory light,
How in the darkened spirit-cell
Willing ascends from bodily depths;
Through the strength of your soul
Let dead thinking flow into worldly void;
And willing, it shall arise
As world-thought-creating.

The first words that we hear over there, as we look back upon the form, the gestalt which we ourselves are, which stands here before our soul's gaze, which we direct back from over there: [The heading and the first verse with the underlined words were written on the blackboard.]

The Guardian is heard in the gradually brightening darkness:

Look behind thinking's sensory light,
How in the darkened spirit-cell
Willing ascends from bodily depths;
Through the strength of your soul
Let dead thinking flow into worldly void;
And willing, it shall arise
As world-thought-creating.

Then the Guardian of the Threshold adds to this, and one must exert oneself in order to hear it. Just imagine yourself looking back at what you yourself are, who stands over yonder, then turn again and look into the darkness and try with all possible inner imaginative force of memory, as when you retain an after-image, a physical after-image held in your eye, try with maximum force to sketch there something like a kind of gray outline form of what you have seen over yonder, but avoid making a sketch of anything else other than a gray outline. [Drawing continued.]

There then appears, if one succeeds in seeing this gray outline-figure, there

appears behind this gray outline the image of the moon [the sickle moon is drawn, yellow] with the gray silhouette in front of it.

If one is now able to maintain inner quiet, one sees in the distance the moon. The gray silhouette becomes something that is both over there and at the same time arises within one. If we practice in this way, again and again, we feel approaching the spirit-form of the head, which one has yonder, not the physical form, but the spirit-form of the head, which we have over there, then will the person feel coming toward him what karma brings him from former incarnations on earth [yellow arrow to the right of the sickle moon].

Therefore, in meditating, you should meditate on the image I have drawn here in gold, the sickle moon with this arrow. Let the mantra run, let it play out, then bring up the image as a reminder for what can gradually lead one to become familiar with what emerges in force from prior lives on earth.

As a second step the Guardian of the Threshold instructs with a more forceful gesture, pointing to what lives as feeling in the person over there, who we ourselves are, and he admonishes us to correctly see this feeling as a dream dawning. And in the act, we will see feeling, which in spite of this person over there is made much more real than is thinking, for thinking is appearance, yet feeling is half real. However, we see the feeling of the day-person unfolding in dream pictures that are louder, purer, and we learn to know through the observation, that feeling as seen from the spirit, and in the spirit, is dreaming.

But what kind of dreaming is feeling? In this feeling the person dreams not alone the individual person, but therein dreams the whole surrounding world-consciousness.⁶ Our thinking is ours alone, therefore it is also only appearance. Our feeling is something in which the world to some extent lives. World-consciousness is within it.

Now we must look to acquiring the greatest possible restfulness of heart, which the Guardian admonishes us to do. If we acquire the greatest possible restfulness of heart, so that we can extinguish what moves and lives as feeling in dream pictures, just as dreaming is extinguished in deep sleep, then we come upon the truth of feeling and can see personal feeling interwoven with world living that is present in spirit around us. And then the true spirit-person appears to us, which lives and moves in the body, initially in its half-existence. Emerging from the sleeping feeling appears to us the person. We feel ourselves over there on the other side of the Threshold in this way, on the other side of the yawning abyss of existence in our essence as a human being, since feeling has fallen asleep and world-creative might has appeared around us, might that lives in feeling. Therefore, the Guardian admonishes us:

Look into feeling's wafting of soul,
How in the diminishment of dreams
Living streams from world afar;
Through calm of heart in sleep
Let human feeling waft away;
And world living shall come alive
As human-being's-power.

[The second stanza was written on the board and compared with the first.]

Look into

Here [in the first verse] it was behind, here it is into [into was underlined]. Every word is significant in mantric verses.

feeling’s wafting of soul,

Here it is thinking, here feeling, here sensory-light, here wafting of soul. Wafting is much more real than light’s appearance.

[In the second verse feeling's was underlined but not wafting of soul.]

How in the diminishment of dreams
Living streams from world afar;

Here it says Willing ascends from bodily depths, and here Living streams from world afar.

[In the second verse Living was underlined.]

Through calm of heart in sleep
Let human feeling waft away;

It progresses. Here [in the first verse] there is let flow through the strength of your soul. Here [in the second verse] one must let human feeling waft away. [waft away was underlined.]

And world living shall come alive

There [in the first verse] it was willing, which is still within the person. Here

As human-being's-power.

The progression is in contrast to world-thought-creating. [In the second verse human being's power was underlined.]

The Guardian of the Threshold instructs us to look back once again on the form, the gestalt that stands over there, the one we ourselves are in earth existence, and once again we should take up the gray image, but now take it up in such a way that we retain it, after having turned away from ourselves, and in our soul-life we turn it in a circle, so that it persists as we turn it. We shall find that when we rotate the image in this way in a circle, the sun appears, in its appearance behind the silhouette turning in the circle. [drawing, red]. In this experience we become aware how in the moment we are drawn out of spiritual worlds into physical earth consciousness, our etheric body has drawn itself together out of the world ether. Therefore, just as the previous picture belongs to the first verse [The drawing of the gray silhouette and the first verse were numbered 1.], we should add this picture to the second verse [The red drawing of the rotating image and the second verse were numbered 2.].

Then the Guardian of the Threshold directs us to our willing, that acts in our limbs. He sternly makes us aware that everything connected with the will is sleeping in us when we are awake. For just as the thought works downward, as I explained last time and therefore may say today, just as the thought warms downward into the limb’s movement, just so willing emerges, which becomes clear in spiritual discernment, in spiritual observation. This is hidden from ordinary consciousness just as life is hidden in sleep. Now we are to look, and from the start, to behold willing within our limbs sunk in deep sleep. There willing sleeps. The limbs sleep. This we should have as a firm thought in mind. For then, when we have this, we are able to realize how thinking, that is the origin of willing in earthly man, sinks down into the limbs. Then it becomes light in the human being. Willing becomes bright. It wakes up. When we first see it in its sleeping condition, we find that it awakens when thinking sinks downward and light streams upward from below, light which is indeed none other than the forces of gravity. Feel in your legs, feel in your arms the force of gravity when you just let everything hang down. That is what streams upward, what unites itself with the downward streaming thinking. We see human willing transforming itself into its reality and thinking appearing as what, in a mysterious, magical way ignites the will in man. This is, in actuality, the magical activity, the magical effect of thinking, which the will carries out. There is magic. This we now realize. The Guardian of the Threshold says:

Look over willing's bodily-working

in the surrounding aura

How in sleeping fields of work
Thinking descends from forces of head;
Through soul-viewing brought to light
Let human willing be transformed;
And thinking, it shall appear
As willing’s-magical-essence.

[This third verse, with certain words underlined, was now written on the board.]

Look over willing's bodily-working
How in sleeping fields of work
Thinking descends from forces of head;
Through soul-viewing brought to light
Let human willing be transformed;
And thinking, it shall appear
As willing’s-magical-essence.

To that, imagine the Guardian of the Threshold again beckoning us to look down at what is over there, who we ourselves are, to retain an image, but this time not to turn round but rather to allow this image to sink into the earth beneath the form that stands there. We look over there. There stands over there, who we ourselves are. We form the image for ourselves and form within us the powerful force to look downward, as though a lake were there and we would see this image by looking down and under, so that we see it now as if within the earth, but not as a reflected image, but as an upright picture.

We imagine the earth, [The arc was drawn.] with the third verse. [This drawing and the third verse were numbered 3.] We imagine the earth, how its gravity-forces ascend, how the gravity-forces shine into the limbs, feet, and arms [arrows]. In what we perceive later we have a foreshadowing of how the gods work together with human beings between death and a new birth, in order to fulfill karma.

It is this about which the Guardian of the Threshold admonishes us, when he speaks to us for the first time after we have crossed the yawning abyss of existence:

Look behind thinking's sensory light,
How in the darkened spirit-cell
Willing ascends from bodily depths;
Through the strength of your soul
Let dead thinking flow into worldly void;
And willing, it shall arise
As world-thought-creating.

Look into feeling's wafting of soul,
How in the diminishment of dreams
Living streams from world afar;
Through calm of heart in sleep
Let human feeling waft away;
And world living shall come alive
As human-being's-power.

Look over willing's bodily working,
How in sleeping fields of work
Thinking descends from forces of head;
Through soul-viewing brought to light
Let human willing be transformed;
And thinking, it shall appear
As willing’s-magical-essence.

Always, the circle closes. Again, we look back upon the point from which we set out, hearing out of all beings and all processes of the world:

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?

With his communication, Michael is present in this rightly constituted school. His presence is confirmed by his sign, which should have dominion over all that will be given in this school [The Michael sign was drawn on the blackboard.], and it is confirmed through his seal which he has impressed upon the esoteric striving of the Rosicrucian School, which lives symbolically in the threefold maxim Ex Deo Nascimur, In Christo Morimur, Per Spiritum Sanctum Reviviscimus. And as Michael impresses his seal, the first sentence is spoken in this gesture [The lower seal gesture was drawn on the blackboard.], the second sentence in this gesture [The middle seal gesture was drawn on the blackboard.], and the third sentence in this gesture [The upper seal gesture was drawn on the blackboard.].

The first gesture signifies [Beside the lower seal gesture was written:]

I honor the Father.

It lives silently while we speak the Ex Deo Nascimur. The second gesture signifies [Beside the middle seal gesture was written:]

I love the Son

It lives silently while we speak the In Christo Morimur. The third gesture signifies [beside the upper seal gesture was written:]

I unite with the Spirit

It lives silently in the sign, that there is Michael's Seal, as we speak the Per Spiritum Sanctum Reviviscimus.

And so is confirmed today’s Michael proclamation substance through the Sign and Seal of Michael. [The Michael sign was made and with the three seal gestures was spoken:] Ex Deo Nascimur, In Christo Morimur, Per Spiritum Sanctum Reviviscimus.

I have to announce that the course for theologians will take place tomorrow at 10:45. The speech formation and dramatic course at 12 o'clock. In the afternoon at 5 there will be a eurythmy presentation, and at 8 o'clock in the evening, or, if the eurythmy finishes late, at 8:15 or 8:30, the members' lecture.

The Guardian is heard in the gradually brightening darkness:

Look behind thinking's sensory light
How in the darkened spirit cell
Willing ascends from bodily depths;
Through the strength of your soul
Let dead thinking flow into worldly void;
And willing, it shall arise
As world-thought-creating.

Look into feeling's wafting of soul
How in the diminishment of dreams
Living streams from world afar;
Through calm of heart in sleep
Let human feeling waft away;
And world living shall come alive
As human-being's-power.

Look over willing's bodily working,
How into sleeping fields of work
Thinking descends from forces of head;
Through soul-viewing brought to light
Let human willing be transformed;
And thinking, it shall appear
As willing’s-magical-essence.

Ex Deo Nascimur
In Christo Morimur
Per Spiritum Sanctum Reviviscimus
I honor the Father
I love the Son
I unite with the Spirit

• 1. In a notebook of Rudolf Steiner, dated August 18, 1924, under morning lecture, Torquay, appears an entry about the different epochs: 1979–1510 Gabriel (Moon), 1510–1190 Samael (Mars), 1190–850 Raphael (Mercury), 850–500 Zachariel (Jupiter), 500–150 Anael (Venus), 150–200 Oriphiel (Saturn).
• 2. lichtschaffendes Wesen
• 3. stark
• 4. herüberwellt und webt und wirkt und macht
• 5. schaffenden Weltgedanken
• 6. Weltendasein

My dear Friends,

We shall find that a study of the history of dramatic art can throw considerable light for us on the problems that face us in that field today. For only gradually has dramatic art made its way into the evolution of mankind. What for us comprises the essentially dramatic has really only found its way, bit by bit, into the evolution of mankind; and, as we know too well, inartistic features that are hostile to the development of the art have also been continually intruding themselves. And now a time has come when to all that the centuries have so far produced, many quite new things have to be added; for mankind has advanced in evolution. Anyone who has to take part in the staging of plays will moreover receive encouragement and stimulus for his work by making a deep, esoteric study of plays that have at different epochs provided a standard or basis for the development of acting and of stage work altogether.

There are three important factors to be borne in mind when we are considering the production of a play. I do not mean that we must adhere to them pedantically, but rather that we should have an artistic perception of where and to what extent each enters into the play we have in hand. They are important for us because they have been so first for the author; they have influenced him in his composition of the play—of that written text which, as we saw, is for the actor neither more nor less than what the score is for the musician.

Taking these three in order, we find that the first hovered like an overpowering presence above the drama of ancient times, the drama that originated in the Mysteries. I mean destiny.

Look at the plays of ancient Greece. Everywhere we are shown how powerfully destiny works into human life. Man himself is of very little account; it is destiny, heaven-sent destiny, that works into his life all the time. Realising this, we can appreciate the genuine artistic impulse that lay behind the tendency to obliterate more or less whatever was individual in the human being—giving him a mask, and even going so far as to make use of instruments in order to conceal the individual quality of his voice. We can well understand how this conception of God-given destiny led to an effacement of the human individuality. Looking back then to the drama of ancient times, we find that it displayed on the stage the grand and all-powerful working of destiny; therein lay its achievement. We need only call to mind the tragedies concerned with the myth of Oedipus to see at once how true this is.

There are, however, two things that occupy a prominent place in modern drama, of which you will find little or no sign in these early dramas where the attention is centred upon the working of destiny. As a matter of fact, they could only find their way into drama as the Age of Consciousness drew near for man, the Age of the Spiritual Soul.¹

The interchange of love between human beings could not be dramatised on the stage in the way it is today until the souls of men had begun to receive each its more individual form. In the drama of ancient times you will, it is true, find love, but a love that bears the stamp of destiny and is dependent also on social relationships. An outstanding example is the figure of Antigone in the well-known play of Sophocles. But that love between the sexes which enters later with such compelling power into drama, even itself forms and shapes the drama—becomes possible only with the dawn of the Age of Consciousness.

The other thing that you will miss in the early days of dramatic art is humour. Look, for example, at the plays of Aristophanes, who has been dubbed the scoffer, and compare them with the plays of the time when the impulse of the Age of Consciousness was beginning to make itself felt. You may take any number of plays of the Aristophanes type, and you will constantly find satyrs taking part in them; but you will look in vain for the humour that sets something free in man, that gives wings to human life. That does not show itself in drama until man is entering upon the Age of Consciousness.

Note too, that this is also the time when men's gaze, as they look upon the stage, begins to be turned aside from destiny, begins rather to take a kind of delight in the way that man makes himself master and shaper of destiny. Attention and interest are now, in fact, being increasingly directed, instead of to destiny, to character. So here we have come to the second factor that we have to consider in staging a play—character. The dramatist puts on the stage men and women as we meet with them in life; and as his presentation of them develops, they become more and more interesting.

We shall not yet find a power of vision that can command the whole compass of man's individuality. People are still portrayed rather more as types; and we have, instead of the old masks, the character masks. Among the Latin peoples, who took such delight in drama and were so gifted in its performance, we find these character masks—striking evidence of a dawning interest in man as an individual with a character of his own. The feeling for character still labours under the limitations of this connection with type. It is nevertheless the human being, the individual human being, who is so to speak given the mask of the character-type to which he is adjudged to belong.

There was also a very good understanding in those days of the close relation of human beings to their environment. The character mask, it was felt, can be truly appreciated only when it is seen on the background of the part of the world to which it belongs. Hence the folk masks of those times. We find them particularly in Italy; but other countries soon began to follow suit. These folk masks bear witness to an interest, not merely in men and women, nor even merely in character-types ; they mark the beginning of an interest in what character owes to milieu. And this interest spread far and wide, reaching even to Shakespeare, in whom we can still clearly recognise an appreciation of the bearing of milieu upon character.

The Italian would observe, for example, that persons of social distinction, who have a certain standing in life, and who have also money in their purses and are accordingly able to maintain a good position in society—such persons, he would observe, are to be met with especially in Venice. And so in the folk-plays of those times the Pantalone—for that was the name given to this character—would always appear on the stage in Venetian dress. He would tend also to speak with something of a Venetian accent. There, then, we have one of these character masks. We are, you see, coming away from the working of destiny, for here it is man who stands before us and claims our attention.

Let us now look at another character mask that meets us in these plays. (There were, you must know, hundreds of such plays, literally hundreds, genuine products all of the Italian genius, and you will find the wealthy ‘Merchant of Venice’ in every one of them.) The second character mask is the man of learning; and he appears in the form of a shrewd and clever lawyer. This clever lawyer always hails from Bologna, and wears the traditional robes of a lawyer who has graduated in the University of Bologna. That then is the second. The third is the scoundrel, the dodger, known as Brighella. He comes from the common people, and is always in company with the Harlequin, the simpleton, who also hails from the common people. These two fellows, the scoundrel and the simpleton, are from Bergamo and will always be dressed in Bergamese style.

And then there were the serving-women, ladies of some experience in life, who—incidentally—were capable for the most part of getting the control of the household into their own hands. It appears that in those days such ladies generally came from Rome; their costumes were accordingly in Roman style. The writers and producers of these plays were, you see, observant; no detail escaped them.

There, then, we have the transition from destiny to character. You can see what a thorough-going change it wrought in drama. And I think even the brief sketch I have given you of its history will help you to understand how important it is for the student of dramatic art to study this development of character in drama—learning to observe how characters group themselves in types, and how character grows out of milieu. When he has worked through such a study, the student will be more fitted to undertake the ‘individual’ parts of the modern stage, he will be able to tackle them with elemental force and energy.

As he studies these plays, the student will also realise what a liberating and lively humour the people of those days possessed. For it was not merely the authors who were responsible for the plays. As a matter of fact authors did not play a role of any particular importance in those days. The text of a play, as it came from their hands, could not even truthfully be called a ‘score' for the actor; before it could go down with the audience, he would have to add to it considerably from his own resources. It was quite taken for granted that the actor would supply witty sallies here and there on his own account.

Dramas of this kind show unmistakably that destiny is disappearing from the stage, and the spectators are being presented with plays where it is the characters that determine the action. This is also the moment when the stage begins to realise that it has to reckon with the audience, that it cannot ignore them.

And now, from destiny and character, from out of these two, emerges our third factor in drama: action, or plot.

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At the opening of a play, before the plot began to unfold and reveal how character and destiny are at work there, an ‘Exclamator’, as he was called (for they used the Latin word), would come forward—rather in the way the Prologue does in our Christmas Plays—and give a kind of summary of the moral of the play. For the stage did a great deal in those days to influence social life and behaviour.

You are not to conclude from this that the manners and morals of those times were anything to boast of; on the contrary, it implies that they were rather loose and that there was ample reason for the stage to do something for their improvement. It is always important, you know, to look at facts from the right angle!

I would like now to describe to you one such drama. Do not take it as an exact description of a particular one (as I said before, there are hundreds of them); it will, however, be characteristic, and will provide you with a good illustration of what I want to say later.

Let us suppose then that at the beginning of one of these dramas we are faced with a situation that is created entirely by the typical characters that are there in the play. In a spot that may perhaps be not very far away from where we are now meeting, some gipsies have made their encampment. The gipsies are referred to as the ‘heathen’.

The play proceeds somewhat as follows. (The story corresponds quite well with one or another of these plays, but my intention is to make my description general and typical.) We have then, to begin with, the man Ruedi and his wife Greta, and they are talking together. Ruedi tells Greta she must take care to lock up all their valuables, because the heathen are in the neighbourhood; things are sure to be stolen, for the heathen live by stealing. Greta replies that she has of course already done this; she does not need any reminder from him. ‘But I tell you what, you drunken lout,' she goes on to say, ‘you put far more money than the heathen steal into the pockets of the alehouse keeper. And there's got to be an end of that; it can't go on any longer.’

Ruedi is rather taken aback, for Greta is a woman of force and energy. After standing silent for a minute or two, he heaves a deep sigh and stammers out: ‘Well, well, I suppose I'd better go to the gipsies and get them to tell me what a bad lot I am; after all, they're fortune-tellers as well as thieves.’

‘You great fool,' says Greta, ‘to believe the gipsies. It's all nonsense what they say. You'd much better save your money instead of running after them.’

But Ruedi is not going to be put off. Before he sets out, however, he goes to the stables and warns the stableman too about the heathen, ordering him to lock up the stables and carry the manure out to the fields. And now the stableman gets talking, and discloses to Ruedi that Greta has hidden away in the stable eight good Rhenish gulden, in those times quite a small fortune. He, the stableman, knows the spot where they are buried. Then the ‘stupid’ Ruedi begins to be sly. But first of all he goes off to the gipsies to have his fortune told.

So here destiny enters the story; but note how! People no longer believe in it, it is all left to the gipsies.

The gipsy woman says to Ruedi: ‘Well, my man, you are a thoroughly good sort; but you have a bad-tempered wife, and she makes life miserable for you. And you yourself, you know, you drink too much!’

Heavens alive, thinks Ruedi, she knows a lot! There's something in fortune-telling after all.

‘But now, look here!’ continues the gipsy,’ you go and get yourself some better clothes and walk about the village with an air, and you'll be made headman of the village—only, you'll have to drink less! ’

Ruedi is delighted with the idea. And now what the stableman told him will come in very useful. First, however, the gipsy wants her fee. Why, of course!—but Ruedi hasn't any money. Greta never gives him any. Then he has a bright idea. ‘You told me just now that if I put on fine clothes I shall be made headman of the village. When I am, I'll help you gipsies in your thieving. That shall be your payment.’ This suits the gipsy-woman splendidly; a headman's connivance will be of more worth to the gipsies than any fee.

And now Ruedi goes back home, his head full of the idea that he must get some fine new clothes and be made headman of the village. So he goes to the stable, digs up the eight gulden and hands them to the stableman to take to the neighbouring town.

Arrived there, the stableman goes to the wool merchant and says to him: ‘My master who lives outside the town wants to see some materials of different colours, I am to take them to him to choose from; he is having some new clothes made, for he is going to be headman of the village.’

‘But I don't know your master,' replies the merchant, ‘and how am I to know what might happen to my cloth?’

‘Oh, don't you worry,' says the stableman, ‘he's a perfectly honourable man. You let me take the cloth; it'll be quite all right.’ The eight gulden the stableman pockets, and the rolls of stuff he turns into money in some way of his own. And so he comes back empty-handed, having cheated his master of the eight gulden and the merchant of the rolls of cloth.

His master inquires what has happened. ‘I've left the eight gulden with the merchant,' replies the stableman, ‘and he says you must go yourself and choose the material in his shop; meantime he has the money safe.’ The money is, of course, not with the merchant at all; the stableman has taken it for himself.

At this point a scene is inserted where we are shown Greta pouring out her woes to a friend of hers. She has discovered that the gulden she buried in the stable have disappeared. What if the cow has eaten them and dies in consequence!

And now Ruedi makes his way to the wool merchant's—and behold, the merchant has not the cloth. Ruedi hasn't it either. The merchant has also not the money; nor has Ruedi. The stableman is standing by, and the merchant declares he will sue him. He will, he says, put the matter in the hands of a lawyer; and he'll find a first-rate one, he will! (Here they come, you see, the character types.)

Well, Ruedi and his stableman go home again. But a little while later a messenger comes running in great haste, beginning—in the good stage instinct of those times—to call out to them while he is still a long way off, summoning them both to come at once to the wool merchant's.

As soon as they arrive there the merchant starts inveighing loudly against the stableman—and one can well understand it. He becomes quite abusive, and rails against him, calling him all sorts of hard names The man feels terribly insulted and declares that he will on his part bring an action against the merchant, and they will soon see what comes of that!

The merchant raises no objection; he knows he has right on his side and feels confident of the issue. The stableman, however, is a kind of Brighella, and it is he who procures the cleverer lawyer.

And now the trial begins, the stableman's lawyer having in the meantime instructed him how to behave in court. The judge puts his learned questions, all in best Bologna manner The peasant grows more and more bewildered, confuses the cloth with the money, and the money with the cloth. When he should be answering about the eight gulden, he keeps talking of the cloth, and vice versa, and all because the lawyer puts him out by talking incessantly.

And now it is the stableman's turn to be questioned. But all he says in reply is: veiw!¹ A fresh question is put to him. Once more he answers: veiw! Still another question. Again the same reply: veiw! The lawyer has advised him, you see, to be completely stupid and say nothing but veiw! Eventually the judge finds this too silly. ‘He's just crazy; one can do nothing at all with a fellow like that!’—and he sends the parties home. And so the whole affair comes to a humorous end.

And now it turns out that in the course of the conversation between them, the stableman had promised his lawyer the eight gulden. These the lawyer now receives, in payment for his advice to say nothing but veiw! The stableman has the cloth. As for the peasant and the merchant, they have had all their trouble for nothing The spectator, however, goes home well pleased; he has enjoyed watching the characters unfold as the play proceeds. Pieces of this kind were played by the hundred—full of true humour, a natural, elemental humour of the common folk. And they were well played, for the players put their whole heart into their acting.

Thus, at the dawn of the Age of Consciousness, does the drama of character push its way into the drama of destiny, and take root there and grow. That is how the drama of character first began. And you will not easily find for your students a better subject for study than these very plays; for they are built up with quite remarkable skill. They can well form a basis for the study of delineation of character.

A school of dramatic art should arrange for courses of instruction in the history of the whole treatment of drama, and especially of character, beginning with the end of the fifteenth century. This kind of character drama was popular throughout the Latin countries at the end of the fifteenth century, and also in Switzerland. Afterwards, it spread to Germany and by the sixteenth century was everywhere in vogue. That is to say, at secular times of the year. For the Christmas Plays are survivals of the drama of destiny; in them we see destiny working in from the worlds beyond. So that we have in those times, on the one hand, within the rather austere forms of Christian tradition, a continued adherence to destiny, and then also this original and elemental up-springing of character in drama. Both are there, side by side; and that is what makes this second stage in the evolution of drama an extraordinarily fruitful field for study.

The mask of ancient times, that actually hid the human being, has now given place to the character mask, and we shall soon be approaching the time when we have before us on the stage human individualities. But please remember that there are good and well-founded reasons for making a special study in our day of this first beginning of character in drama. A student can learn a great deal from such a study.

Let me remind you at this point of the development we traced in Schiller's dramas a few days ago. We were studying this development from a rather different point of view; we can, however, clearly see that Schiller was all the time experimenting between the two kinds of play, inclining now more to the drama of destiny, now again more to the drama of character. Highly gifted dramatist as he was, Schiller did not know how to bring together the elements of character and destiny.

Take Wallenstein. We cannot truthfully say that destiny is here an organic part of the drama. Destiny and character are joined up externally rather in the way one cements bricks! Then again later on, in Die Braut von Messina, we find Schiller once more trying, as it were, to drag in destiny. Only in Demetrius does he at length, after many attempts, succeed in weaving together destiny and character, weaving them together to form genuine dramatic action.

Character drama is important also for opening the way to comedy. True, preparatory steps in that direction had been taken in Roman times; for there was, you know, in Rome a kind of anticipation of the Age of Consciousness. But it is tragedy that stands in the foreground throughout the centuries of classical antiquity. Satire will not infrequently come to expression in some comic afterpiece, but we do not find what can properly be called comedy until, with the coming of the Age of Consciousness, love and humour make their appearance on the stage.

If you can succeed in carrying in your mind's eye a clear picture of how drama has evolved, that will help you in your work as producer. You will then be able to approach with the right mood and feeling, on the one hand, plays where the more tragic and solemn elements prevail and, on the other hand, plays that are in a lighter vein and belong more in the realm of comedy. Your study will have given you fresh guidance for the staging of the two kinds of play.

Consider first how it is with tragedy. Simply from the insight that you have acquired in this kind of study, you will go to work in the following way. Please do not imagine it is a matter of theories and definitions. What you have to do is to prove by experience how you yourself develop an insight that can give birth to artistic creation. That is the only right way; and it is what I have been trying to show you in today's lecture.

The first part of a tragedy (sometimes called the ‘exposition’), where the spectators are to be made acquainted with the situation, where their interest has to be aroused, will have to be played slowly; and the slowness should be achieved, not so much by slow speaking or acting as by pauses, pauses between the speeches, pauses even between the scenes. This will ensure that you make contact with your audience; they will then the more easily unite themselves, inwardly and sympathetically, with the situation.

But now, as the play proceeds, new persons or events intervene, and it becomes uncertain how things will turn out. This is the middle of the play, where the plot reaches its climax. Here you will again need a rather slow tempo, but the slowness has this time to be in the speaking and in the gesturing; the play will thus still move slowly, but without pauses. Not of course entirely so; the speaker must have time to take breath, and the spectator too! But you should definitely shorten the pauses, and to that degree slightly quicken the tempo.

Then comes the third part, which has to bring the solution. If this last part were played in the same tempo, it would leave the audience a little sour and dissatisfied. It is important to increase the pace here and let the play end in a quicker tempo.

Here then, in this third part of the play, there has to be an inner quickening of tempo, showing itself both in speech and in gesture.

Tragedy

(I) in slow tempo: pauses
(II) in slow tempo: without pauses
(III) in quickened tempo.

If these stages are observed, your acting will not fail of those imponderable qualities that make for contact with the audience. And you will find that the right tempo for speech and gesture comes of itself out of the feeling that your study and training beget in you. Thus, the main point for the production of tragedy is that everything be in right measure and proportion.

Something quite else comes into consideration for comedy. (Our modern plays stand rather between the two; so that for their production one can learn from both.) When we come to comedy, it is character that begins to take the prominent place. Such a piece as I described just now can be very helpful to you, if you want to learn how to set about producing a comedy; for plays of this kind, abounding in the simple, primitive humour of the people, can always be begun in the way I will now describe.

The first thing is to see that your actor, who will reveal his character in his speaking, expresses himself with an instinctive enjoyment of his part, so that the audience feel at once: Yes, there he is—the Pantalone. today, of course, we put individual men and women on the stage, not types; nevertheless, we can set to work on the artistic shaping of our comedy on the same lines—that is, begin by letting the characters display themselves in their speech and gesture, and in no uncertain terms. We need not go so far as some miserable producers who, for example, if they put a barber on the stage, think it necessary he should be ostentatiously scraping the lather off a customer's chin. No occasion for grotesque demonstrations of that sort. But we should take pains in this first part of the play to let the several characters stand out in strong relief. As you see, we are here not concerned, as in tragedy, with the measure or tempo of the acting, but rather with its content.

As we go on towards the middle of the play, the interest will centre on the various conflicting factors that emerge and that leave us in some doubt as to how it is all going to end. And here it would actually be a little risky to continue entering with intensity into the individual characters; rather must the emphasis be laid on the plot. The whole character of the speaking must centre the hearer's attention on the plot. At this point the earlier comedies favoured the inventive actor. For the book of words left him extraordinarily free; he could extemporise here and there, expressing his astonishment, for instance, when something happens that gives the whole plot an unexpected turn—and so forth. Actors were in this way able on their own initiative to emphasise certain incidents or features in the plot.

And then, at the end of a comedy, particular emphasis should be laid on destiny. This is important. The acting must show how destiny breaks in upon the course of events and brings it all to a happy conclusion.

Comedy

(I) The emphasis is on the Characters.
(II) The emphasis is on the Plot.
(III) The emphasis is on Destiny.

If one is to produce a comedy successfully, with emphasis first on the characters, then on the plot, and finally on the working of destiny, one must of course do one's best to acquire a lively and sympathetic understanding of what destiny and character and plot are in their essential nature.

There is something more that the actor can do. Latent within him are deep feelings and perceptions, and these he should now evoke. What I am going to recommend may seem to you, my dear friends, to be rather external, but you should not on that account belittle it. If you will receive it and follow it out earnestly and with understanding, it will have a wonderful effect. It will awaken in your heart and soul a fine perception for how you are to set about acting—first tragedy, and then comedy. And as you continue to live with it, to live with it in meditation, you will also be helped to carry into real meditative experience the exercises of a more general nature in connection with your calling, that I have already given for your meditation and concentration. Take, for example, what I showed you the other day when we drew the circle of the vowels and found, on one side of the circle the development of tragedy, and on the other side the development of comedy Imitate in your soul the path followed by a drama of tragedy, and your soul will be so attuned that it will develop the skill required for the speaking and producing of your tragedy.

Where a meditation is intended to prepare us for a right treatment of tragedy, very much will depend on how far we are able, during the meditation, to attain inwardly what I described yesterday as liberation from our spoken part. This, my dear friends, must first be attained. We have to carry our preparation of the part up to the point where we have such command of it that we could go through it in our sleep. And then we must be able also to look at it, as it were, from without, taking an active and sympathetic interest in it and in the whole speaking of it (that speaking which we ourselves have created and formed), entering into it with heart and feeling, and also with will and with thought.

The actors of an older time were given meditations to prepare them for their task; and I would like now to give you a brief formula on the same lines. Approaching the words in the mood that belongs to tragedy, try to concentrate your soul with all inner warmth into just that mood that you need for the understanding of tragedy—for that kind of understanding which has actual formative power. And you will see, as you meditate the words you will attain this understanding. But you will need to repeat the meditative preparation over and over again. Go through it now and

then, when you have a few moments' leisure—you might be taking a walk one day, and come upon a secluded spot where you can sit and think quietly for a little. Here then are the words: Ach ( this is merely a preparatory interjection)—

Ach, Fatum,
Du hast
stark mich<
umfasst,
nimm weg
den Fall
in den Abgrund.²

I use the Latin word Fatum because, to begin with, the soul must be held steadily in the a and u that evoke the tragic mood: u giving the suggestion of fear, and a bespeaking awed amazement. Then, when we come to stark mich, note that i enters in, to take its part in the tragedy. Note too that farther on the vowels follow one another exactly as they do on the circle:

nimm weg
den Fall
in den Abgrund.

If you will meditate these words, letting speak in them, above all, the feeling that is called up within you by that inner perception of sound which you have acquired in your training, then the words can become for you a kind of foundation upon which you can build the production of your drama of tragedy.

Ach, Fatum,
Du hast
stark mich
umfasst,
nimm weg
den Fall
in den Abgrund.

These words give the mood for tragedy. If for a long time you have repeatedly held before you such a meditation, then you will assuredly find the right inner mood for tragedy when you need it.

For comedy, on the other hand, we have to go back to exercises of a more whimsical and subtle kind, that were not practised with the deep fervour that belongs to exercises for tragedy. (Tragedy, you must remember, is a child of the Mysteries.) None the less, even these exercises for humorous plays had a powerful esoteric influence. They were able actually to beget humour in the actor, and then they did not as it were take it back again but let it pour full stream into the speaking

For if you are going to produce comedy (and please when I use the word ‘produce’, do not take it in a merely external sense), you must be able to laugh in the words. I do not mean you should be perpetually tittering. There are persons who like to draw attention to their remarks by constantly tittering and laughing a little as they speak, a habit that is apt to leave one with the impression that there is not much point or meaning in what is being said. For the actor to bring laughter into his feeling for sound is quite a different matter. It works as true art—in spite of its popularity! There were always in an older time comedians who did this, just as surely as in the early Middle Ages you find priests taking part in the solemn and sublime dramas that were directly connected with the Church. And these early comedians, from among whom in course of time the first professional actors were recruited, laboured always to attain to a deep inner understanding of their work on the stage.

Here then I will again put before you a brief formula from olden times. It was not given merely to make tongue and palate elastic and plastic,—a result that we saw could be attained by cultivating sound-perception; these words, as one meditates them, turn into laughter. They must of course be meditated aloud. And then you will find you have to laugh.

Try practising aloud, as often as you can, this little string of words that I will now write on the blackboard. And, as you say them, enter into the speaking of them with your whole heart and feeling.

Izt'—this is really the word jetzt (now), but it has to be spoken here as izt—

Izt' fühl ich
wie in mir
linklock-hü
und lockläck-hi
völlig mir
witzig
bläst³

your soul; you will laugh inwardly, in your soul. Naturally, you cannot expect to attain that by deepening your feelings as for tragedy! And this has now to be your ideal—to carry into your speaking a laughing soul. Then will your work as producer be full of humour, the humour that has power of itself to produce and form a comedy.

And try to practise it, making with linklock-hü this movement (see first Drawing) and with lockläck-hi this movement (see second Drawing), so that you repeat the whole formula thus:

Izt' fiihl ich
wie in mir
linklock-hü
und lockläck-hi
völlig mir
witzig
bläst.

Try to live your way into this little formula, giving it its full development and speaking it always three times in succession—with the linklock-hü, pulling the upper lip upwards and the lower downwards, so that the lips are puckered; and with lockläck-hi flattening the creases out again.

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As you continue repeating it, it will make you laugh in your soul; you will laugh inwardly, in your soul. Naturally, you cannot expect to attain that by deepening your feelings as for tragedy! And this has now to be your ideal—to carry into your speaking a laughing soul. Then will your work As producer be full of humour, the humour that has power of itself to produce and form a comedy.

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• 1. The Age of the Spiritual (or Consciousness) Soul is the epoch of man's development in which we are now living and which began in the fifteenth century.
• 1. Pronounced very like our word’ five’. The sounds do not make a word at all in German.
• 2. fate,
  Thou hast laid
  firm hand
  upon me;
  suffer me not
  to fall
  into the abyss!
• 3. Inside me I feel
  how linklock-hä
  and lockläck-hi
  go wittily
  whispering
  on!

[With the exception of the three lectures by Rudolf Steiner, which were recorded in shorthand, there are no minutes of the Stuttgart September Conference. Carl Unger gave the following full report in the public German weekly “Anthroposophie” (5th year, No. 13, September 27, 1923):

The Anthroposophical Society has existed for 10 years, but it looks back on a life of 21 years; it is coming of age. It was founded as a special society when it became clear that those members of the Theosophical Society who saw the fulfillment of their theosophical ideals in the spiritual science of Dr. Rudolf Steiner should no longer be tolerated in the Theosophical Society; but it already came into being at the time when Dr. Steiner was called upon to seek to spread his research within the framework of the Theosophical Society. Thus the Anthroposophical Society exists through the coming together of people who have found the fulfillment of their life's longing in the work of Rudolf Steiner. But its coming of age wants to mean more! The individual stands in the history of his time, and it is not so long ago that the work of outstanding personalities can have a history-forming effect. In our time, the individual means a great deal if he is a unified personality. The coming together of individuals into a mass in meetings, associations, parliaments usually has a devastating effect on the individual. However, the Anthroposophical Society as a society wants to mean more than any of its members could individually; it wants to have a serious impact on history by enhancing individuality. The conference held at the Gustav Siegle House in Stuttgart from September 13 to 17 marked the beginning of the Anthroposophical Society's awareness of its significance for the world and its historical task. Anthroposophically oriented spiritual science is directed to all people. If it is to form the spiritual content of a society, then this society must be founded from the outset as a world society. Anthroposophy as such and the works of Rudolf Steiner are spread throughout the world. But it is connected with the world catastrophe of recent years that the independent anthroposophical national societies are now rapidly forming in quick succession, which, in their spiritual center at Dornach in the re-emerging Goetheanum, the creative center of Dr. Steiner, are coming together to form a large world society, despite all the divisive forces that seek to tear man from man and people from people. In recent years, much has been undertaken within the anthroposophical movement to demonstrate the fertility of anthroposophy in all areas of life: university courses, congresses, scientific and economic justifications have reached wide circles; the free Waldorf school and the wonderful art of eurythmy have led to unexpected successes; the artistic impulses of the Goetheanum have truly not been lost, even if Rudolf Steiner's magnificent mystery poems must now wait even longer before they can reappear on the stage in the form appropriate to them. All this is needed by the Anthroposophical Society as a human and spiritual center; it is to be the gathering place for the true spiritual values of the present time. A strong and healthy society should give Anthroposophy a home in the hearts of its members. But it will have to build a strong house to stand against the onslaught of its opponents, a solid wall of living souls, for perhaps for a long time to come the spirit needs firm places in the land of men, which is being devastated by the un-spirit.

We do not want to give a protocol-like report of the conference here, but rather point to the central question that was at the heart of all the lectures and discussions: How will the Anthroposophical Society organize its work in order to fulfill its tasks in the midst of a disintegrating world? The question here is not one of final formulations or organizational measures. Certainly one must be able to express what one wants; certainly one needs forms of working together, but the life of such a society is formed in the real relationships between individuals and groups of people; what one must do is ultimately decided by the individual case.

“The Anthroposophical Society wants to be a community of people for the cultivation of genuine spiritual values in the present day; in the Anthroposophical Society, the paths to the spiritual world are sought and the dissemination of genuine spiritual science is served.”

The ¹ “Principles” of the Anthroposophical Society were discussed. But more important, the conference recognized that people today need supersensible knowledge and that the world needs a society that truly seeks the paths to the spiritual world. The obstacles that arise in the consciousness of the contemporary human being in the face of these needs must be overcome through the work of society itself. Anthroposophy appeals to the faculty of free judgment; it seeks to answer free questions. The Society now wishes to open its doors wide to all who seek the paths to the spiritual world. The days of the old secret societies, which sought to bind people with oaths, are past. The Anthroposophical Society welcomes people of the present age into its ranks on the basis of free trust and free responsibility. The Society should give people what they need; it must organize its work so that they find what they seek.

For its dealings with the world, the Society needs an organization of trust. Its guidelines have been negotiated, but the important thing is how it is handled in each individual case. For this, anthroposophy provides a sense of fact and knowledge of human nature. The admission of members is carried out by the trusted individuals directly into the society, which is precisely how it will keep itself free from the sectarian tendencies that are so widespread today. But the inner work takes place in working groups, which are formed in a wide variety of ways out of a real will to work. Larger associations should help to represent the society to the outside world. The Society's organs everywhere should safeguard the interests of the Society over and above all local and regional differences. These were the topics discussed, and the conference unanimously approved the points of view proposed by the Executive Council. Much attention was paid to recognizing the opponent and to the problem of combating the opponent, and we hope that the effects of this will soon be felt.

Dr. Steiner gave three evening lectures: “The Human Being in Past, Present and Future” [in GA 228]. They introduced the history of humanity as a development of consciousness in a new way, and their momentum gave the whole conference its spiritual support. The towering figure of this leader of humanity offers tremendous prospects for the future. Dr. Steiner personally intervened almost not at all in the negotiations, but what he spoke was of the most urgent admonition, and his presence meant for all the deeply felt need to profess him and his work. The rallying cry, which had been published in this newspaper shortly before the conference by the board and a circle of trusted individuals, touched everyone's heart, and when the motion was put forward that the conference should take up and carry this rallying cry forward on its own initiative, the entire assembly rose as one man and enthusiastically expressed its approval.

The breaks between the official negotiations, and even some hours at night, were amply filled with discussions in smaller groups. The Waldorf School Association gathered its members and guests. The Clinical Therapeutic Institute organized tours. The Institute for Scientific Research presented the latest results of research, especially the epoch-making work of L. Kolisko: “Physiological and Physical Proof of the Effectiveness of Smallest Entities”, the scope of which is incalculable. The most beautiful celebrations were offered by Marie Steiner with the circle of Dornach eurythmy artists. Two performances for the conference participants and four more for the public in the stage hall at Landhausstrasse 70 made a particularly strong impression through the eurythmic rendition of poems by Albert Steffen. The way in which poetry and eurythmy resonate spiritually with each other was rarely experienced so vividly. The art that Anthroposophy brings to revelation is one of its most powerful life effects. The large hall of the Gustav-Siegle-Haus, with seating for 1300, was always filled and overflowing when Dr. Steiner gave his powerful public lectures. This conference brought together only members of the Anthroposophical Societies, but again there were not enough seats in the hall. Those who could, came from the most distant parts of Germany, despite the great difficulties and the insecurity that one had to reckon with. And now, after the conference, we can say: They will all come again, even if the difficulties increase tremendously; they may have to come on foot, but they will be there when important matters of the Anthroposophical Society are again at issue.

Draft statutes for the German national society, presumably put up for discussion at the conference

Anthroposophical Society in Germany Honorary President since February 3, 1913 Dr. Rudolf Steiner

Statutes

1. Founding of the Anthroposophical Society.

The Anthroposophical Society was founded on December 28, 1912 in Cologne. The founding took place when a committee of three individuals took over the overall management. The members of the Society joined this committee in free consent to the founding act. The founding took place as an international overall society. It was intended that individual departments, associations and the like be formed within its framework. Subsequently, individual independent national societies were founded.

The original founding board has been expanded through co-option to a board of nine members. At the delegates' assembly in Stuttgart in February 1923, these members took over the leadership of the Anthroposophical Society in Germany. Thus the Anthroposophical Society in Germany was founded as a national society. At the same time, the Free Anthroposophical Society in Germany was also founded.

At the conference of the Anthroposophical Society in Germany, held in Stuttgart in September 1923, the actions of the board, which had since been co-opted to include ten people, were confirmed and the decision was taken to affiliate with the global society to be founded, with its center in Dornach. Furthermore, the board was authorized to draw up the statutes of the Anthroposophical Society in Germany.

2. Aims and tasks.

The Anthroposophical Society was founded on the conviction that the results of modern scientific research, despite their great significance for human culture, can only work for the spiritual progress of humanity if a spiritual science, which already exists to a significant extent today, promotes healthy research directed towards the supersensible. The personalities united in the Anthroposophical Society therefore regard as the most important task of the Anthroposophical Society:

The cultivation of Anthroposophical spiritual science and the promotion of its effectiveness in the most diverse areas of life.

In the fields of education, medicine, natural science, art and religion, the Anthroposophical Society has achieved significant results.

Only by applying these principles to the individual areas of life can the work of the Anthroposophical Society lead to the goal of creating a new brotherhood as people work together across the earth. In this way, it can enable the individual to gain an independent world view through an understanding of the different world views and religions of all peoples and times, and in this way it will convey an understanding of the spiritual essence of the human being and the spiritual foundations of nature and the world.

The center of the Anthroposophical Society's endeavors is the Goetheanum, the School of Spiritual Science in Dornach, and the work that emanates from it in the realms of science, art, and religion.

3. Membership.

Those who are interested in the stated aims and tasks can become members of the Anthroposophical Society. Membership is applied for by submitting an application for admission.

This application for admission will usually bear the signature of a trusted person (see below), but it can also be submitted directly to the board. Admission is granted by the board's recognition. The board determines the amount of the admission fees and the membership dues.

4. Board.

The Executive Board is responsible for the overall representation of the Anthroposophical Society in Germany, both internally and externally. It is composed in such a way that the institutions that have emerged from the anthroposophical movement can find their representation in it.

The members of the Executive Board hold office for an indefinite period; the term of office of the individual members of the Executive Board may end:

1) by resignation,
2) by a majority of the duly convened General Assembly of the Anthroposophical Society in Germany no longer agreeing with the performance of their duties.

The extension or supplementation of the executive council occurs through cooption. The office of the Anthroposophical Society in Germany is currently located at Champignystr. 17, Stuttgart, where the executive council is also currently based. The executive council must determine the managing members from among its members. The official organ of the Anthroposophical Society in Germany is the “Mitteilungen” (announcements) published by the executive council.

5. The extended executive council.

The executive council has formed an extended executive council by appointing individuals from the various regions of Germany. The members of the extended executive council are responsible for representing the interests of the Society internally and externally in the immediate vicinity of their place of residence. The regional associations (see below) can make proposals to the executive council for the appointment of members of the extended executive council. The members of the extended board are also trusted personalities (see below). The members of the extended board hold office for an indefinite period; the execution of their office can come to an end: 1) through resignation, 2) through a resolution of the board.

6. Trusted personalities.

The board has appointed trusted individuals [see page 463] who are responsible for accepting members' registrations. They guarantee to the board the members they propose. The appointment of further trusted individuals will either be made by the board or by one member being designated by seven other members or individuals seeking admission as their representative and being recognized as such by the board. The trusted personalities, together with the members of the extended board, form a body that can be convened by the board for special meetings to discuss the affairs of the association. The board will also organize a meeting of this body if at least 12 trusted personalities request it. The trusted personalities have their character as such for an indefinite period. Their function can be terminated:

1) by resignation,
2) by decision of the executive council,
3) by decision of the majority of a properly convened assembly of the body of trusted individuals.

7. Working groups.

General membership must be acquired individually by each member and means that the Executive Council recognizes an individual as belonging to the Anthroposophical Society.

The work of the Anthroposophical Society in Germany is carried out in local working groups, which can be formed by individuals who have acquired general membership freely coming together in any locality. These working groups require recognition by the executive council.

At least 7 members belong to the formation of working groups; if there are fewer than 7 members in one place, they can join together to form a center. The working groups and centers can unite to form associations, depending on the needs of the area in which they are formed.¹

8. General Assembly.

The General Assembly of the Anthroposophical Society in Germany is convened and led by the board. It is considered duly convened if the invitation has been sent three weeks in advance.

The board will also call a general assembly if this is requested by at least 12 of the working groups recognized by the board. All members of the Anthroposophical Society have access to the General Assembly. The trusted representatives and the delegates of the working groups recognized by the Executive Council are entitled to vote. Each recognized working group can appoint one delegate for 7-50 members; two delegates for 51-100 members, and so on. The centers can each appoint one delegate. The General Assembly decides by a simple majority.

The General Assembly discusses the agenda to be sent by the Executive Committee with the invitation; it has the right to express its approval of the actions of the Executive Committee for the period since the previous General Assembly. Motions for the General Assembly are to be submitted to the Executive Committee no later than three days before the General Assembly.

9. Relationship to the General Anthroposophical Society.

To be decided in the course of the negotiations in Dornach.

[The following “Draft of the Basic Principles of the Anthroposophical Society”, published in “Mitteilungen...” No. 8, October 1923, and reproduced here in facsimile, is based on Rudolf Steiner's “Draft of the Basic Principles of an Anthroposophical Society” from 1912/13 (see under “References”). The German national society was thereby following the decision of the “International Assembly of Delegates” from July 20-23, 1923, that “any elaborations of statutes by the national societies, insofar as the current ‘draft’ had to be changed or supplemented” (see page 571) should be presented in Dornach at the founding meeting of the “International Anthroposophical Society” at Christmas 1923.]

• 1. See pages 635 ff.
• 1. Such associations (regional associations) currently exist for Central Germany, Hesse, Palatinate, the Lake Constance area, Southwest Germany, and Rhineland-Westphalia. For Northern Germany and Silesia, such associations are in the process of being formed.

[ 1 ] In the spatial cosmos there stand in opposition to one another: World Expanse, and Earth-Centre. In the World-Expanse, strewn abroad as it were, are the Stars. From the Earth-Centre, forces radiate forth in all directions to the World-Expanse.

[ 2 ] As Man stands to-day in the world, in the present cosmic age, the Stars in their shining, and the Earth-forces in their working, can only appear to him collectively as the accomplished work of the divine spiritual beings, with whom his link is in the inner man.

[ 3 ] But there was once an age of cosmic history when this shining of the stars and these earth-forces were still a direct spiritual revelation of the divine spiritual beings actively at work within his own being.

[ 4 ] Then came another age. The Star-Heaven separated as a corporeal existence out of the divine spiritual tide of activity. There arose what may be called World-Spirit and World-Body. The World-Spirit is a multiplicity of divine Spirit-Beings. They send their influences, in the earlier age, from the places of the stars upon the earth within. What there rained down in light from the regions of the world-expanse, what radiated forth as forces from the earth-centre, was in actuality the Intelligence and the Will of those divine spirit-beings who were shaping Earth and Earth's Manhood.

[ 5 ] In the alter cosmic epoch—after the evolution of Saturn and Sun—this Intelligence and Will of the divine Spirit-Beings became ever more spiritually inward in its workings. What they had actively been present in, present with their very Being, became now the ‘World-Body,’ an harmonious ordering of the stars in cosmic space. Looking back upon these things in spirit, comprehending them in a spiritual world-conception, one may express it thus: Out of the original Spirit-Body of the world-creative Beings there arose World-Spirit and World-Body. The World-Body marks in stellar order the stellar movement the way in which the Gods were working, long long ago in their Intelligence and Will. For the present age of the Cosmos, what once lived in the stars as freely moving, freely shaping divine intelligence and will, is now set fast in them as fixed Law.

[ 6 ] What shines therefore from out of the star-worlds to-day, to Man upon earth within, is not the immediate expression of divine will and divine intelligence, but a sign, left stationary, to mark what this divine will and intelligence were long ago, even in the stars. In the marvelous star-configuration of the heavens, waking wonder in the human soul, we may behold therefore a past manifestation but not the present manifestation of the Gods.

[ 7] But what is thus ‘past’ in the glory of the shining of the stars, is ‘present’ in the world of the spirit. And Man lives with his own being in this ‘present’ world-spirit.

[ 8 ] In the evolving forms of the world, we must look back upon an ancient epoch of cosmic history, when world-spirit and world-body worked together as a unity. We must keep before our eyes the intermediate epoch, during which they develop as a duality. And we must think forward into the future—into the third epoch, when the world-spirit will once more absorb the world-body into its sphere of action.

[ 9 ] For the ancient epoch there could have been no ‘calculating’ the constellations and the courses of the stars, for they were an expression of the free intelligence and the free will of divine spiritual beings. In the future, there will again be no calculating them.

[ 10 ] ‘Calculation’ only has any meaning for the intermediate epoch of the Cosmos.

[ 11 ] This, which is true of the constellations and the courses of the stars, applies also to the action of the forces which radiate from the earth-centre into the world-expanse. What there spring forth ‘from the depths’ also becomes ‘calculable.’

[ 12 ] Everything tends from the earlier cosmic epoch towards the intermediate one, when the worlds of Time and space become ‘calculable,’ and when Divine Spirit, in its manifestations as Intelligence and will, must be sought ‘behind’ the ‘Calculable.’

[ 13 ] This intermediate epoch alone affords the conditions under which Mankind can progress from a dull, dim consciousness to a clear, free consciousness of Self—to free intelligence and free will of his own.

[ 14 ] There had to come the time when Copernicus and Kepler ‘calculated’ the world-body; for the cosmic forces that served to bring about this moment were necessary to that development of human Self-consciousness. The disposition for this Self-consciousness was laid in an older age; then came the time when it was advanced so far as to be able to calculate the distant world-expanses.

[ 15 ] ‘History’ begins to be played out upon earth. There would have been no History, had not the world-expanse with all its stars become set in ‘fixed’ constellations and orbits. In the ‘course of history’ upon earth, we have a reproduction—though a quite transformed one—of what, once on a time, was ‘heavenly history.’

[ 16 ] The peoples of olden time continued to carry this ‘heavenly history’ still in their consciousness, and turned their eyes rather upon this than upon ‘earthly history.’

[ 17 ] In Earthly History there lives the intelligence and will of Man, at first in connection with the cosmic, divine will and divine intelligence, and then independently.

[ 18 ] In Heavenly History there lived the intelligence and will of the divine spirit-beings connected with mankind.

[ 19 ] Looking back over the spiritual life of the various peoples one finds, in the far remote past, such a consciousness amongst men of their being together and willing together with the divine spirit-beings, that their own human history is still a heavenly history. In his narration of first ‘origins,’ man's tale is not of earthly proceedings but of cosmic. Indeed, even for his own times—the times in which he is presently concerned—that which goes on in his earthly surroundings seems to him so insignificant in comparison with what is going on in the Cosmos, that he disregards the former and only pays attention to the latter.

[ 20 ] There was an age when the consciousness of mankind beheld the Heaven's history in mighty impressions, in which the divine spirit-beings themselves stood before Man's soul. The divine Beings spoke, and Man heard their speech in dream-like Inspiration; they revealed their forms, and Man beheld them in dream-like Imagination.

[ 21 ] This Heavenly History, which for a long while filled men's souls, was followed by Mythical History, now for the most part regarded as old poetic fiction. This Mythical History links together heavenly doings and earthly doings. ‘Heroes’ for instance came upon the scene—super-human beings. These are beings who stand higher than men in their evolution. Men at a particular time, for instance, have only developed the different parts of Man's being as far as the Sentient Soul. The Hero however has already evolved what will one day take its place in Man as ‘Spirit-Self.’ The Hero cannot directly incarnate in a physical body under earthly conditions; but he can do so by going down into the physical body of a human being, and thus enabling himself to work as a man amongst men. In the ‘Initiates’ of earlier ages we have beings of this kind.

The actual fact, with regard to all these things which occurred in the course of the world, is not simply that mankind in the successive periods of history ‘pictured’ things in one way or another in their own minds. What actually took place between the more spiritual, ‘incalculable’ world and the corporeal ‘calculable’ one, itself underwent a change. Only this much may be said: long after the actual conditions had changed in the world, human consciousness, in one or another other of the peoples, still clung to a ‘view of the world’ which corresponded to a far earlier reality. At first it was so, that human consciousness—which does not keep pace with the progress of cosmic events—still really saw the things of old. Then came a time when spiritual sight grew dim, and the old things were only maintained by tradition. Thus in the Middle Ages people still traditionally ‘pictured in their minds’ an intervention of the heavenly in the earthly world, which was no longer seen, since the power of pictorial vision no longer existed.

[ 22 ] Moreover, the evolution of the various peoples in the earthly sphere is such that they retain one or other view of the world, with its corresponding picture, for varying lengths of time; so that there are living alongside one another, views of the world which by their essential character should be living after one another.

The different views of the world however, existing amongst the different peoples, did not proceed only from this, but also from the fact that these different peoples, according to their dispositions, saw different things. Thus the Egyptians saw that world in which there are beings who long ago stopped short on the road to human evolution and never became earth-men; and they saw Man, after his earth-life, in all that he had to do with beings of this kind. The Chaldean peoples saw rather, how spiritual beings—both good and evil—from beyond the earthly sphere entered into earth-life to influence its course.

[ 23 ] To the ancient Heavenly History, properly speaking, which extends over quite a long period of time, there then succeeds the Mythological History, which is shorter, but still long in comparison to the subsequent period of ‘history proper.’

[ 24 ] As I described, men in their consciousness leave go but reluctantly of the old views, in which gods and men are pictured as fellow-actors in a common field. Proper, earthly history had long been in existence—ever since the development of the Intellectual or Mind-Soul—whilst men were still ‘thinking’ in the sense of what had been in former times. Only with the first opening flower of the Spiritual Soul did men begin to turn their eyes upon ‘history’ in the proper sense.

[ 25 ] Now in the human spirit working in earthly history, loosed from its tie with the Divine Spirit, men have the possibility to realize within themselves free intelligence and free will.

[ 26 ] So the weaving of the world-process in which Man is interwoven moves on, between the altogether calculable and the workings of free intelligence and free will. Under the joint action of both, the world-process is manifested—in every variety of shade betwixt the two.

[ 27 ] In his life as he leads it between birth and death, Man has ready-laid for him in the Calculable, as a foundation, the bodily groundwork upon which to unfold the free Incalculable of his inner, spiritual soul-life. His life between death and new birth is passed in the Incalculable—yet in such a way that in his inner life of soul and spirit, the Calculable is revealed to him in thought. Thereby—out of this Calculable—he becomes the architect of his next earth-life.

[ 28 ] In ‘history,’ the Incalculable is played out on earth—an Incalculable with which however the Calculable is interwoven, if only in feeble measure.

[ 29 ] Against this order established between Calculable and Incalculable by the divine spiritual beings who have been associated with Man from the beginning of all things, against their harmonizing of the Cosmos through ‘Measure, Number and Weight,’ stands the opposition of the Luciferic and Ahrimanic Beings. Lucifer can combine with his own form of being, as he has made it, nothing calculable. His ideal is the cosmic unconditioned action of intelligence and will.

[ 30 ] This Luciferic tendency is one fitly suited to the world's order in those fields where freedom should rightly rule events. And there Lucifer is justly the spiritual helper of Mankind in their evolution. Without his aid, freedom would never make its way into Man's spiritual and soul life, built as it is upon a calculable, bodily basis. But Lucifer would like to extend this tendency to the whole Cosmos. And here his activity becomes a war against that divine spiritual order to which Man originally belongs.

[ 31 ] Here Michael intervenes. With his own being he stands in the Incalculable; but he dresses the balance between the Incalculable, and that Calculable which he bears within him as a World-thought received from his Gods.

[ 32 ] The Ahrimanic Powers stand otherwise in the world. They are the complete opposite of the divine spirit-beings with whom Man is originally connected. These latter are at the present day purely spiritual beings, who bear within themselves perfectly free intelligence and perfectly free will, but who create, in this their free intelligence and will, a wise insight into the necessity of the Calculable and Unfree, as a World-Thought from whose sheltering lap Man may grow up into a free being. And with all the Calculable, with this World-Thought of the cosmos, they are united in Love. This Love streams from them throughout all the universe.

[ 33 ] In complete opposition to all this is the grasping greed of the Ahrimanic powers, in which lives cold Hate of everything expanding in freedom. Ahriman's aim and endeavour, in all that he pours forth into world-space, is to make a cosmic machine. His ideal is, ‘simply and solely,’ Measure, Number and Weight. He was called into the Cosmos prepared for the service of human evolution, because it was necessary that this, his special department—Measure, Number and Weight—should be developed.

[ 34 ] He who comprehends the world as everywhere Spirit-in-body, he alone really comprehends it. This must be carried down into the world of Nature with regard to the powers at work there, such as the Divine Spiritual Powers who work in Love, and the Ahrimanic Powers who work in hate. In the natural, universal warmth, as it sets in with the spring and tends on into summer, we must behold the natural love of the Divine Spirit-Beings. In the freezing blasts of winter we must recognize the workings of Ahriman.

[ 35 ] In the height of midsummer, Lucifer mingles his power with the Love, the Warmth of Nature. At Christmas-tide, the Divine Spirit-Beings with whom Man is from his origin united turn their power against the frozen Hate of Ahriman. And ever more and more towards the springtime, Natural Divine Love is mildly at work, mitigating Natural Ahrimanic Hate.

[ 36 ] The yearly sign of this Divine Love, new-manifested as it is year by year, is the time of Remembrance, when we recall how with the Christ the free element of God entered into the calculable element of Earth. Christ works in perfect freedom within the Calculable. In so doing, He renders harmless that which craves the Calculable only—Ahriman and his forces.

[ 37 ] The unique Event of Golgotha is the free, cosmic act of Love within Earth's history. It is to be comprehended too only by the Love that Man brings to its comprehension.

Leading Thoughts

[ 38 ] The cosmic process with which the evolution of mankind is interwoven, and which reflects itself in human consciousness as History (in the most comprehensive sense,) may be distinguished into: a lengthy period of Heavenly History; a shorter one of Mythological History; and the comparatively short Earthly History.

[ 39 ] This cosmic process, at the present time, falls apart into: the ‘not-to-be-calculated’ working of divine spirit-beings, who freely create in free Intelligence and Will, and the ‘calculable’ processes or the world-body.

[ 40 ] To the Calculable of the world-body are opposed the Luciferic Powers; to the creating in free intelligence and free will, the Ahrimanic Powers.

[ 41 ] The unique Event of Golgotha is a free cosmic act, which originates in World-Love and can only be comprehended by Man's Love.

Dr. Steiner: I would like to hear everything about the class schedule.

The new class schedule is described. All of the foreign language classes are in the morning. There were no changes in personnel. Once, a language class had to be moved from 12:00 until 1:00. An attempt was made to group the students. A few times Latin and Greek had to be put after eurythmy, but otherwise the language class immediately followed main lesson.

Dr. Steiner: You will have to do it that way if nothing else is possible.

A teacher: I would prefer having the 4a language class in the afternoon instead of from 12:00 until 1:00.

Dr. Steiner: Then we will do it in the afternoon.

A teacher: Is that true otherwise?

Dr. Steiner: When the respective teachers demand it. It is important that the teachers agree.

The religious instruction is described. Voice instruction is always in the morning. Eurythmy, mostly. All the handwork and shop classes are in the afternoon as well as gymnastics, but Wednesday afternoon had to be used also. If Wednesday afternoons are to be held free, then gymnastics and some of the shop classes would have to be in the morning.

Dr. Steiner: There is nothing to say against having some things at the end of the morning under certain circumstances. It is, of course, not good when the children move from the practical into the completely theoretical. We should try to keep a Wednesday free. Gymnastics should also not be done before the theoretical periods. It was badly scheduled on Wednesday only because the gymnastics teacher was excluded from the meeting.

A teacher: The parents have arranged a number of things under the assumption that Wednesday is free.

Dr. Steiner: Surely we can get the parents to choose another day. The teachers need to be able to come to the faculty meetings. That is important. The teachers could meet on Saturday. There is too much to do. Let us try to keep Wednesday afternoon. I think it is best if we do gymnastics in the afternoon.

A teacher: We carried out the division between the humanistic and business courses of study.

Dr. Steiner: Then this class schedule is possible, and we will see if it is satisfactory.

A teacher: I would like to teach foreign languages in my first-grade class.

Dr. Steiner: Of course, that is possible. That is how it should have been from the beginning.

The fourth-grade teacher would like a fourth period of foreign language.

Dr. Steiner: We carefully considered the number of hours, but we should allow you to decide. It needs to be something that is not required.

I think, if everyone is satisfied with it, we could actually begin with the class schedule. It would be nice if you could start on Thursday, December 7. Then, on Saturday, when I can look at things again, everything will be under way.

They present the individual class schedules.

Dr. Steiner: The first grade only has class once in the afternoon. 2a and 2b, as well. 3a is only on Monday afternoon. 3b, only Tuesday afternoon. The same is true of the 4a and 4b classes. 5a has class on three afternoons, two of which are the Catholic religion class. 5b also has handwork and eurythmy on two afternoons. 6a, three afternoon classes. That is not too much. For the time being, only the teachers are carrying too much.

Dr. Steiner goes through the list with the teachers, determines how many hours each teaches, and how many hours beyond a reasonable limit each is teaching. He assumes that each teacher should teach sixteen to seventeen hours per week. Thus, for example, N., who teaches twenty hours, is teaching three to four hours too many.

Dr. Steiner: Now we have determined that. In normal life, the teachers would demand extra pay for these hours. However, I think we should try to get an additional language teacher. I would also like an additional gymnastics teacher.

A teacher asks whether the provisional plan for decreasing the teaching load should be tried.

Dr. Steiner: Y. already has too many hours. We could do that only if we could find some trade. If, for example, you, Miss Z., would take over one of the religion classes, then Y. could trade. Make the change with whoever appears most burdened. Mrs. W. has the greatest tendency to give up time. We will wait until Tittmann comes to answer the question of V.

V. defends himself.

Dr. Steiner: There are also inner reasons. You should be happy we expect more of you. You are more robust. I think you are quite strong. You certainly must admit that you are more robust than Mrs. W. We will see that we get Tittmann here as soon as possible.

A teacher: The class teachers have asked if they could teach gymnastics to their own classes.

Dr. Steiner: There is nothing to say against that if it does not become a burden. I certainly see no reason why two classes cannot have gymnastics with their teachers in the same room. That would, in fact, be quite good, if it is possible, because we would then achieve a pedagogical goal. We need to remove nervousness from our teaching. If we cannot do that, it would be a sign of nervousness. Actually, we should see it as an ideal that we could teach mathematics in one corner, French in another, astronomy and eurythmy in the others, so that the children have to pay more attention to their own work.

A teacher: That is also relevant for eurythmy?

Dr. Steiner: I would be happy if you could do it, because it is pedagogically valuable. teachers would, of course, need to be able to get along with each other.

A teacher: The religion teachers would like to keep the room they have had for the Sunday services. It should be used only for that.

Dr. Steiner: I agree. What is important in these Sunday services is the attitude among those present. We can best achieve that by maintaining that arrangement.

A teacher: Should Miss R. and Mr. W. hold the services?

Dr. Steiner: They should both celebrate the sacraments. That is an obvious condition for the independent religious instruction. I would like to say something more. Experience has shown that the Independent Religious Instruction consists not only in what we teach during religion class, not only what we teach through feeling, but that a certain relationship needs to develop between the religion teacher and the student. You can develop that through the celebration of a sacrament. If someone else does the service, then, for the student who receives the sacrament from someone else, a large part of the intangibles necessary for teaching religion are missing between the students and the religion teacher. The reverse is also true. If someone gives the sacrament without teaching religion, that person falls into a difficult position that can hardly be justified. It is easier to justify teaching religion without leading a service than it is to justify leading a service without teaching religion. Through the service, we bring religious instruction out of empty theory. It is based upon a relationship between the religion teacher and the students. As I have said in connection with the sacrament, you should decide.

A teacher: I did not understand that.

Dr. Steiner: Now that we have completed things, in selecting a teacher for religion my first question is if he or she can lead the Sunday service. You might have the wrong impression. If the question is which one of you here do I think is appropriate, then I could reply, “Only those who I think are appropriate to give the service.” Many people could teach religion, but the giving of the sacraments can hardly be done by anyone other than the two whom I mentioned. You should not be angry that I am speaking quite straightforwardly in this connection, but each of you should know what I think of your capabilities, at least for now. That may change, though.

The children need to become mature enough. This nonsense with a special confirmation class needs to stop. They should attend the Youth Service when they have reached a certain level of maturity, but that maturity cannot be taught. They will simply reach it, and for that reason, we should not have any special confirmation class. Only the person giving religious instruction should hold the Youth Service.

A teacher asks about the decorations in the service room.

Dr. Steiner: I would like to think about that. I think it would be nice to have a harmonium. We want to be careful about how we develop the service. There is not much to say about the text except that the Gospels are still missing. There is still much we can do in connection with music and also paintings. In contrast, though, there is something else we need to consider, namely, the participation of the faculty.

There are two sides to the question. There is the very real question of whether things are moving too rapidly here. The services permeated by a religious renewal have the possibility of becoming something quite great. On the other hand, I hear in town among those who are working on this religious renewal that a religious community of a hundred members consists only of anthroposophists who are forming a sect. You see, there is a danger connected with all this. It is already present. I also hear that, “Those members who have not yet joined are being pressured.” The religious renewal was intended for those outside the Society. You need to be clear that such things have two sides, and that the primary thing is that our anthroposophical friends, both inside the school and outside, need to see that their mission is to straighten out people who are falling into an erroneous path. Those things connected with the most noble intent also have the greatest dangers. This is something that must be taken seriously. Before this religious renewal has withstood the test whether it is true and proper, we can certainly not say that we should respect someone who does not attend less than someone who does.

It would be best if we create a service for the children that has a great deal of warmth and heart, if we did everything possible to create an attitude that is serious without being oppressive, but on the other hand, to keep it as simple as possible.

A teacher: We have thought about some questions we would like to ask you. The question arose in connection with teaching foreign language about the musical/language and the sculptural/ painting streams. They were often mentioned in the course.

Dr. Steiner: There are also a number of references to that in that short cycle of four lectures on pedagogy that I gave in September of 1920.

You will forgive me if I mention that, but I believe it contains everything you need to come to more concrete actions.

Concerning teaching modern languages—if you use the same methods, the effects upon the child will compensate each other, since the child’s head dies through French to the same extent as the child’s metabolism is enlivened through English. The difficulty arises, and this is something that just occurred to me, when you remove English for some of the children. Socially, that is unnatural. It should not happen, but there is nothing more we can do. We cannot have both English and the ancient languages. But, particularly during the present stages of their development, these two languages compensate one another unbelievably well. Take, for example, Mr. B’s French class today. He developed something extremely important for the more quiet listeners. The French language is in a process of eliminating all the “S’s”. It would not be proper to say Aisne (An). You can hear the “s”. But, during the Battle of the Marne, it was referred to only as “An”. In English, many suffixes are moving toward removing an “s.” When you use the same methods, these are completely compensating, particularly during the ages of nine and ten. Otherwise, it is best to do as little French grammar as possible. In contrast, it is good you emphasize the grammatical aspect of English around the age of eleven or twelve. I will discuss that in more detail later, but for now I wanted only to make a preliminary mention of it in order to hear from you how things are going.

A question is asked about the stages of language teaching.

Dr. Steiner: There are stages. It would be interesting to look at this question in connection with other things. I intend to write an essay about Deinhardt’s book about the basic elements of aesthetic principles in instruction. Of course, these things are overemphasized by Deinhardt as well as Schiller, but it is easy to discuss them. It would be good to mention the publisher at the same time. Perhaps one of the faculty members could write a critique of the book in relation to Schiller. You are not familiar with the book? It is difficult to read. Steffen was asked to write an introduction to this book, but he found it terribly boring. That is only because of his long sentences. An Austrian can understand having such long sentences in a book. Sometimes you have to stand on your head in order to understand such sentences, but Steffen does not like that.

A teacher: We assumed such things would result in a textbook.

Dr. Steiner: That would be a good idea.

A teacher asks about how to ask questions using the Socratic method.

Dr. Steiner: There is something about that in my lecture cycles.

A teacher asks about having English as an elective in the upper grades.

Dr. Steiner: That would be possible.

A teacher asks a question about mathematics.

Dr. Steiner: I would be happy to explain that if you would try to use such things in a non-pedantic way. You should remember that such rules are always flexible, so they must never become pedantic. Particularly concerning spatial questions, it is always bad when things become too rigid.

Dr. Steiner: You need to understand the small bones within the ear, the hammer, stirrup, the oval window, the anvil, as small limbs, as arms or legs that touch the eardrum. A sense of touch enters the understanding of tone. The spiral, which is filled with liquid, is a metamorphosed intestine of the ear. A feeling for tone lives in it. What you carry within you as an understanding of language is active within the eustachian tubes that support the will to understand. Tone is primarily held in the three semicircular canals. They act as a memory for tone. Each sense is actually an entire human being.

I often say such things as a paradigm in order to animate people like Baumann and Schwebsch to get to work and write a book about all their experiences. They said such things this morning. You only need to be more specific and things will seem plausible to them. Dr. Steiner is asked to open the new school building after Christmas.

Dr. Steiner: That is difficult, since not all the classes will be moving in. Quite a number will remain in the temporary buildings, so if we make this a particular celebration, those children staying in the temporary buildings will feel they are not as good as those moving into the new building. We need to consider the effects of a special ceremony upon those children remaining in the temporary buildings. It would be a different question if we were to open a new hall, such as a gymnasium. However, if we were to do this, it would fill the whole building with an inner disturbance.

I want to characterize Leisegang as a philosopher, a caricature of a philosopher. He is just a windbag. What he is as a philosopher is complete nonsense. You can do this in a pedantic way: What are the characteristics of a philosopher? A philosopher needs a firm foundation under his feet, but all his assumptions are incorrect. You could actually prove that he, in fact, has no real foundation.

If you proceed that way in philosophy, that is what happens. I do not know of any profession where such a person would belong. He certainly could not make jokes in the newspaper because he doesn’t have enough of a sense of humor.