The Rudolf Steiner Archive

On the occasion of our last lecture, I spoke to you of the three meetings which the human soul has with the regions pertaining to the Spiritual world. I shall have to say a few more things as to these, which will give me the opportunity of answering a question asked at the end of the last public lecture at the Architectural Hall, regarding the forces which bring over the karma, the external destiny, from a former incarnation. I have been told that this is very difficult to understand. In the course of these lectures I will return to this subject; but it is preferable to do so after having discussed a few points which may perhaps help to make the question better understood. Today, however, in order to make the question of the three meetings with the Spiritual world still clearer, I intend to insert, by way of episode, something that it seems to me important to discuss just at the present time.

When we consider the ideas and concepts which have found their way into the souls of people of all grades of education as the result of the Spiritual development of the last century, we observe how strongly its influence tended to cause people to consider the evolution of the world and man's place in it, solely according to the standard of Natural Science and its ideas. There are of course plenty of people still living today who do not believe their attitude of mind and soul to have been formed by the concepts of Natural Science. These people do not however observe the deeper foundations upon which their minds were formed; they do not know that the ideas of Natural Science have just slipped in a one-sided way, not only determining their thoughts but even in a certain way their feelings. A man who today reflects along the lines laid down for everyone in the ordinary educational centres, whose mind and disposition have been formed in accordance with them, and whose ideas are based upon what is taught there, cannot possibly feel the true connection between what we call the world of morality, of moral feeling, and the world of external facts. If, in accordance with the ideas of our times, we ponder on the way in which the earth and indeed the whole firmament is supposed to have developed and may come to its final end, we are thinking along the lines of purely external facts, perceptible to the senses. Just think of the deep significance to the souls of men, of the existence of the so-called Kant-Laplace theory of the creation of the world, according to which the earth and the whole heavens arose from a purely material cosmic mist (for it is represented as purely material) and were then formed in accordance with purely earthly physical and chemical laws, developed further according to these laws, and, so it is believed, will also come to an end through these same laws. A condition will some day come about in which the whole world will mechanically come to an end, just as it came into being.

Of course, as I said before, there are people today who do not allow themselves to think of it in this way. That, however, is not the point; it is not the ideas that we form that signify, but the attitude of mind which gives rise to these ideas. The conception I have just alluded to is a purely materialistic one; one of those of which Hermann Grimm says, that a piece of carrion round which circles a hungry dog is a more attractive sight than the construction of the world according to the Kant-Laplace theory. Yet it arose and developed; nay, more: to the great majority of men who study it, it even appears illuminating. Few there are who, like Hermann Grimm, ask how future generations will be able to account for the arising of this mad idea in our age; they will wonder that such a delusion could have ever seemed illuminating to so many. There are but a few people who have the soundness of mind to put the question thus, and those who do are simply considered more or less wrong-headed. But, as I said, the point is not so much the ideas in themselves, as the impulse and frame of mind which made them possible. These conceptions came as the result of certain attitudes of mind; yet, though they came from learned men and were given out by them, most people still believe that the world did not originate in any such mechanical impulse, but that Divine impulses must have played a part in its creation. Still it remains a fact that such conceptions were possible. It was possible for the attitude of men's minds, their disposition of soul, to take on such a form that a purely mechanical idea of the origin of the world was conceived. That signifies that at the bottom of men's souls there is the tendency to form conceptions of a materialistic nature. This tendency is not only to be found among the unlearned, and others who believe in this idea, it exists in the widest circles among all kinds of people, yet most people today are still rather shy of becoming followers of Haeckel, picturing everything Spiritual in a material form. They lack the necessary courage for this. They still admit of something Spiritual; but do not give the matter further thought. If the above mentioned concept holds good, there can then only be room for the Spiritual and especially for the moral, in a certain sense. For just consider:—If the world really came into being as the Kant-Laplace theory believes, and only comes to its end through physical forces, dragging all men down to the grave with it, together with all their ideas, feelings and impulses of will, what then, apart from all else, would become of the whole moral order of the world? Suppose for a moment that the condition of the burial of all things came about: what good would it have been to have ever pronounced some things good and others evil? What would it avail to say this is right, and that is wrong? These would be nothing but forgotten ethical concepts, swept away as something which, if this idea of the world-order were correct, would not perhaps survive even in one single soul. In fact, the matter would stand thus: from purely mechanical causes, by physical and possibly chemical forces, the world came into being and by like means it will come to an end. By means of these forces phenomena appear like bubbles, produced by men. Among men themselves arise the moral ideas of right and wrong, of good and evil; but the whole world passes over into the stillness of the grave. All right and wrong, good and evil, is merely an illusion of man, and is forgotten and vanishes away when the world becomes ‘the grave.’ Thus the only thing that stands for the moral world-order is the feeling one has as long as the episode lasts, which extends from the first state to the last, that man requires such ideas for his common life; that man must form these moral ideals, though they can never take root in a purely mechanical world-order. The forces of nature—heat, electricity, and so on—intervene in the plan of nature, they make themselves felt therein; but the force of morality would, if the mechanical plan of the world were correct, only exist in the mind of man; it would not intervene in the natural order. It would not be like heat which expands bodies, or like light which illuminates them and makes them visible and permeates the world of space. For this moral force is present and soars as a great illusion over the mechanical world-order, and vanishes, dissolves away, when the world is transformed into the grave. People do not sufficiently carry these thoughts to their logical conclusion. Hence they are not on their guard against a mechanical world-order, but allow it to remain—not from kindness of heart, but rather from laziness. If they have a certain want in their hearts, they simply say: ‘Science does not demand that we should think deeply about this mechanical world-order, faith demands something else of us; so we put our faith side by side with science and just believe in something more than mechanical nature, we just believe what a certain inner demand of our hearts compels.’ That is very convenient! There is thus no need to rebel against what Herman Grimm, for instance, felt to be a mad idea of modern science. There need be no rebellion. But this attitude cannot be justified by one who really wishes to think his thoughts out to their conclusion.

It may be asked: What is the reason that people today live thus blindly in an impossible position, in which it is impossible to think logically? Why do they accept such a position? The reason is, strange as this may sound if one is not familiar with the thought and hears it for the first time,—the reason is that people have more or less forgotten, in the course of the last century, how to think truly of the Christ Mystery which must take its place in the very centre of the life of the age; they have forgotten how to think of it in its real, true sense. The way in which man thinks of the Christ Mystery in the newer age should be such that it rays into his whole thinking and feeling. The position which man has assumed to the Christ since the Mystery of Golgotha represents the standard of his whole collective ideas and sentiments. (I may perhaps have more to say on this subject in the near future). If he cannot look upon the Mystery of Christ as a true reality, he is unable to develop ideas and conceptions by which to gauge the views of the world held by others, ideas permeated by reality, and really capable of penetrating the truth.

That is what I wanted above all to make clear to you today. If a man really thinks in the way I have just illustrated, as most people of the present day do, whether consciously or not, the world is then divided on the one hand into the mechanical natural order, and on the other into the moral world order. Now to timid souls, who often believe themselves to be very courageous, the Christ-Mystery forms part of the purely moral world-order. This applies chiefly to those who see nothing more in the Christ-Mystery than the fact that at a particular time, a great, perhaps even the greatest Teacher of the Earth-world appeared, and that His teaching is the thing of greatest importance. Now, if Christ is only considered as the greatest Teacher of humanity, this view is in a sense quite compatible with the twofold division of the world into a natural order and a moral order. For, of course, even if the earth had formed itself as the mechanical world order represented, and is eventually to become the common grave of all things, it might still be possible for a great Teacher to arise who might accomplish much to make men better and to convert them. His teachings might have been sublime, but they would avail nothing when, at the end of all things, everything would be a grave; when even the teachings of Christ Himself would have disappeared, and there would not even be a remembrance of Him remaining in any living being. People do not like to think that; but their dislike would not alter the fact. If it be desired to believe absolutely in a merely mechanical world-order it would be impossible to avoid such thoughts as these.

Everything depends upon the fact being realised that in the Mystery of Golgotha something was accomplished which does not merely belong to the moral world-order, but to the whole collective cosmic order; something which belongs, not merely to the moral reality—which according to the mechanical world-order must be non-existent—but to the whole intensive reality. We shall be able to grasp what is really in question if we turn our thoughts once more to the Three Meetings which I mentioned in the last lecture, taking them in a different sense from that to which I then referred.

I told you that every time a person sleeps, in the intermediate state between his going to sleep and waking he meets Beings belonging to the Spiritual world, Beings of a like nature to his Spirit Self as we are accustomed to call it, Beings of the same substance and kind. This means that when a man wakes from sleep, he has had a meeting with a Spiritual being, and though he may be quite unconscious of having had this experience, yet he carries the after-effects into his outer physical life. Now what takes place in our soul during this daily meeting is in a certain way connected with the future of man. A man of today, unless he busies himself with Spiritual Science, knows very little as yet of what goes on in the depth of his soul during sleep. Dreams, which in ordinary life betray something of this, do indeed reveal something, but reveal it in such a way that the truth does not easily come to light. When a man wakes in a dream or out of a dream, or remembers a dream, this is mostly connected with ideas he had already acquired in his life, with reminiscences. These are however only the garments of what really lives in the dream or during sleep. When our dreams clothe themselves in pictures taken from our daily life, these are but the garments; for in dreams is revealed what actually takes place in the soul during sleep, and that is neither related to the past nor to the present, it is related to the future. In sleep are found the forces which in a human being can be compared to the germinal forces which develop in the plant for the production of a new one. As the plant grows it always develops the germinal forces for the new plant in the following year. These forces reach their height in forming the seed, in which they become visible. But as the plant grows, while it is growing, the germinal forces for the next plant are already there. In the same way the germinal forces;—whether for the next incarnation or even for the Jupiter-period -are present in man, and he chiefly forms these during his sleeping state. The forces then formed, my dear friends, are not immediately related to individual experiences, but rather to the basic forces of the next incarnation: they relate to the forces of the next incarnation. In sleep, a man works upon his germs for his next incarnation into the future. So that while he is asleep, he already lives in the future.

I do not wish to leave a too hazy impression in your minds in respect to this, so will at once say that in the sleeping state, the next incarnation is as the knowledge of the next day. We know from experience that when tomorrow comes the sun will rise and we know more or less how it will run its course, although we may not know what the weather will be or what separate events may affect our lives. In like way the soul is a prophet during our sleep, but a prophet who only knows of what is great and cosmic; not of the weather. If one were to suppose that the soul during sleep becomes aware of the details of the next incarnation, one would be falling into the same error as one who thought that because he knew that next Sunday the sun will surely rise and set, and knew certain universal facts as well, he could therefore predict the weather. This does not alter the fact that while we are asleep we do have to concern ourselves with the future. The forces which are of like nature with our Spirit-Self and that work on the forming of our future, meet us during our time of sleep.

Another, a further meeting—if I leave out the second—is the third meeting, of which I said in the last lecture that it only takes place once in the whole course of a man's life—in the middle of it. I said that when a man is in his thirties he meets with what may be called the Father-Principle, while he meets the Spirit-Principle every night. This meeting with the Father-Principle is of very great significance, for it must occur. You will remember I explained that even those who die before the age of thirty have this experience, only, if they live through the thirties it comes in the course of life, while when death is premature it occurs sooner. You know that, as the result of that meeting, man is enabled to impress the experiences of the present life so deeply into himself that they are able to work over into the next incarnation. Thus, that which is the meeting with the Father-Principle is connected with the earth-life of the next incarnation, whilst our meeting with the Spirit-Principle is for the whole future; it radiates over the whole of our future life, as well as over the life experienced between birth and a new birth.

Now the laws with which this meeting, that we experience only once in a life, are interwoven, they do not pertain to the earth: they are laws which have remained in the earth-evolution just as they were at the time of the moon-evolution. On the physical side they are connected with our physical descent, and with everything which physical heredity signifies. This physical heredity is indeed only one side of the matter; there are Spiritual laws behind, as I have already explained. So that everything that comes to pass regarding the meeting with the Father Principle, points back to the past; it is the legacy of the past; it points back to the moon-evolution, to earlier incarnations, while that which takes place during sleep points to the future. Just as what takes place during sleep forms the germ for the future, so that which comes about as a result of men being born as the descendants of their ancestors, carrying over from former incarnations what is necessary should be brought over; all that has remained over from the past. Both these—what relates to the future and to the past—are in a sense striving outside the natural order. The peasant still goes to sleep at sunset and rises at dawn; but as man progresses in so-called civilisation, he tears himself free from the order of nature. One meets persons in cities—though they may not be very numerous—who go to bed in the morning and arise at night. Man is freeing himself from the mere order of nature, the development of his free will makes it possible for him to do so. Thus in a sense, because he is preparing for a future which is not yet here, he is torn away from the order of nature. When he carries the past into the present, especially the past connected with the moon, he is also torn loose from the order of nature. Nobody can prove the necessity according to the universal laws of nature, that John Smith should be born in 1914; such an event is not ruled by necessity as is the rising of the sun or other natural occurrences, but by the natural order of the moon. During the moon-period everything was like the order of our birth on earth.

Man is however entirely subject to the order of nature as regards what is of immediate significance to the present, to his earth existence. Whereas, as regards the Father-Principle he bears the past within him, and as regards the Spirit-Principle the future—with respect to that meeting of which I have said that it occurs in the course of the year and which is now connected with the meeting with Christ—man is connected with the order of nature. If he were not, the consequence would be that Christmas might by one person be celebrated in December and by another in March, and so on; but although different nations have different designations for the Festival of Christmas, there is everywhere some kind of festivity in the latter days of December which always bears some relation to the meeting I referred to. Thus with respect to this meeting which is inserted into the course of the year, man, for the very reason that this is his present, is in direct connection with the order of nature; while with respect to the past and the future he has become free from it, and has indeed been free from it for thousands of years.

In the olden times man joined in the order of nature both as regards the past and the future. In the Germanic countries, for instance, birth was regulated in olden times in accordance with the order of nature. Birth, which was then regulated by the Mysteries, might only take place at a stated time of the year. Thus it was inserted into the order of nature. In olden times, long before the Christian Era, conception and birth were regulated in the Germanic countries by that of which only a faint echo has been preserved in the Myth of the worship of Hertha. In those days her worship comprised no less than the following. When Hertha descended in her chariot and drew near to men, that was the time of conception; after she had withdrawn, this might no longer take place. This was so strictly adhered to that anyone not born within the appointed season was considered lacking in honour, because his human existence was not in harmony with the order of nature. Birth and conception were just as much adapted to the course of nature in olden times as sleeping and waking, for in those days people slept when the sun had set and woke at dawn. These things have now become displaced; but the central event which is adapted to the course of the year cannot be displaced. By means of this, through its harmony with the order of nature, something is retained and must be so retained in the human soul.

What then is the whole purpose of man's earthly evolution? That man should adapt himself to the earth and take the earth-conditions into himself; that he should carry into his future evolution what the earth has been able to give him, not in any one incarnation alone, but in the whole sum of his incarnations on earth. That then is the purpose of the earth evolution. This purpose can however only be fulfilled through man's to some extent forgetting during his sojourn on earth, his connection with the cosmic and heavenly powers. This he has learnt to do. We know indeed that in olden times man possessed an atavistic clairvoyance, and into that the heavenly powers could work; man was still connected with them; the kingdom of heaven in a sense extended into the human heart. This had to become different so that man might develop his free will. In order that he might become related to the earth he had to have nothing more of the kingdom of heaven in his vision, in his direct perception. This however is the reason that at the time of his closest relation to the earth, in the fifth epoch in which we are living now man became materialistic. Materialism is only the most complete, the most extreme expression of man's relation to the earth, and if nothing else had happened this would have brought about his complete and utter subjection to the earth. He would have had to become related to it and gradually share in its destiny; he would have had to follow the same path as the earth is herself pursuing; he would have been entirely dovetailed into the earth's evolution,—unless something else had occurred. He would have been obliged to tear himself away, as it were, from the cosmos together with the earth, and to unite his destiny completely with that of the earth. That however was not planned for mankind, something else was intended. On the one hand man was to unite himself in the proper way with the earth; on the other, although through his nature he was to become related to the earth, yet messages were to come down to him from the Spiritual world which would raise him once again above the earth. This bringing down of the Heavenly Message came about through the Mystery of Golgotha. Therefore the Being Who went through the Mystery of Golgotha had to take on human nature as well as that of a Heavenly Being. This means that we must think of Christ Jesus not merely as One, who although the Highest, entered human evolution and developed therein; but as One Who possessed a heavenly nature, Who not only taught and propagated doctrine but brought into the earth that which came from Heaven. That is why it is important to understand what the Baptism in Jordan really is; it is not merely a moral action—I do not say it is not a moral action, but it is not that alone. It is also a real action. Something took place then which is just as much a reality as the happenings of nature. If I warm a thing by some warmth-giving means, the warmth passes over into that which is warmed. In like manner did the Christ-Being pass into Jesus of Nazareth at the Baptism by John. That is most certainly in the highest degree a moral action; but it is also a reality in the course of nature, just as real as the phenomena of nature. The important thing is that it should be understood that this is nothing originating in rationalistic conceptions, which always accord merely with the mechanical, physical or chemical course of nature; but something which as idea, is just as much an actual fact as the laws of nature, or indeed the forces of nature.

Once this has been grasped, other ideas will become more real than they are at present. We will not now enter into a discussion on alchemy, but remember that what the old alchemist had in view was that his conceptions should not remain mere ideas, but that they should result in something. (Whether he was justified or not is a not the point for the moment, that may perhaps be the subject of another lecture.) When he burnt incense while holding his conception in mind or giving voice to it, he tried to put sufficient force into it to compel the smoke of the incense to take on form. He sought for such ideas as have the power of affecting the external realities of nature, ideas that do not merely remain within the egoistic part of man but can intervene in the realities of nature. Why did he do this? Because he still had the idea that something occurred at the Mystery of Golgotha which intervened in the course of nature: that was just as real a fact to him as a fact of nature. You see upon this rests a very significant difference which began in the second half of the Middle Ages, towards our own fifth age which followed the Graeco-Latin epoch. At the time of the crusades, in the twelfth, thirteenth, fourteenth and fifteenth, and indeed in the sixteenth century, there were some special natures, principally women, who devoted themselves so deeply to mysticism, that the inner experience resulting therefrom was felt by them as a spiritual marriage, whether with Christ or another. Many ascetic nuns celebrated mystical marriages. I will not enter into the nature of these inner mystic unions today; but something took place in their inner being which could afterwards only be expressed in words. In a sense it was something that subsisted in the ideas, feelings and also the words in which these were clothed. In contrast to this, Valentine Andrea, as the result of certain conceptions and Spiritual connections, wrote his Chymical Marriage of Christian Rosenkreuz. This chymical—or, as we should say today, chemical-marriage is also a human experience, but when you go into the matter you find that this does not only apply to a soul-experience but to something not merely expressed in words, but which grips the whole man; it is not merely put into the world as a soul experience, for it was a real occurrence, an event of nature, in which a man accomplishes something like a natural process. Valentine Andrea in The Chymical Marriage of Christian Rosenkreuz, meant to express something that was more permeated with reality than the merely mystical marriage of Mechthild of Magdeburg, who was a mystic. The mystical marriage of the nuns only accomplished something for the subjective nature of man; by the chymical marriage a man gave himself to the world. Through this, something was accomplished for the whole world; just as something is accomplished for the whole world by the processes of nature. This is again to be taken in a truly Christian sense. Those who thought more real thoughts, longed for concepts through which they could better lay hold of reality, even if only in the one-sided way of the old alchemists—concepts through which they could better grasp reality, ideas in fact which were really connected with reality. The age of materialism has at present thrown a veil over such concepts; and those who today believe they think aright about reality are living in greater illusion than these despised men at the time of the old alchemists, who strove for concepts which should help them to master it.

For what can men accomplish today with their concepts? In our age in particular we have some experience of what they can attain through these empty illusions; the husks of ideas are idols worshipped today, they have nothing to do with reality. For reality is only reached by man plunging down into it, not by forming any sort of ideas at will; yet the difference between unreal concepts and those which are permeated with reality, can be perceived in the ordinary things of the day, but most people do not recognise this. They are so absolutely satisfied with the mere shadow of ideas, having no reality. Suppose, for instance, someone today gets up and makes a speech in which perhaps he may say that a new age must come which is already manifesting, a completely new age in which every man will be measured according to his own worth alone, when he will be valued according to what he can do! Anyone today would admit that such words are in complete understanding with the times! But, my dear friends, as long as ideas are nothing but husks, however beautiful they may be, they are not permeated with reality. For it is not the point that one who is convinced that his own nephew happens to be the best man for the job should admit the principle that every man should be put in the place to which his powers are best adapted. It is not the ideas and concepts one may have that signify: what is required is that with those ideas one should penetrate the reality, and recognise it! It is very pleasant to have ideals and fine principles and often still pleasanter to give expression to them. But what is needed is that we should really plunge down into the reality, recognise it, and penetrate it. We are plunging more and more deeply into that which has brought about these sad times, if we continue to carry on this worshipping of the idols of the husks and shadows of ideas, if we do not learn to see that it is not of the slightest value to have ‘such beautiful ideas and conceptions,’ and to talk about them unless there is the will to get right down to the realities and recognise them. If we do that, we shall not only find the substance, but also the Spirit therein. It is the worshipping of idols, of the mere shadows and husks of ideas, which lead us away from the Spirit. It is the great misfortune of our age, that people are intoxicated with fine words. It is unchristian too; for the true basic principle of Christianity is that the Christ did not pour His teaching into Jesus of Nazareth but poured Himself in; which means that He so united Himself with earthly reality, was so drawn into the reality of the earth, that He thereby became the Living Message from the Cosmos.

The New Testament, my dear friends, if read aright, is the most wonderful means of education concerning reality; only the New Testament must little by little be put into our own language. The present translations do not now completely give the original meaning; but when the old meaning is put into the direct language of our day, the gospels will then be the very best means of bringing man ‘that power of thinking that is permeated with reality.’ For nowhere can thought-forms be found in them that could lead to the husks and shadows of ideas. We need but to grasp these things today in their deeper reality. It may sound almost trivial to speak of the intoxication of ideas, but this is so enormously prevalent today that the ideas and concepts themselves, however beautiful they may sound, are no longer the real point at issue: what is important is that the man who utters them should take his stand on reality. People find that difficult to understand today. Everything that comes out into the open is judged today by its content, and indeed by what is understood of that content. If this were not so, such documents, for instance, as the so-called Peace-Programme of President Wilson—which is entirely void of ideas, a husk, a mere conglomeration of the shadows of ideas—would never be taken as based on reality. Anyone having the power of discerning the reflections of ideas would know that this combination could at most only work by means of a certain absurdity, which might become a sort of reality. What is really needed is that people should try to find ideas and concepts really permeated with reality; this however pre-supposes in the seekers that they themselves should be profoundly imbued with reality and be selfless enough to connect themselves with that which lives and moves in reality. There is a great deal in the present day well calculated to lead people entirely away from the search for reality, but these things are not observed.

He who knows sees many sad things going on. For instance, that it should be possible at the present day for people to be impressed simply by a combination of words, by a number of speeches, which indeed are printed, but which, to one who does not go by mere words but by realities, are absolutely appalling. Speeches have been delivered by a highly honoured person of our day, who in his very first speech immediately takes up the attitude that man on one side of his nature, is absolutely related to the order of nature, and that the theologians are not acting aright if they do not leave the order of nature to the scientists who investigate it. The speeches go on to say that as regards the order of nature, man is simply a piece of machinery; but on this machinery depend the functions of the soul; what are then specified as functions include practically all the functions belonging to the soul. All these are then to be left to the Nature investigators! Nothing is left to comfort theology but the thought that all this has now been given over to Natural Science, and all we have to do is to make speeches—to talk! After that, of course one can only live on husks of words. Furthermore, the speeches are so composed that they lack continuity. (I shall come back to this subject in the coming lectures and go into it more fully.) If you look closely into the thought that is supposed to be connected with the one immediately preceding it, you will find that it cannot possibly be thought of as connected. The whole thing sounds very well, however! In the preface to certain lectures “On the Moulding of Life,” it is stated that they have been lately attended by thousands of people, and that certainly many thousands more feel the need to comfort their souls at this serious time by perusing them. These lectures were given by the celebrated theologian Hunzinger, and I believe are in the ‘Quelle-Meyer’ Library, under the name of Knowledge and Education. They are among the most dangerous literature of the day, because, although they sound enchanting, one's thought-life becomes simply confused, for the thoughts are disconnected and, if one strips off the fascinating words, are nothing but nonsense. Yet these lectures were very much praised, and no one noticed the confused thoughts in them or stopped to test them; everyone was charmed by the shadow-words.

Yes, the external reality entirely hangs together with that which man is ever developing. If he develops concepts void of reality, the reality itself becomes confused and then follow conditions such as we have today. It is no longer possible to judge things by what meets us today externally; we must form our opinions by studying what has been developing in the minds of men for years, or decades, perhaps even longer still. That is what must be gone into. The whole thing depends upon our not accepting the Christ from His teaching alone, but that we should look at the Mystery of Golgotha in its actuality, in its reality; that we should see that it was a Fact that Something super-earthly united itself with the earth in the person of Jesus of Nazareth. We shall then come to realise that morality is not merely something which fades and dies away, when the earth, and even the fabric of the heavens, shall become a grave; but that even though the present earth and the present heavens become a grave, yet, just as the present plants will become mere dust while in the present plant there is the germ of the next one, so there is the germ of the next world in this world of ours, and man is connected with this germ. Only this germ requires the connection with Christ that it may not fall into the grave with the earth, as a plant germ that has not been fructified falls into dust with the plant. The most real thought it is possible to hold, is that the present moral order of the world is the germinal force for the future order of nature. Morality is no mere worked-out thought; if permeated with reality it exists in the present as a germ for later external realities. But a conception of the world such as that of Kant-Laplace, of which Hermann Grimm says that a piece of carrion which attracts a hungry dog is a more appetising aspect, does not belong to that order of thought. The mechanical plan of the world can never penetrate to the thought that morality contains within it a force which is the germ of the natural, of the nature of the future. Why can it not do this? Because it must live in illusion. For just imagine, my dear friends: if the Mystery of Golgotha had not taken place, all would have been as in the Kant-Laplace theory. If you think away the Mystery of Golgotha from the earth, that theory would be correct. The earth had to reach such a condition that, left to itself, it must inevitably lead the human race into the desolation of the grave. Things had to take place as they have, that man might attain freedom through his relation to the earth. He will not sink into the grave, because at the critical moment the earth was fructified by Christ, because Christ descended, and because in Christ lies the opposing force to that which leads to the grave, namely, the germinal force whereby man can be borne up once more into the Spiritual world. That means that when the earth becomes a grave, when it fulfils its destiny according to the Kant-Laplace theory, the germ which is concealed within it must not be allowed to fall into decay, but must be carried on into the future. So that the Christian-moral plan of the world presupposes what Goethe calls ‘the higher nature in nature.’ We might say: A man who is able to think in the right way of the Mystery of Golgotha, as a reality, is also able to think thoughts and form concepts permeated with reality. This is necessary, this is what people must learn before all else. For in this fifth Post-Atlantean age they have either desired to form concepts which intoxicate them, or such as create blindness in them. The concepts which intoxicate are chiefly formed in the realms of religion; those which cause blindness chiefly in the domain of Natural Science. A conception like that of Kant, which, while admitting the purely natural ordering, placing the two worlds of knowledge and of faith side by side, has yet only the moral in view,—must result in intoxication. Concepts based on moral grounds are able to intoxicate, and the intoxication prevents one from seeing that one thus simply succumbs to the stillness of the grave, into which all the moral plans of the world have fallen, and perished. Or, again, such concepts as those of present-day Natural Science, National Economy, and—forgive the expression, which may be rather hard to swallow—even the political concepts of the day, may create blindness; for they are not formed in connection with a Spiritual conception of the world, but from the shreds of what are called actual (that is, actual in the physical sense), actual reality. Thus each man sees only as far as the end of his own nose, and blindly forms opinions upon what he can see with his eyes and grasp with mechanically acquired ideas, between birth and death; without having formed any concepts permeated with reality through being permeated by the Spiritual, by a grasp of Spiritual reality.

It is necessary over and over again to point out what it is that our age so desperately needs. For even history itself in our age is often no more than the mere shadow of ideas. How frequently what Fichte said to the German people is proclaimed abroad today! What he really said, however, can only be understood if one studies his whole life, that life so profoundly rooted in reality! That is why I tried in my book, The Riddle of Man, to represent the personality of Fichte, as he afterwards became, showing how closely from his childhood up he was connected with reality. I should indeed be glad if such words as these—as to the need for our thoughts and concepts to be permeated with reality—were not only listened to superficially but profoundly grasped, taken in, and really absorbed. Then only will a free and open vision, a psychic vision, be acquired for what our age so badly needs. Everyone of us should have this open soul-vision. If we do not each make it a duty to think over the facts touched upon here, we are not paying sufficient attention to the traffic going on today in the shadows and husks of words, nor to the fact that everything tends to lead people either into intoxicating concepts or to such as make them blind.

I hope you will not take what has been said today as propagandism of any sort, but look upon it as expressing existing facts. A man certainly must and ought to live with his times and when anything is described, he should not look upon it as all that is to be said on the subject; he should learn to strike the balance. It is quite natural that the world today should be confronted with impulses leading entirely to materialism. That cannot be prevented, it is connected with the deep needs of the age. But a counterbalance must be established. One very prominent means of driving man into materialism is the cinematograph. It has not been observed from this standpoint; but there is no better school for materialism than the cinema. For what one sees there is not reality as men see it. Only an age which has so little idea of reality as this age of ours, which worships reality as an idol in a material sense, could believe that the cinema represents reality. Any other age would consider whether men really walk along the street as seen at the cinema; people would ask themselves whether what they saw at such a performance really corresponded to reality. Ask yourselves frankly and honourably, what is really most like what you see in the street: a picture painted by an artist, an immobile picture, or the dreadful sparkling pictures of the cinematograph. If you put the question to yourselves quite honourably, you will admit that what the artist reproduces in a state of rest is much more like what you see. Hence, while people are sitting at the cinema, what they see there does not make its way into the ordinary faculty of perception, it enters a deeper, more material stratum than we usually employ for our perception. A man becomes etherically goggle-eyed at the cinema; he develops eyes like those of a seal, only much larger, I mean larger etherically. This works in a materialising way, not only upon what he has in his consciousness, but upon his deepest sub-consciousness. Do not think I am abusing the cinematograph; I should like to say once more that it is quite natural it should exist, and it will attain far greater perfection as time goes on. That will be the road leading to materialism. But a counterbalance must be established, and that can only be created in the following way. With the search for reality which is being developed in the cinema, with this descent below sense-perception, man must at the same time develop an ascent above it, an ascent into Spiritual reality. Then the cinema will do him no harm, and he can see it as often as he likes. But unless the counterbalance is there, people will be led by such things as these, not to have their proper relation to the earth, but to become more and more closely related to it, until at last, they are entirely shut off from the Spiritual world.

Dr. Steiner: Perhaps Mr. Molt would say a few words.

Mr. Molt thanks the teachers for their work in the past school year and gives particular thanks to Dr. Steiner. He recalls Dr. Steiner’s words about strength, courage, and light at the beginning of the course in 1919.

Dr. Steiner: I too must think of the time when we began our course last fall. It is certain that what we attempted to bring from spiritual life into our own spirits has had an effect upon our souls. I would like to recall that moment and again ask those good spirits who are watching over our deeds to bless us and give us strength for our work.

I would like to continue with what I briefly touched this morning. I said that it was particularly valuable at this important moment in human evolution to believe we need to use all our deeds and being in working toward the intent of the Waldorf School. I spoke of this at the beginning of the pedagogical course in Basel. At that time, I said that many teachers have done an enormous amount of work toward providing principles of education, and it is not our task as anthroposophists to replace everything people such as Pestalozzi or Fröbel right up through Diesterung and Dittes have done. I mentioned that the abstract foundations that have come down from the great pedagogues of the nineteenth century will certainly stand up to a didactic pedagogical critique and that people can justifiably criticize us when we speak of a renewal of pedagogy.

In reality, something quite different concerns us. If you read Pestalozzi, or Fröbel’s works, if you read from Herbart right up to Dittes, you will find they speak of many beautiful things in regard to pedagogy. However, if you look deeply at what the educational system does, if you look into what actually goes on in the Pestalozzi schools, you will recognize that the spirit active there does not correspond to those principles you can accept abstractly. You need only look at the critical remarks Fröbel wrote about the Pestalozzi schools. If you follow the development of education in the nineteenth century, you will see that, in spite of the fact that people often thought properly, the proper thing was not taken up, was not done. Why is that? There can be but one answer. Regardless of which realm of culture you look at, it is always the same. Namely, the entire nineteenth century was under the influence of materialism. If we formulate educational principles from our anthroposophical standpoint, they can sound identical to what the nineteenth-century pedagogues said. We must, therefore, mean it differently. We speak from the perspective of the spirit, whereas they spoke from the overwhelming impulse of the materialistic worldview. Regardless of how idealistic those things may sound, those thoughts nevertheless arise from the position of materialism. It is not important that we discover some new abstraction, but that we find a new spirit.

Today, I want to present you with something I have recently said repeatedly in various places, something we must take into account in our times. Modern people think, when you speak of materialism, that it is a false view of the world, that we lay it aside because it is not right. Unfortunately, things are not so simple. The human being is a being of soul and spirit and also a physical, bodily being. But, the physical body is a true reflection of the spirit and soul, to the extent that we live between birth and death. When people are as blinded by materialistic thoughts as they became during the nineteenth century and right into the present, the physical body becomes a copy of the spirit and soul living in materialistic impulses. In that case, it is not incorrect to say that the brain thinks. It is then, in fact, correct. By being firmly enmeshed in materialism, we have people who not only think poorly about the body, soul, and spirit, but people who think materially and feel materially. What that means is that materialism causes the human being to become a thinking automaton, that the human being then becomes something that thinks, feels, and wills physically. The task of Anthroposophy is not simply to replace a false view of the world with a correct one. That is a purely theoretical requirement. The nature of Anthroposophy is to strive not only toward another idea, but toward other deeds, namely, to tear the spirit and soul from the physical body. The task is to raise the spirit-soul into the realm of the spiritual, so that the human being is no longer a thinking and feeling automaton. I will say more about this tomorrow in my lecture, but human beings are in danger of losing their spirit-soul. What exists today in the physical as an impression of the spirit-soul, exists because so many people think that way, because the spiritsoul is asleep. The human being is thus in danger of drifting into the Ahrimanic world, in which case the spirit-soul will evaporate into the cosmos. We live in a time when people face the danger of losing their souls to materialistic impulses. That is a very serious matter. We now stand confronted with that fact. That fact is actually the secret that will become increasingly apparent, and out of which we can act fruitfully. Such things as the pedagogy of the Waldorf School can arise from a recognition that humanity must turn toward spiritual activity, and not simply from a change in theory. We should work out of that spirit.

We should all treasure having found ourselves here in this circle due to a feeling that we must so act, some of us more clearly, some of us less. You need only compare the seeds we have laid in the Waldorf School with all the terrible things giving rise to such a hostile storm.

The school was founded out of the echoes of our work in Stuttgart since April of 1919. Since that time, so many wonderful things have occurred. Nevertheless, we should not forget that what we intended in forming the Cultural Commission last year completely fell in the water. You can see why it failed by looking at the terrible scandals at the Goetheanum. The obvious demise of German cultural life reveals itself as a symptom through the things occurring at the Goetheanum. We will now have to use our strength very differently than we did before in order to counter that demise. That cannot, of course, occur only at the Waldorf School. Through the understanding that the Waldorf teachers have shown, through their dedication to their work, they are now called upon to act in a general anthroposophical cultural direction.

That struck me in such a living way today at the closing of the first school year, and was what I meant with the words I spoke in the presence of the children this morning. The children will not have understood those words, but that is unimportant. We know it is not so important that the children understand what we say to them, but that later many things brighten in their souls. I also received in the name of the spirit who is to permeate the Waldorf School the words of thanks given by Mr. Molt. That spirit will need to become more and more the spirit of Middle European culture. Those people who make themselves more materialistic, who lose their souls so that civilization will become materialistic, could still be saved today if what we have here in the spirit of the Waldorf School spreads out into the world.

Of course, we must protect the Waldorf School from every kind of false appearance. We should be clear that we must become increasingly reticent with those people who have heard of the founding of the Waldorf School, and now see it as their task to extend their world of loafing about into it. They also want to participate in the Waldorf School, to take part in what we offer, and to take some of that with them in order to make it into something similar elsewhere. We should be clear that we do not find it important to offer these loafers respite here, but that the anthroposophic spirit must be a part of the basis of any schools following the Waldorf School.

A few months ago someone came to me who wanted to found something similar to the Waldorf School in France, and asked if I could give some advice. She wanted to know if she could observe in the Waldorf School. I told her I could recognize what she wants to form in Paris as being in the spirit of the Waldorf School only if they formed the school in exactly the same way that we formed the Waldorf School. Thus, these friends in France would first have to be ready to call me there to hold a course, and they would also need to declare that their school arose from the same spirit. Otherwise, I would have to strictly deny that it was comparable.

You should not think that such answers are egotistical. You need to be clear that we will not move forward if we do not stand upon a firm anthroposophical viewpoint, that is, if we do not keep ourselves free from desires for compromise. If we take a clearly delineated standpoint, then it is not impossible that we would ourselves form a Waldorf school in Paris. What is important is that we cannot be moved to make any compromises. Today, you get the furthest if you have a clearly spoken standpoint. You can be outwardly conciliatory, but inwardly what is important is that you have basic principles, and that you stand by them. For that, you will need the strength to look at things in a radical way and not give in to a tendency for compromise. As you know, at least in the spirit of our endeavor, we have tried during this first year to work from such a firm position. I hope that will become clearer. As teachers in the Waldorf School, you will need to find your way more deeply into the insight of the spirit and to find a way of putting all compromises aside. It will be impossible for us to avoid all kinds of people from outside the school who want to have a voice in school matters. As long as we do not give up any of the necessary perspective we must have in our feelings, then any concurrence from other pedagogical streams concerning what happens in the Waldorf School will cause us to be sad rather than happy. When those people working in modern pedagogy praise us, we must think there is something wrong with what we are doing. We do not need to immediately throw out anyone who praises us, but we do need to be clear that we should carefully consider that we may not be doing something properly if those working in today’s educational system praise us. That must be our basic conviction.

To the extent that I feel in a very living way what it means to you to have devoted your entire person to work of the Waldorf School, I would like to say something more. As Waldorf teachers, we must be true anthroposophists in the deepest sense of the word in our innermost feeling. We must be serious about an idea often mentioned as a foundation of Anthroposophy, one of importance for us. We should be aware that we came down from the spiritual worlds into the physical world at a particular time. Those we meet as children came later and, therefore, experienced the spiritual world for a time after we were already in the physical world. There is something very warming, something that strongly affects the soul, when you see a child as a being who has brought something from the spiritual world that you could not experience because you are older. Being older has a much different meaning for us. In each child, we greet a kind of emissary bringing things from the spiritual world that we could not experience.

A consciousness of the message that the child brings is a positive feeling that can be, and in fact, is, taken seriously by the Waldorf faculty. This awareness counteracts the decline of our civilization. It also counteracts the traditional religious beliefs preached from all the pulpits about eternity, that eternity following death toward which people look with that clever soul egotism because they do not want to cease to exist. People do not cease to exist, but what is important is how you arrive at the conviction of the eternal soul, whether you come to it through egotism or whether you have a living perspective and comprehension of the eternal human soul. A living comprehension will lead you to see the pre-existence of the soul, to see what the human being experienced before birth, to see that human life in the physical world is a continuation of previous experiences. Traditional religions strongly oppose preexistence, which can make a human being selfless. They strongly oppose those things that do not strive toward a murky and numbing uncomprehending belief, but toward knowledge and the clear light of comprehension.

Such things become practical when we say a child came down from the spiritual world later than we did. From the child’s life before me, I can perceive what happened in the spiritual world after I left. To carry such a living inner feeling is a genuine meditation for teachers, one of tremendous value and significance. By enlivening anthroposophical nature in such a specific way, we will truly be teachers working from the anthroposophical spirit. The best we can develop in Anthroposophy is not what the lazy people of the world want to coax out of us. The best is what develops in your feelings and in your souls as the spirit of the Waldorf School. During this first year, that spirit has truly come alive in your souls. In the future, we will need to direct our efforts toward taking care of that spirit. That is what I wanted to say to you this morning.

We want to undertake all individual activities in that spirit. I am really very sorry that I could only come here today, and that I could not have been here for the preparation of the children’s reports. We must further develop what I said about the practical and pedagogical aspects of psychology. I can see how difficult it was for you to develop that psychology as a strength. We will continue to try because now that we have decided to be Waldorf teachers, something that arose from a cosmic impulse entering world history, out of that same impulse, we want to remain so.

Dr. Steiner, who had been standing until this time, sat down.

Dr. Steiner: We now want to continue our discussions. We need to discuss some things that have recently occurred and then see how to continue in our teaching.

A teacher reports about the year-end report meetings. Questions arose about whether some children were in the proper classes for their age and knowledge.

Dr. Steiner: That is an important question. We also need to take into account that the solution will not be very easy. If you came to particular impressions during your discussion about writing the school reports, then perhaps we need to go into those in detail. The question takes on a quite different aspect depending upon whether the situation concerns only some individuals, or whether a large number of the students are not in the proper class. We need to have an idea of how many children we should not move into the next grade, but keep in the lower grade. We need to go into detail about the numbers involved. Of course, a large redistribution of the children will reflect the inadequacy of our considerations at the beginning of school when we placed children in classes according to the information presented by their former school. We may need to disavow ourselves of things in that regard.

We will need to consider that in detail. I would ask that the teachers who have such children whom they believe were not properly placed say something about that. Can someone please begin?

A teacher mentions G.T. in the fourth grade who is too old.

Dr. Steiner: In regard to G.T., the question is not whether we should place him in another class, but whether we can bring him up to his grade next year. He is nearly twelve and I think we should try to do that. We can handle the question of French and English separately. He learns very well, and keeping him in the fourth grade would certainly be unjustified. We will need to do something about these differences.

(Speaking to Dr. von Heydebrand) Have you been able to accomplish anything with F.R.?

A teacher: He is very well behaved in class, but he does not know as much as the other children.

Dr. Steiner: He is, however, mature enough and will certainly come along. It was therefore not a mistake.

In that regard, could we perhaps go into the question that I heard gave you many headaches. I can certainly imagine how terribly difficult it would be, but we must objectively weigh whether we should form another sixth grade, given all the psychological peculiarities of the present fifth grade. We need to consider whether it might be better to create an additional class. We would not need to split the class down the middle. We can certainly arrange it so that you, as the present teacher, would have full say. Now, there are fifty-one children, so I think we could arrange it so that you could select your sixth grade class, which would then consist of thirty, and we would move twenty. I would certainly think that everyone has absolute freedom in that regard. You should choose fifteen boys and fifteen girls.

A teacher: I have a list of twenty-six for me.

Dr. Steiner: As you wish. The choice lies entirely with you. However, it seems we should do it this way since the class was somewhat too large.

Do you have something against dividing the class? I know that you like them all so well that you do not want to give up any. Still, it would be better. You could certainly achieve the sixth grade goals if you had no more than thirty. If you could keep those you believe should stay, and then split off a class of twenty, would you agree? That would be the right thing to do. Then it will be easier to work with children like G.T. Is there another child we should consider? A teacher: I had A.S.K. in the sixth grade. He is epileptic and had to stay away from school for several months.

Dr. Steiner: He must certainly repeat the sixth grade. He could go into the new sixth grade class. We need to be careful with those children we are holding back. We should speak about him with his parents.

A teacher: This is a tricky thing. The parents will not understand. They do not have a very positive attitude. There are always problems with the boys.

Dr. Steiner: Well, that is certainly no reason. Certainly not. The father is a reasonable person, though not a strong person; he is certainly reasonable. It would be best to speak with him and not with his wife. The boy is neglected, and it would certainly not matter if we kept him in the sixth grade. The question is whether he should be removed from school and whether we should let it come to that. If he really is removed, then that will be the end for him. If he remains, he will at least not sink further.

According to his report, there is really not much possible other than leaving him in the sixth grade. For the time being, I would suggest that you speak with his father, but that only needs to happen at the beginning of the new school year. There are advantages in having the boy do the sixth grade again. I would simply present that to the father objectively. From the way you judge him, it appears that he hears things only intermittently, and if he were to hear them again, that might be good. If you see that the father is going to remove him, then we will put him in the seventh grade. This is certainly difficult. Are there only these few cases?

A teacher asks about F.M. in the fourth grade.

Dr. Steiner: There is no real reason not to put him forward. He is a weak student and difficult to handle. For the time being, we will need to put him forward and try to do some things so that he learns and catches up. Otherwise, we would contradict ourselves too strongly.

A teacher asks about K.A. in the fifth grade and suggests that he be placed for a quarter of a year in the remedial class.

Dr. Steiner: (speaking to Dr. Schubert) Perhaps you could take him on for a quarter year and bring him along. It appears that there is a kind of mental weakness in the family. I would advise you to work with him.

H. will remain with you in the remedial class, and then you can decide when you think she has caught up enough and should go into a class. The remedial class will remain as it was.

I thought that M.G. would not move on to the second grade. She was in the remedial class quite a long time, but one beautiful day the light will go on in that girl. It may happen. Let’s keep her in the remedial class and decide later. If she wants to, it would harm nothing if she participated in the lowest grade. She can also do that, so let her participate in the lowest grade. In general, we do not need to make any major changes. We can resolve the cases we have. We do not need a complete revision.

In teaching foreign languages, it will be less difficult because we do not have to divide the children so strictly according to grade. We should not teach foreign languages so strictly according to grades. Things have developed that way; in general, we do not need to arrange the foreign language classes according to the grades.

In teaching foreign languages, there is a tremendous difference between speaking in chorus and individual speech. The children can all easily speak in chorus, but individually they cannot. We should use that fact. We will discuss that in the pedagogical questions next year, namely, that we should try to have the children speak individually immediately after they have said something in chorus. That should become a basis of learning, without doubt.

A teacher mentions that it will be difficult to carry out the class schedule if children from one class have foreign language with other classes.

Dr. Steiner: It would be best, but this is not possible practically, if we had groups of two different ages together, so that one child could learn from another. It is good when the younger children learn a language from older ones. It helps when weaker and better children are together. For now, we cannot do that, but when it becomes possible, we should mix the weaker and better children together in the language class.

A teacher: What should we do with the new children in the language classes? Should we tutor them?

Dr. Steiner: We will need to tell the parents immediately that there will be a lesson in the afternoon. There is nothing else we can do other than simply to push harder. Are there really so many new children?

A teacher: Since Christmas, I have fourteen new students.

Dr. Steiner: We certainly do not want to set up any rules in this regard, but look into each case separately. In general, if there is no particular reason, it would be best to advise people to remain at their present school until the end of the year, but we do not want to be completely unfriendly.

We must form an extra class in foreign languages for such children. That is absolutely necessary since otherwise we cannot take children into the upper grades. If only that is possible! We need to do what needs to be done. In general, we can say that in the language classes it may be possible to have older and younger children since the younger children will learn from the older ones, and the older children will move forward by helping the younger ones. We can certainly mix up the ages.

A teacher asks about increasing the number of hours of language.

Dr. Steiner: You want more hours, but on the other hand, we really have the children in school long enough. We cannot increase the number of hours. I don’t think we can do anything there. Later, in the higher grades, we can think about it. Perhaps in the ninth and tenth grades we could do some more language. We cannot take any time away from the main lesson, not one half hour can be removed. We cannot keep the children in school even longer; they are already here most afternoons.

A teacher: What is the maximum number of hours we can teach children during elementary school? In the first grade, we have them for twenty-six hours, but in the higher grades there are already many more hours, due to Latin.

Dr. Steiner: We cannot increase the number of hours. Why didn’t you present eurythmy as a separate subject in the reports, instead of combining it with music? I see that as a shortcoming.

Dr. Steiner: With music it is certainly possible that we can do something. It is certainly true that there are not enough hours. Do you want to make a specific proposal about how many hours you want in each class?

A teacher: We could do that differently. We could arrange things so that we have separate classes for choral singing and for practice in listening, or we could give choral instruction at particular times around the times of the festivals. That would be my preference. I assume I will have the classes as they now are. In classes that are too large, I cannot meet each of the children adequately.

Dr. Steiner: How many hours would you need for music in the first grade? We already have twenty-six-and-a-half hours there.

A teacher: One hour.

Dr. Steiner: Then you could also meet each child individually. We still need to do much with the class schedule. Certainly this one hour is possible, also in the second and third grades. The question is whether we should always have choral instruction in the upper classes. That is something we could do from case to case. I think that you could divide the time you have for teaching music into individual and choral instruction.

Then there is also the deportment class. That is not a problem, and we can certainly add that, I mean, add it to the other hours, but it should not detract from music. What you want when we have the new teachers is to have individual students by class and not combined. We must do that.

In addition, as soon as we have the capacity, we will need to add some gymnastics. We can certainly include gymnastics so that we can say “gymnastics and eurythmy.”

That would be quite good. We could bring them together so that we have physiological gymnastics alongside psychological eurythmy. If anyone asks, we can say we have not ignored it, it is included. We cannot have less eurythmy, we must have a special period for it. It would probably be enough if we had a half hour of gymnastics per week connected with eurythmy, or if we mixed the exercises in both. We need exercises with standard gymnastic equipment.

There is a problem with gymnastics. We cannot put the boys and girls together. The division is a space problem. We cannot have the boys and girls together when we work with the gymnastic equipment. With the floor exercises, we could certainly put them together if the children have gym clothes. That would certainly be possible, everything else is simply prejudice.

An objection is made.

Dr. Steiner: Why do you think so? Often the girls do not do what the boys can do. You could form groups and work with them alternately. In the one case, the girls could work on the parallel bars and the boys with the high bar. The girls would need to have gym shorts. We would need to have decent pants made down in the factory.

The question now is, who could take over the gym class so that you are not overburdened? Already, everything in the school concerning singing, eurythmy, and music lies with you. In general, much depends upon you.

A teacher (who had previously done some gymnastics): If we have eleven classes, there is a question whether that is possible. Could the class teachers also provide some instruction in gymnastics? Not always, but here and there?

Dr. Steiner: The class teachers are already burdened. The lower three grades do not need any gymnastics. We can take care of the first and second grades with eurythmy alone. Afterward, however, we will need to have gymnastics. It would also be good to do it. It would be quite nice if we could connect it with eurythmy, so that the children first have eurythmy and then do gymnastics.

Gymnastics would be a little too much for you. I had not thought of that. There must be a way to give someone else that period. Actually, two need to be there. The eurythmy teacher needs to be there also, but that is not difficult.

Well, we need to look at that. Either we can let gymnastics go, or we find a way to have a gym teacher. It would be enough to have an hour of eurythmy and then, right after, a half hour of gym. But, then, we would have too many hours.

(Turning to Mrs. Baumann) Now you have two hours of eurythmy. Wasn’t that too much?

A teacher: I often had fifty-one children at once. In the third grade, I had forty-eight. I handled that by having half of them watch while the others did the eurythmy.

Dr. Steiner is in agreement with that.

A teacher wants to divide the classes.

Dr. Steiner: We will do that when we see what the other classes need. That is something we need to determine at the beginning of the next school year. The size of the classes is not yet clear, but there are more children coming. How many children do you think will be in the first grade next year?

A teacher: Fifty-six.

Dr. Steiner: Of course, we must make two classes of that. For the second grade, we don’t need to consider it. The future fourth grade is also so large, it has over fifty children. There are so many new children. I also thought of giving the youngest children to Miss Lämmert for singing, as it will be too much for Mr. Baumann. It would also be too much for gymnastics. We have to see how we can work with the faculty we have.

We must also discuss the question of the faculty. The number of new classes is increasing, and we need new teachers. There are now two temporary buildings under construction, which we hope to complete by the beginning of the new school year. If they are ready, we will have just enough room. There may even be enough when we divide the future second and fourth grades since they are both more than fifty children. It will, however, be tight with the rooms. All we can do is keep the number of specialty classrooms down. We will have to put this off. We could just make it with the structures we now have. However, we are missing, at least for the time, a room for singing. A room is missing for the kindergarten, and we are also missing the rooms for the additional classes we will have in the following years. We do not have a library or a gymnasium. We lack rooms for the continuation school, but perhaps we can leave the continuation school aside for now. We still need a room for the physician, as we discussed before. We are missing a whole number of things. These are all things that we recently discussed. Perhaps we should try to solve these things by adding an extra floor.

A teacher: We can’t do that.

Dr. Steiner: Why is that impossible? Why did we want to add a floor and now we can’t do that?

A teacher: The foundation is inadequate.

Dr. Steiner: I don’t understand. What does the architect say? Didn’t he know that already? It is terrible when ideas come up that turn out to be impossible. Of course we can, we are told, and then afterward everything has to be changed. The building code should have been thought about earlier. In Dornach, I would never allow anyone to present a plan if we were not absolutely certain we could complete it. We only lose time with such things. We go around with ideas, and then nothing comes of them. We had counted upon having the eurythmy room upstairs. I mean, we counted upon it. You told me about that in Dornach.

A teacher: Not as a fact, but as a possibility.

Dr. Steiner: I don’t want to know about possibilities. If someone tells me about something, I assume it to be real. Otherwise, it is nothing. You should always get a definite answer from the Building Department first, and then the architect must know he can count on it.

Now the only possible plan is to build a gymnasium and attach the other rooms I mentioned to it. That would then be the first part of a rationally designed school building. Our concern now is where we should build it.

That is something we need to consider carefully. Is there enough money? The main question is whether we have enough money. We need to spend the money, even if the purchase is not entirely necessary. It is there, people have given ten million marks. Now everyone wants to do things without risk. This is entirely a question of courage. We must build upon that basis. The spiritual value will certainly come from the school, and not from other things. As a result, we must have the courage to undertake risky projects. However, we should not do more shaky things than we can balance with solid things.

We will need to travel around in the next six weeks to raise the money. The question is how we should do that. We need to see how we can find some way of doing it. We need to get some money, so it will be necessary to enlarge our plan for the school association. It is easily possible that we could get some money if we form a World School Association, that is, a general association for such schools, one that is international. Now everywhere we go, people say that Berlin has no interest in paying for the Waldorf School. If we form a World School Association, it might be possible to use some of the income for Stuttgart. It is unlikely that we would get very much if we ask people to pay for the Stuttgart Waldorf School. We need to see to it that we find some way to get some money. A number of things are in progress, but they are not going very quickly. We have something very promising in Dornach, a shaving soap and the hair tonic, “Temptation,” but we can’t get that going quickly enough. We cannot invent things fast enough to have a gymnasium, a eurythmy room, and a music room in the fall. Before we have that, all the baldies would have to grow hair.

A teacher: At the risk of my wife not recognizing me, I want to try it.

Dr. Steiner: Our eurythmy ladies have already decided to try the hair tonic so that their mustaches grow. Then they will shave them off with the shaving soap. The thousand-mark bills will grow on peoples’ heads. There is still some money. The members of the Anthroposophical Society do not know how important the Waldorf School is. I recently spoke with some women, and they had no idea it was so pressing. Everywhere people are saying we should form schools. All that we need to do is to ask people, but we should not give the impression that we want to spend everything here. For that reason, I said that we don’t want to center everything here in Stuttgart, but instead travel around to various cities and prepare people. We don’t want to send things out and dictate to people. That was how the thought arose of creating a school in Berlin. We should not try to have people put off their school plans. What is important is that we do not offend people, so we will have to travel. We could go to The Coming Day for capital we would then pay interest on. We could afford the interest for four hundred thousand marks, so what we need to do to keep things moving, we should do immediately. Enlarging the school further is another thing. If we want to continue the school beyond next year, and want it to continue to grow as it has, then we will need a great deal more room.

A teacher: Perhaps it would help if we used one of the larger classrooms as a music room in the afternoon.

Dr. Steiner: Perhaps we could work that way until we build the gymnasium. We have now come to a question that we have to solve in some way, as otherwise the school cannot continue. We must solve the problems of classroom space and future teachers.

There is a discussion about the need to build housing for the teachers.

Dr. Steiner: The whole problem of space remains unresolved. We have resolved the space question only to the extent that we have room for the classes. The other rooms we need are to a large extent insufficient or not there at all.

How many new classes will we have? A first grade, a sixth, a ninth. We are also missing the gymnasium and an art room. The gymnasium would be the eurythmy room. We will need to make ends meet, only it must be large enough for eurythmy. We will have to see how we can build the gymnasium and the other additional rooms.

It seems to me that today we have made a list of only what is absolutely necessary. We can see from this situation that we will not move forward if we think only about the minimum. If we were to begin with the gymnasium now, the situation would improve so much by Christmas that we would really have acceptable conditions. Everything is hanging in the air, and no one knows if it will be different two weeks from now. We need specific information about what things cost. We cannot negotiate the way things are now.

A meeting with the architect was set up for the following day.

A teacher: It is our own fault, because we have only taken care of the present. There have been so many new enrollments that the situation completely changed within three weeks.

A teacher: We must look at what we must do, and in addition, we must raise the money. The question of money must be secondary. We haven’t yet had any personal discussions with the parents who certainly have a real interest in the continuation of the Waldorf School. Some of the them have given loans, but we need to work with them personally. What we cannot get together in that way we will have to borrow from The Coming Day. We need to create a comprehensive plan for raising money in the next few days. In my opinion, the progress of the Waldorf School should not depend upon financial things.

Dr. Steiner: Yes, we need something concrete. We cannot negotiate anything when we see that the architect says he can make the hall, and then says he can’t. To work in that way is terribly inefficient. We already discussed in our last meeting that we need a eurythmy hall. We have known that for some time. We based our plan upon that impression, namely, that the architect had said we could build it. In any event, we have lost three weeks since the architect claimed we could add a new floor, and today that is no longer true. We do not want any temporary structures. We must see that we build the new things with an eye toward a longer period. We definitely need to meet again tomorrow.

You could also inquire at the Building Department before you officially present something whether they might approve what we want to do. In any event, we cannot discuss it further until we have a plan. That is the main thing I wanted to say.

Dr. Steiner is asked to say something about the problem of the faculty housing.

Dr. Steiner: It is difficult for me to say anything since I am not in a position of putting up the money. That is the first thing you need to know. As long as we do not have the money, the question of teachers’ housing remains purely academic. Apart from teachers’ housing, there are other things we need to do. Either we will carry things out or they will not be done. It is important to avoid making the mistake of planning only for the minimum. We need to do things as they should be done, independent of the financial situation.

I am certain, since the self-sacrifice of the teachers has so elevated things, that things will move forward spiritually, that there will be no spiritual fiasco. The events of the first year have shown that we can hold on. Whether the world will give us money? I hardly believe anymore that the world will give money for such things. People have no understanding for them. That is something that causes me tremendous distress. What I said at the beginning of this meeting is certainly correct for the spiritual realm. We need to place material questions upon a reasonable foundation.

What can we do? How far we can expand the school is an important question. Somehow we must find a limit, or we must have people behind us who can give millions. The situation is impossible because we have accepted every enrollment. For that reason, I would propose that, in the sense of my introductory remarks, we declare we will continue the school as it was, and that we will not accept new children if we cannot build a gymnasium. We can tell people that we receive no support. We need to do that in the most effective way. We will continue the school as we did in the previous year, but we must, unfortunately, reject those children we have already accepted. The world should know what the situation is. We should tell people about this. We can say, hypothetically, that if we do not receive the finances we need, if we are not able to build a eurythmy hall and gymnasium for the fall, then we must limit the school to its present size. If we do not state things this radically, we will not move forward. We will also not be able to pay the teachers.

A teacher: Could we raise money by traveling around and giving lectures?

Dr. Steiner: We can certainly do that. However, I do not believe that your work will be fruitful if we don’t draw people’s attention to it. I also do not believe that we will be able to work if things stay as they are. I certainly think it will make an impression if we keep the children we now have, but do not enroll anyone new and turn away the new enrollments we have. If we tell people this, I think it would help. If we remain in this difficult financial situation, no one knowing where the money will come from, we will not move forward. It should be a “back against the wall” declaration that indicates what the work of the faculty can achieve here, and that the world has failed to provide the financial support that it should.

A teacher: People ask why they should give everything to Stuttgart. People in Hamburg and Berlin have no interest in what we are doing here in Stuttgart.

Dr. Steiner: The important thing is for the spiritual movement to continue. We cannot say that what is important is that we are creating something here that is for everyone. We certainly cannot say that people should give for the work in Stuttgart and ignore other things. We should certainly not imply that we are forming a central organization in Stuttgart and demand that people give to it.

A teacher: Should we put an announcement in the newspapers that the number of students has grown unexpectedly, so that we now need to employ more teachers in order to continue the school in its original spirit? Also, that we depend upon their support?

Dr. Steiner: We should say in a positive way that we are ready to continue the school as it has been, but that we can no longer accept new enrollments if people do not help to support us. We need to say a radically serious word. We will not consider the formation of new classes with regard to new enrollment.

One of the less well known poems written by Goethe is called The Secrets.¹⁵³ It has remained a fragment. Goethe speaks of a pilgrim, Brother Mark, whose peregrinations remind us of the destiny of Parsifal. Having travelled a long way he comes to an isolated house, a monastic kind of building. There he finds a federation, a gathering of twelve persons. He ultimately gets to know the nature, the character of the twelve and of a thirteenth who is their leader. Each of the twelve has something to do that is extraordinarily important. It is to give a kind of description of the life of the thirteenth. This thirteenth individual has worked his way through chaos and obstacles of all kinds. Goethe says of him:

Man needs to overcome and free himself
of the great power binding all creation,

meaning someone who develops the higher human being in himself.

This thirteenth individual, called Humanus, has grown completely beyond himself. The greatness, the influence of this wise individual, as we feel and intuit him to be, is even greater because, as we are immediately told, he is dying and before entering the higher worlds of the spirit has the ultimate, most beautiful and greatest gift to give to the twelve. And the ‘pure fool’ is to win through and take the place of the thirteenth. There is some kind of Good Friday magic about this fragment. And the whole should indeed have been presented in the Good Friday setting. Goethe himself explained the poem more or less by saying that there are many confessions in the world but we must see the same kernel of truth in all of them.¹⁵⁴ He suggested this in the poem by putting one of the twelve world religions before us that represents the common kernel of truth in the twelve. And the thirteenth is the representative of this original truth itself. The poem really outlines the theosophical view of the world. Using a poetic image, Goethe wanted to show how a synthesis of all religions can be brought about in peace. When Brother Mark comes to the monastery gate, a cross with roses wound around it shines out. Goethe knew the deep significance of this symbol, and also hinted at it in his verses:

Yet something new comes to his inner mind
When he beholds the image with his eyes:
The cross stands there, with roses closely wound.
Who put together roses and the cross?

These are words of truly esoteric meaning.

The question we are going to consider today is ‘How do we gain knowledge of the higher worlds in the Rosicrucian way?’ We are going to discuss some aspects of the Rosicrucian method. It is one of the ways of gaining insight into and access to the higher worlds. The term ‘Rosicrucian’ may sound strange and peculiar to some of you. One has heard of the Rosicrucians as a secret brotherhood which first appeared under that name in about the 14th century. Anything one finds in encyclopaedias and the current literature about them is of no account. A number of highly influential people have represented a quite specific spiritual stream as Rosicrucians. It is only too easy to flail into the most serious error when seeking to discover the greatest truths, as may be seen from many publications on the Rosicrucians. They were one of the closest secret brotherhoods and had to go through severe trials and tests. Anyone wishing to become a member of the order had to go through many things. The aspirant had to go through specific occult training to gain self-knowledge. Ignorance may, however, make the sublime appear in caricature. And that is also how Rosicrucianism was completely misunderstood and distorted to become caricature. What has been written about Rosicrucianism is utter charlatanism. Someone who is able to judge it rightly will see the kernel of truth in it. But it has always been difficult to find out about Rosicrucianism, as you can see from the fact that Helmont,¹⁵⁵ Leibniz¹⁵⁶ and others were unable to do so. Rosicrucian initiation is said go back to a book written in the early 17th century which says, among other things, that the Rosicrucians were involved in alchemy and also other things such as higher education. That's what is says in the Fama Fraternitatis.¹⁵⁷

Even there you'll find nothing about genuine Rosicrucianism, for the secrets of the Rosicrucians were passed on by the oral tradition. Things that are outwardly given the name ‘Rosicrucian’ are hardly suitable for getting at the essence of the Rosicrucians. Today we'll consider the methods used by the genuine Rosicrucians, in so far as this is possible on a public occasion. The theosophical movement initially started in the Oriental way. The truth can be found anywhere if one knows how to look for it and is sufficiently mature. People had a different way of thinking things at the time when the ancient Indians received the teaching of the holy Rishis, a different way of feeling and using their will, of seeing and perceiving. The things they did in those days can no longer be done today. The methods used in the past can no longer be used today. Nothing in the world is absolute; humanity is in a continuous process of evolution. People now have a very different, more subtle structure to their brains, and even the way the blood is formed is different. Because of this, all truth must be transformed today, and initiation methods must be such that they are suitable for present-day Europeans. These are the reasons why there had to be Rosicrucianism, a completely different way of initiation. The Rosicrucian stream is in the care of great teachers who have always stayed in the background.

Rosicrucian initiation is in seven stages. These provide a standard method that makes it possible for Europeans to go through the trials they have to go through. The stages do not necessarily have to be consecutive, for the teacher would choose what was best for the individual nature of the pupil. The seven stages are study, imagination, inspired insight or reading the occult script, preparing the philosopher's stone, correspondence between microcosm and macrocosm, entering into the macrocosm in a living way, and the 7th or highest stage which is godliness.

Study meant developing concepts and ideas that made a person able to form a sound, comprehensive idea of essential relationships. For the Rosicrucians, study involved everything we have in theosophy today, having taken away the Oriental garb. Theosophy today offers Rosicrucian wisdom. We have also spoken about the elementary Rosicrucian teaching in public lectures.¹⁵⁸ The main point is to gain a sum of concepts relating to the world that form a complete whole, in a strictly established, firm set of ideas. A system of thinking is created that is entirely sensible. A Rosicrucian had to be a sober, thinking individual. These teachings are truths accessible to the simplest hearts as well as intellectual minds. What is the aim of such study? It leads to insight into higher worlds—the astral world and then the spiritual or devachanic world—that are invisibly all around us.

Man has the same number of abilities to perceive as there are worlds around him. To begin with, these abilities are of course undeveloped. For someone born blind, gaining sight is like a new birth. In the same way, the appearance of yet another world is always like a new birth for the human being. The astral world—we call it that for specific reasons—is around us, and so is the spiritual or devachanic world. It would be arrogance for someone who does not know the higher worlds to insist that they do no exist. The astral world and the devachanic world both differ tremendously from the physical world we are able to see around us. We gain completely new impressions in the astral and again in the devachanic world. Yet although our perceptions in these worlds differ greatly from those we have in the physical world, the logic is always the same. Thinking is the same in all three worlds; it only changes in worlds that lie beyond. Having learned to think in one of these three worlds, the laws of this are the same also in the higher ones. The problem is, however, that in the physical world human errors are corrected from experience. In those other worlds there is no such easy correction, and we therefore need a solid standard of objectivity. You will be completely unsupported if you enter those worlds without this objectivity. This is why a guru was needed for initiation in earlier times. The guru had to be the ultimate authority in the soul of an individual who was being initiated into Indian yoga wisdom. In Rosicrucian training, the guru-pupil relationship is replaced by the support gained from trained thinking. The pupil must be his own guide. Because of this, study is an important part of training. Fundamental truths of theosophy have been written in Truth and Knowledge and The Philosophy of Spiritual Activity for both the simplest hearts and people who aim higher. Reading those books it is necessary to be completely given up to inner work, letting one thought evolve from another.

The 2nd stage of the Rosicrucian path was imagination. A comprehensive method meant that one was then able to take the first step into the higher worlds. Experiencing imagination we perceive the deeper meaning of Goethe's words ‘All things corruptible are but a parable’.¹⁵⁹

Looking at a plant we can experience in its form and essential nature how true it is that the spirit of the earth, as it were, reveals itself in it when it is sad and when it is cheerful. It is a great truth that man is part of the earth just as a finger is part of the human body. Man is only part of the whole but he has the illusion of living a separate life. The finger is protected from such illusion because it cannot walk about on the human body. If you feel yourself to be an integral part of the earth, you have a feeling not only for the poetry but for the truth of Goethe's words of the earth spirit.¹⁶⁰ When human beings enter into the things which the earth spirit produces on its surface, many a plant will be the earth spirit's tears for them, and many a plant its smile.

Something else was brought to the pupil's awareness by all possible means. He would be told: ‘Look at the calyx with its organs of fertilization, chastely held up to the sun. The sun ray kisses the inner calyx. The plant innocently holds out its organs of fertilization to cosmic space. Think of this transformed and taken to a higher level. Consider the animal first, and the human being, and see how the human being veils the principle which the plant holds out to the sun. And then say to yourself: “One day man must reach a higher level where anything base will have gone from his organs. At this higher level he will offer to the sun the principle which today is the calyx of the plant. All drives and instincts will then have been purified, the human individuality will have overcome its natural desires.”’ In Rosicrucian wisdom this transformation was called the grail, the sacred chalice.

When a person has lived for some time with such ideas, he will be ready to move on to even higher experiences. The physical eye only sees the seed of the plant. When the soul has been prepared, it will be able to penetrate to the image that arises for it from the seed grain. A flame form will arise from the seed for that soul. The individual thus learns to see the spiritual aspect that is behind things; he comes to know that everything physical has been born from a world of the spirit.

The 3rd stage is called reading the occult script in Rosicrucian training. The cosmic powers active in the world are revealed in certain currents and in colour and sound combinations. This occult script is written into the structure of the world. An example is the spiral we see as two intertwined vortices in the Orion nebula far out in the cosmos. At the microcosmic level, the incorporation of the human seed takes a corresponding form. The image of a double spiral is the sign of cancer in the zodiac. In occult script, it shows the transition from one stage of evolution to another. The sun's spring equinox was in fact in the sign of cancer when a new period of human evolution started in ancient India after the end of Atlantis.

Another sign in occult script is the triangle. This, too, is written into the macrocosm. At the microcosmic level the figure of the equilateral triangle with its centre marked is the symbol of balance restored between the three powers of soul. Harmonization of thinking, feeling and will gives rise to the higher power of love.

This 3rd stage, where conscious awareness of inspiration was gained, was followed by the development of rhythm in life and in breathing. In the language of the Rosicrucians this is called preparing the philosopher's stone. Later on it will be a stage in the evolution of humanity as a whole. Today people need oxygen to breathe. They exhale carbon dioxide, which is a poison. It is the other way round with plants, for they breathe in carbon dioxide and release oxygen. In the distant future man will consciously use the carbon which today is taken in with the food to build his physical body and no longer exhale it. The human body will then consist of an entirely different substance than it does today. It will be a soft, transparent form of carbon. Man's body will then have become the philosopher's stone. The symbol for this is the crystal clear diamond, which is also carbon.

The whole process was prepared for by bringing rhythm into our breathing and altogether into all vital processes. These are regulated from outside in plants and animals. But this no longer happens for modern man. He must create the rhythm for himself which nature gives to all its life forms. Strict adherence to such a rhythm was an important part of Rosicrucian training.

At the 5th stage of Rosicrucian training the pupil would have living experience of the correspondence between microcosm and macrocosm. Paracelsus said: ‘Everything that exists around us in space is related to us.’ The individual letters are in the world,¹⁶¹ and man is the word. Man has everything that exists out there in the world in him on a small scale, in its essence. To know yourself so that you might know the world, that was the task set for this stage.

At the next, the 6th stage, the pupil had to enter into the macrocosm in a living way. Here the human being had to leave himself behind, abandoning all that was his own. He then truly came to know the macrocosm.

The highest stage that could be reached by a Rosicrucian was that of godliness. Here the initiate grew to unite with the whole universe, he knew the summit of human evolution which humanity is to reach in the far distant future. The Rosicrucian pupils would make every endeavour to prepare for this evolution.

A lower, passive nature lives in man and also an active element. If he develops in the way I have described he will overcome his lower nature and be reborn through the spirit. This aspect of human evolution has been put into words by Goethe:

So long as you don't have it,
this word: ‘Die and become!’
you're but a miserable guest
here on this earth.

The symbol for ‘to die’ is the cross, the symbol for a new birth are the roses. The human physical body is the cross. Everything connected with powers of growth is the passive element in us. This means above all the milk. In the blood, on the other hand, the human being develops an active element as he seeks to attain to higher things. That is the secret of the white and the red rose. Our higher nature seeks to find the balance between the white and the red rose. In Goethe's poem The Secrets the thirteenth is the image of someone who has reached this exalted level. We may therefore take the words spoken by this thirteenth as a guide for all Rosicrucian endeavour:

All power pushes forward far and wide
To live and work both here and there;
the stream that is the world, however, hems us in,
builds obstacles all round and carries us away.
Caught in this inner storm and outer strife
the mind does hear a word that's hard to understand:
Man needs to overcome and free himself
of the great power binding all creation.

• 153. Steiner R. The Mysteries. A Christmas and Easter Poem by Goethe (in GA 98). Title should read The Secrets. Translator not known. London: Rudolf Steiner Publishing Co. 1946.
• 154. Die Geheimnisse. Fragment von Goethe. Published (in German) in Morgenblatt für die gebildeten Stände 27 April 1816.
• 155. Helmont, Johann Baptist van (1577–1644), Flemish physician and chemist. His son Franciscus Mercurius Helmont, developed his natural philosophy and theosophical teachings further.
• 156. Leibniz, Gottfried Wilhelm (1646–1716), German philosopher and mathematician. The source on which Rudolf Steiner based his statement has noi yet been established. See Arnold, Paul, Esoterik im Werke Shakespeares, Berlin n.d.: ‘Leibniz felt moved write that everything said about the Brothers of Rosenkreutz was pure invention on the part of some people with rich imaginations.’ It is known, however, that Leibniz was a member of a Rosicrucian group when he obtained his doctorate at Altdorf University in 1667. Baron Johann Christian von Boyneburg, former president of the Elector of Mainz's privy council, was also a member. It was at the suggestion of Boyneburg that Leibniz was called to serve the Elector of Mainz as a diplomat and legal adviser.
• 157. Anonymous work entitled Fama Fraternitatis oder Entdeckimg der Bruderschaft des Hochldblichen Ordens der R. C., Kassel 1614.
• 158. E.g. lecture of 14 March 1907, printed in German in GA 55: Die Erkenntnis des Übersinnlichen in unserer Zeit.
• 159. Faust 2, final chorus. Tr. Philip Wayne. London: Penguin 1959
• 160. Given in the next lecture.
• 161. ‘For of this will I bear witness for nature: wanting to study it you must tread your books underfoot. Written works are studied by studying its letters, but nature is studied land by land, a land as often as a page. Thus is the codex of nature, and one must turn its leaves.’ Source as in note 151, but vol. 11, Die vierte Defension, Seite 145 f. München 1924.

Before beginning this lecture, Dr. Steiner spoke words of greeting to the audience which consisted of Members of the Anthroposophical Society only—and referred briefly to the importance and consequences of the Christmas Foundation Meeting held at Dornach in December, 1923.

In these three lectures I want to speak of how Anthroposophy can live as knowledge of the spiritual in the world and in man—knowledge that is able to kindle inner forces and impulses in the moral and religious life of soul. Because this will always be possible, Anthroposophy can bring to mankind something altogether different from anything produced by the civilisation of the last few centuries. This civilisation has actually suffered from the diffusion of brilliant forms of knowledge: natural science, economics, philosophy. But all this knowledge is a concern of the head alone, whereas moral religious impulses must spring from the heart. True, these impulses have existed as ideals; but whether these ideals and the feelings associated with them are also powerful enough to create worlds of the future when the present physical world has passed away, is a question unanswerable by modern science. What has sprung from modern science is the widespread doubt that is characteristic of the present age and the age just past.

To begin with I want to consider three aspects of man's life. We ourselves, our destiny, are inextricably connected with this life from birth to death. Birth, or rather conception, is the boundary in one direction; death is the boundary in the other. Birth and death are not life; they are merely the beginning and the end of physical life. And the question is this: Can birth and death in themselves be approached with the same mental attitude with which we contemplate our own life, or the life of others, between birth and death, or must our approach to the actual boundaries of birth and death be from a different vantage point? Therefore the aspect of death, which so significantly sets a boundary to human life, shall be the first object of our study to-day.

At the end of a man's earthly life he is divested by death of the physical body we see before us. The Earth takes possession of it, either through its own elements as in burial, or through fire as in cremation. What can the Earth do with the part of man we perceive with physical senses? The Earth can do no other than subject it to destruction. Think of the forces in nature around us. They build up nothing when the human corpse is given over to them; they simply destroy it. The nature forces around us are not there for the purpose of upbuilding, for the human body disintegrates when it passes into their grasp. Hence there must be something different which builds up the human body, something different from earthly forces, for they bring about its disintegration.

If, however, human death is studied with forces of cognition activated in the soul through the appropriate exercises, everything presents a different aspect. With ordinary faculties of cognition we see the corpse and nothing else. But when, by means of these exercises, we develop Imagination the first stage of higher knowledge described in my books then death is completely transformed. In death man tears himself from the grasp of the Earth; and if we cultivate Imagination, we see in direct vision, in living pictures, that in death man rises from his corpse; he does not die. At the stage of Imaginative Knowledge, physical death is transformed into spiritual birth. Before death, man stands there as earthly man. He can say: “I am here, at this place; the world is outside me.”—But the moment death occurs the man himself is not where his corpse lies. He is beginning his existence in the wide spaces of the Universe; he is becoming one with the world at which he has hitherto only gazed. The world outside his body now becomes his field of experience and therewith what hitherto was inner world becomes outer world, what hitherto was outer world becomes inner world. We pass out of our personal existence into world-existence. The Earth—so it appears to Imaginative cognition—makes it possible for us to undergo death. The Earth is revealed to Imaginative cognition as the bearer of death in the Universe. Nowhere except on Earth is death to be found in any sphere frequented by man, whether in physical or spiritual life. For the moment man passes through death and becomes one with the Universe, the second aspect presents itself—the aspect in which the widths of space appear to be everywhere filled with cosmic thoughts. For Imaginative vision and for the man himself who has passed through death, the whole Cosmos now teems with cosmic thoughts, living and weaving in the expanse of space. The space aspect becomes the great revealer. Having passed through death man enters a world of cosmic thoughts; everything works and weaves in cosmic thoughts. This is the second aspect.

When we confront a man in earthly life, he is there before us in the first place as a personality. He must speak if we are to know his thoughts. So we say: “The thoughts are within him; they are conveyed to us through his speech.” But nowhere within the perimeter of earthly life do we discover thoughts which stand alone. They are present only in men, and they come out of men. When we pass from the earthly sphere of death to the space sphere of thoughts, to begin with we encounter no beings in the widths of space—neither gods nor men—but everywhere we encounter cosmic thoughts. Having undergone death and passed into the expanse of universal space it is as though in the physical world we were to meet a man and perceive only his thoughts without seeing the man himself. We should see a cloud of thoughts. After death we do not at first encounter beings; we encounter thoughts, the universal World Intelligence.

In this sphere of cosmic Intelligence man lives for a few days after his death. And in the weaving cosmic thoughts there appears as it were a single cloud in which he sees the record of his last earthly life. This record is inscribed into the cosmic Intelligence. For a few days he beholds his whole life in one great, simultaneous tableau. During these few days what is inscribed into the cosmic Intelligence becomes steadily fainter and fainter. The record expands into cosmic space and vanishes. Whereas at the end of earthly life the aspect of death appears, a few days after the end of this experience there comes the vanishing into cosmic space. Thus, after the first aspect, which we may call the aspect of death, we have the second aspect, which may be called the aspect of the vanishing of earthly life. After death there is actually for every human being a moment of terrible fear that he may lose himself, together with all his earthly life, in cosmic space.

If we wish for more understanding of man's experiences after death, Imaginative Knowledge will be found to be inadequate; we must pass on to the second stage of higher knowledge, to Inspiration. Imaginative Knowledge has pictures before it—pictures that are in the main like dream pictures, except that we can never feel convinced of any reality behind the latter, whereas the pictures of Imagination, through their own inherent quality, always express reality. Through Imagination we live in a picture world that is nevertheless reality. This picture world must be transcended if we are to see what a man experiences after death when the few days during which he reviewed his life, have passed.

Inspiration, which must be acquired after or during the stage of Imagination, presents no pictures; instead of pictures there is spiritual hearing. Knowledge through Inspiration absorbs cosmic Intelligence, cosmic thoughts, in such a way that they seem to be spiritually heard. From all sides the cosmic word resounds, indicating distinctly that there is reality behind it. First comes the proclamation; then, when a man can give himself up to this Inspiration, he begins, in Intuition, to perceive behind the cosmic thoughts, the Beings of the Universe themselves. Pictures of the spiritual are perceived in Imagination; in Inspiration the spiritual speaks; Intuition perceives the Beings themselves. I said that the world is filled with cosmic thoughts. These in themselves do not at once point to beings; but we eventually become aware of words behind the thoughts and then of beholding through Intuition, the Beings of the Universe.

The first aspect of man's existence is the aspect of death it is the earthly aspect; the second aspect leads us out into cosmic space, into which, as earthly men, we otherwise gaze without any understanding; this is the aspect of the vanishing of man's life. The third aspect presents the boundary of visible space: this is the aspect of the stars. But the stars do not appear as they do to physical sight. For physical sight the stars are points of radiance at the boundaries of the space in the direction towards which we are looking. If we have acquired the faculty of Intuitive Knowledge, the stars are the revealers of cosmic Beings, spiritual Beings. And with Intuition we behold in the spiritual Universe, instead of the physical stars, colonies of spiritual Beings at the places where we conceive the physical stars to be situated. The third aspect is the aspect of the stars. After we have learnt to know death, after we have recognised cosmic Intelligence through the widths of space, this third aspect leads us into the spheres of cosmic spiritual Beings and thereby into the sphere of the stars. And just as the Earth has received man between birth and death, so, when he has crossed the abyss to cosmic Intelligence a few days after his death, he is received into the world of stars. On Earth he was a man of Earth among Earth beings; after death he becomes a being of Heaven among heavenly Beings.

The first sphere into which man enters is the Moon-sphere; later on he passes into the other cosmic spheres. At the moment of death he still belongs to the Earth-sphere. But at that moment, everything within the range of earthly knowledge loses its significance. On the Earth there are different substances, different metals, and so on. At the moment of death all this differentiation ceases. All external solid substances are earthy; at the moment of death man is living in earth, water, air and warmth. In the sphere of cosmic Intelligence he sees his own life; he is between the region of Earth and the region of Heaven. A few days after death he enters the region of Heaven: first, the Moon-sphere.

In this Moon-sphere we meet cosmic Beings for the first time. But these cosmic Beings are still rather like human beings for at one time they were together with us on the Earth. In my books you can read how the physical Moon was once united with the Earth and then separated from it to form an independent cosmic body. It was, however, not the physical Moon alone that separated from the Earth. At one time there were among men on Earth great, primeval Teachers; it was they who brought the primordial wisdom to mankind. These great Teachers were not present on Earth in physical human bodies, but only in etheric bodies. When a man received instruction from them, he absorbed it inwardly. After a time, when the Moon separated from the Earth, these ancient Teachers went with it and formed a colony of Moon Beings. These primeval Teachers of mankind, long since separated from the Earth, are the first cosmic Beings to be encountered a few days after death.

The life spent with the Moon Beings during this period after death is related in a remarkable way to earthly existence. It might be imagined that man's life after death is more fleeting, less concrete, than earthly life. In a certain respect, however, this is not the case. If we are able to follow a man's experiences after death with super-sensible vision we find that for a long time they have a much stronger effect upon him than anything in the earthly life which, in comparison, is like a dream. This period after death lasts for about a third of the time of life on Earth. What is now experienced differs with different individuals. When a man looks back over his earthly life he succumbs to illusion. He sees only the days and pays no heed to what he has experienced spiritually in sleep. Unless he is particularly addicted to sleep a man will, as a general rule, spend about a third part of his life in that state. After death he goes through it all in conscious connection with the Moon Beings. We live through these experiences because the great primeval Teachers of mankind pour the essence of their being into us, live in and with us; we live through the unconscious experiences of the nights on Earth as reality far greater than that of the earthly life.

Let me illustrate this by an example. Perhaps some of you know my Mystery Plays and will remember among the characters a certain Strader. Strader is a figure based upon a personality who is now dead but was alive when the first three Plays were written. It was not a matter of portraying his earthly life but the character was founded on the life of a man who was exceptionally interesting to me. Coming from comparatively simple circumstances, he first became a priest, then abandoned the Church and became a secular scholar with a certain rationalistic trend. The whole of this man's inner struggle interested me. I tried to understand it spiritually and wrote the Mystery Plays while watching his earthly life. After his death the interest I had taken in him enabled me to follow him during the period of existence he spent in the Moon-sphere. To-day (1924) he is still in that sphere. From the moment this individuality broke through to me with all the intense reality of the life after death, whatever interest I once had in his earthly life was completely extinguished. I was now living with this individuality after his death, and the effect upon me was that I could do no other than allow the character in the fourth Mystery Play to die, because he was no longer before me as an earthly man.—This is quoted merely in corroboration of the statement that experience of the life after death has far greater intensity, greater inner reality, than the earthly life; the latter is like a dream in comparison.

We must remember that after death man passes into the great Universe, into the Cosmos. He himself now becomes the Cosmos. He feels the Cosmos as his body, but he also feels that what was outside him during his earthly life is now within him. Take a simple example. Suppose you were once carried away by emotion during your earthly life and had struck someone a blow which caused him not only physical pain but also moral suffering. Under the influence of the Moon Beings after death you experience this incident differently. When you struck an angry blow, perhaps with a certain inner satisfaction, you did not feel the suffering of the man you struck. Now, in the Moon-sphere, you experience the physical pain and the suffering he had to endure. In the Moon-sphere you experience what you did or thought during your earthly life, not as you felt it, but as it affected the other person. After death, for a period corresponding to a third part of his lifetime, a man lives through, in backward order, everything that he thought and whatever wrong he did during his earthly life. It is revealed to him by the Moon Beings as intense reality. When I was inwardly accompanying Strader, for instance, in his life after death—he died in 1912 and is called Strader in the Mystery Plays although that was not his real name—he was experiencing first what he had experienced last in his earthly life, then the earlier happenings, and so on, in backward order. When he now comes before my soul he is living through in the Moon-sphere what he had experienced in the year 1875. Up to now he has been experiencing backwards the time between 1912 and 1875 and will continue in this way until the date of his birth.

This life after death in the sphere of the Moon Beings—who were once Earth Beings—is lived through for a third of the time of a man's life. The first seed of what is fulfilled as karma in the following earthly lives, arises here. In this life, which corresponds to a third part of his earthly lifetime, a man becomes inwardly aware, through his own feeling and perception, of how his deeds have affected others. And then a strong desire arises within him as spirit man that what he is now experiencing in the Moon-sphere as the result of his dealings with other men on Earth may again be laid upon him, in order that compensation may be made. The resolve to fulfil his destiny in accordance with his earthly deeds and earthly thoughts comes as a wish at the end of the Moon period. And if this wish—which arises from experience of the whole of the earthly life back to birth—is devoid of fear, the man is ready to be received into the next sphere, the Mercury-sphere, into which he then passes. In the Mercury-sphere he is instructed by the Beings whose realm he has entered—Beings who have never been on Earth, who were always super-sensible Beings; in their realm he learns how to shape his further destiny. Thus, to learn what a man goes through between death and a new birth, corresponding in his spiritual existence to what he experienced among earthly beings between birth and death, we must follow him through the Mercury-sphere, the Venus-sphere and the Sun-sphere. For the totality of man's life consists in the earthly existence between birth and death and the heavenly existence between death and a new birth. This constitutes his life in its totality, and of this we will speak in the next lectures.

Ladies and gentlemen! What I would like to do on this occasion is not actually to give a lecture, but rather to encourage as widespread an understanding as possible between those who are involved in the leadership and work of the Waldorf School and the parent body. The reason for this is that I really believe that this understanding, this working together of the parents with the teachers and others involved in the leadership of the school is something extraordinarily necessary and significant. Allow me to begin by describing an experience I had not long ago, an experience that will illustrate the importance of the issue I have just pointed out. Several weeks ago it was my task to take part in the festival in Stratford-on-Avon in England, a festival organized to celebrate the birthday of Shakespeare.¹ This Shakespeare festival was one that took place wholly under the influence of education issues. It was organized by people who are deeply interested in the education of children and adults. It can also be said that during this entire festival the world of Shakespearean art merely provided a background, since the actual issues that were being dealt with were contemporary issues in education. On this occasion one of the small effects, or perhaps even one of the large effects, of the pedagogical course that I held at Christmas at our Goetheanum in Dornach became evident.² Some of the people involved in this Shakespeare festival had taken part in this course.

Now, not far from London there is a boarding school which is not very large yet, but which is headed by a person who was present at the Dornach course and who took from there the impulse to introduce what we can now call Waldorf pedagogy, the Waldorf system of education, into this boarding school and perhaps also to apply it in expanding the school.³ We were invited to see this educational establishment, and in the course of the visit various questions were raised regarding how the school is being run at present and what could be done to transplant the spirit of the system of education that is fostered here in the Waldorf School to their situation.

One question in particular came up for discussion. The people in charge said that they were doing well with the children; each year they accept as many children as the small size of the establishment permits. The most difficult thing for them, however, was working together with the parents, and the reason for the difficulty—and this is certainly an international concern—was that nowadays the older generation everywhere has certain very specific views on how education is supposed to proceed. There are many reasons why parents send their children to one boarding school rather than another. But when there actually is a slight deviation from what they are accustomed to, it is very easy for disagreements to arise between the school and the parents. And this is something that really cannot be tolerated in an independent system of education.

The boarding school in question was experiencing especially great difficulties in this regard. What I am attempting to do now is neither to criticize nor to make recommendations, but simply to state the facts. In this school, in spite of the fact that it is a residential facility, there are no domestic employees at all. All the work of maintaining the school is done by the children and teachers. Cleaning the hallways, washing the dishes, planting the vegetables, taking care of the chickens so that they provide eggs—the list could go on and on. The children are involved in all kinds of work, and you certainly get the impression that things are run very differently there than in most other boarding schools. The children also have to cook and do everything else, and this goes on from first thing in the morning until late in the evening. It is also evident that the teachers and residential staff put a lot of energy into doing these things with the children. As I said, my intention is neither to criticize nor to advocate what they are doing; I only want to present it to you. Now it can happen that when the children go home on vacation and tell their parents about everything they have to do, the parents realize that they had not imagined it like that, and they cannot understand it. That is why it is so difficult to sustain harmony with the parents in this case. I describe this case only in order to point out how necessary we feel it to be, if we take a system of education seriously, to work together in complete harmony with the children’s parents.

Now of course our situation in the Waldorf School is different. We have no residential facility, we simply have a school where we naturally have to keep the principles of child-rearing in mind while providing academic instruction. Nevertheless, you can rest assured that working together with the parent body is a fundamental element in what we in the Waldorf School regard as our task. In running the school, an infinite number of questions constantly arise with regard to the weal and woe of the children, their progress, their physical and mental health—questions that can be solved only in partnership with the parents. This is why it will actually become more and more necessary for these parents’ evenings to evolve—and all the circumstances will have to be taken into account—and to become a more frequent event in the running of our school.

Our Waldorf School is meant to be a truly independent school, not only in name but in its very essence, and simply because it is meant to be an independent school of this sort, we are dependent on help from the parent body to an extraordinary extent. It is my conviction that if we have the desire to work together with the parents, this will call forth nothing but the deepest satisfaction on the part of all the parents.

The Waldorf School is an independent school. You see, ladies and gentlemen, what it actually means to be an independent school must be stated over and over again, and it cannot be stated strongly enough for the simple reason that in broader circles today it is scarcely possible to realize the extent of our need for independent schools of this sort. The prejudice of thousands of years is working against us, and this is how it works.

We do not need to look back very far in humanity’s evolution to find a school system, especially a primary school system, that was independent to a very great extent. But at that time independence caused a lot of illiteracy because few people sought out formal education. Then, in the course of humanity’s evolution in civilized areas, the desire began to grow in people to promote a certain educational basis for our interactions in society. At this point I cannot go into how this desire arose, but it came about at a time when people had renounced their allegiance to the old gods and now expected to receive all the blessings of humanity’s evolution and everything needed to advance it from a new god, the god of the State. Central Europe in particular was an area where people were especially intent on seeing the god of the State as a universal remedy, especially in the education of children.

In those times, the principle that was applied as a matter of course was that parliaments and large advisory bodies and so on were gatherings in which geniality could flourish, even if the individuals involved in these representative gatherings were not impressive in their degree of enlightenment. The opinion prevailed that by gathering together, people would become smart and would then be able to determine the right thing to do in all circumstances.

However, some individuals with a very good and profound understanding of these matters, such as the poet Rosegger,⁴ for example, were of a different opinion. Rosegger coined the expression—forgive me for mentioning it—"“One person is a human being; several are people; many are beasts.” Although this puts it a bit radically, it does contradict the opinion that has developed in the last few centuries, namely that all things state-related will enable us to determine what is right with regard to educating children. And so our school system simply continued to develop in the belief that there was no alternative to having everything spelled out for the school system by the political community.

Now, an independent school is one that makes it possible for the teachers to introduce into the educational system what they consider essential on the immediate basis of their knowledge of the human being and of the world and of their love for children. A non-independent school is one in which the teacher has to ask, “What is prescribed for the first grade? What is prescribed for the second grade? How must the lesson be organized according to law?”

A free school is one in which the teachers’ actions are underlain by a very specific knowledge of how children grow up, of which forces of body and soul are present in them and of which ones must be developed. It is a school in which the teachers can organize what they have to do each day and in each lesson on the basis of this knowledge and of their love for children. People do not have a very strong feeling for how fundamentally different a non-independent school is from an independent school. The real educational abilities of the teachers can develop only in an independent school.

That people actually do not have any real feeling for these things at present is the reason why it is so difficult to continue to make progress with an independent school system. We must not succumb to any illusions in this regard. Just a few hours before leaving to come here, I received a letter informing me that after a long time had been spent working to open a school similar to the Waldorf School in another German city, the request for permission had been turned down. This is a clear sign that the further evolution of our times will not favor an independent school system. This is something I want to ask the parents of our dear schoolchildren to take to heart especially: We must lavish care and attention on this Waldorf School we have fought for, this school in which the independent strength of the faculty will really make the children grow up to be allaround capable and healthy human beings. We must be aware that, given the contemporary prejudices we confront, it will not be easy to get something like a second Waldorf School. At the same time, it should be pointed out that this Waldorf School, which has not yet been in existence for three years, is something that is presently being talked about all over the civilized world. You see that it is nonetheless of significance—think about what I said about the school near London—that a group of people have gotten together to bring a Waldorf School into existence there.

We can also look at this issue from the much broader perspective of the need to do something to restore the position of the essential German character in the world. You can be sure, however, that the significance of this German essence will be recognized only when its spiritual content, above all else, is given its due in the world. This is what people will ask for if they meet the world in the right way. They will become aware of needing it.

For this to happen, we really need to penetrate fully into the depths of this German essence and to become creative on the basis of it. This is evident from something such as the vehement, sometimes tumultuous educational movement that could be experienced at the Shakespeare festival, which showed that there is a need all over the world for new impulses to be made available to the educational system. The impossibility of continuing with the old forms is a concern for all of civilized humanity.

The fact of the matter is, the things that are being fostered in the Waldorf School give us something to say about educational issues that are being brought up all over the world. But we also have almost all of the world’s prejudices against us, and we are increasingly faced with the prospect of having our independence taken away, at least with regard to the lower primary school classes. It is extraordinarily difficult to combat these prejudices, and the Waldorf School can do so only by making its children grow up to be what they can beonly as a result of the independent strength of the faculty.

For this, however, we need an intimate and harmonious collaboration with the parent body. At an earlier parents’ meeting I was able to attend, I pointed out that simply because we are striving for an independent school system, we are dependent on being met with understanding, profound understanding, on the part of the parents. If we have this understanding, we will be able to work properly, and perhaps we will also be able after all to show the true value of what is intended with the Waldorf School.

At that time I emphasized that we must strive to really derive our educational content from an understanding of the being of the child and the child’s bodily nature. Since to observe the child is to observe the human being, it is possible to observe children in this way only if we are striving for an understanding of the human being as a whole, as anthroposophy does. We must say again and again that it is not our intention to introduce anthroposophy into the school. The parents will have no grounds for complaining that we are trying to introduce anthroposophy as a world-view. But although we are avoiding introducing anthroposophy into the school as a world-view, we are striving to apply the pedagogical skill that can come only from anthroposophical training as to how we handle the lessons and treat the children. We have placed the Catholic children at the disposal of the Catholic priest and the Protestant children at the disposal of the Protestant pastor. We have independent religious instruction only for those whose parents are looking for that, and it too is completely voluntary; it is set up only for those children who would otherwise probably not take part in any religious instruction at all. So you see this is not something we stress heavily. Whatever we have to say with respect to our world-view is strictly for adults.

But I would like to say that what anthroposophy can make of people, right down to the skill in their fingertips, applies especially to teachers and educators. In dealing with children and with instructional content, what we should strive for is to have the children find their way quite naturally into everything that is presented to them in school, as a matter of course. We should assess carefully in each instance what is right at a particular stage of childhood.

You know that we do not introduce learning to read and write in the same way that is often used today. When the children begin to learn to write, we develop the shapes of the letters, which are otherwise something foreign to them, out of something the children turn to with inner contentment as a result of some form of artistic activity, of their artistic sense of form. The reason why our children learn to write and read somewhat later is that if we take the nature of the child into account, reading must come after writing.

Those who are accustomed to the old ways of looking at things will object to this, saying that the children here learn to read and write much later than in other schools. But why do children in other schools learn to read and write earlier? Because people do not know what age is good for learning to read and write. We should first ask ourselves whether it is altogether justified to require children to read and write with any degree of fluency by the age of eight.

If we expand on these ways of looking at things, more comprehensive views develop, as we can experience in a strange way: Anyone who knows a lot about Goethe knows that if we had approached him with what is demanded academically of twelve-year-olds today, he would not have been able to do it at that age. He would not have been able to do it even at age sixteen, and yet he still grew up to be the Goethe we know of.

Austria had an important poet, Robert Hamerling.⁵ As a young man, he did not set out to become a poet—that was something his genius did for him. He wanted to be a high school teacher, and he took the teacher certification exam. It is written in his certificate that he demonstrated an extremely good knowledge of Latin and Greek, but that he was not capable of handling the German language well and was thus only fit to teach the lowest class. But he went on to become the most important modern poet of Austria. And he wrote in the German language, not in Slovakian.

Our educational impulses must take their standard from actual life. The essential thing about our method of education is that we keep the child’s whole life in mind; we know that if we present the child with something at age seven or eight, this must be done in such a way that it will grow with the child, so that it will still stay with the person in question at age thirty or forty, and even for the rest of his or her life. You see, the fact of the matter is that the children who can read and write perfectly at age eight are stunted with regard to certain inner emotional impulses that lead to health. They really are stunted. It is a great good fortune for a child to not yet be able to read and write as well at age eight as is expected today. It is a blessing for that child’s bodily and emotional health.

What we need to foster must be derived from the needs of human nature. We must have a subtle understanding of this, and not merely know the right answer. It is easy to stand in front of a class of children and to figure out that this one said something right, but that one said something wrong, and then to correct the wrong thing and make it right. However, there is no real educational activity being practiced in that. There is nothing essential to the human development of a child in having the child do compositions and assignments and then correcting them so the child is convinced that he or she has made mistakes. What is essential is to develop a fine sense for the mistakes the children make. Children make mistakes in hundreds of different ways. Each child makes different mistakes, and if we have a fine sense of how different the children are with regard to the mistakes they make, then we will discover what to do to help them make progress.

Isn't it true that our perspectives on life are all different? A doctor does not have the same perspectives on an illness that a patient has. We cannot ask a patient to fall in love with a particular illness, and yet we can say that a doctor is a good doctor if he or she loves the illness. In our case, it is a question of falling in love, in a certain respect, with the interesting mistakes the children make. We get to know human nature through these mistakes. Excuse me for expressing myself radically, but these radical statements are really necessary. For a teacher, keeping track of mistakes is more interesting than keeping track of what the children do right. Teachers learn a lot from the children’s mistakes.

But what do we need in addition to all this? We also need a strong and active inner love for human beings, for children. This is indispensable for teachers. At this point innumerable questions arise. We are concerned about a particular child’s health of body and soul. We see this child for a few hours a day; for the rest of the time we must have confidence, complete confidence, in the child’s parents. This is why the teachers and educators of our Waldorf School always appeal to this confidence, and why they are so eager to work in harmony with the parents for the well-being of the children. As a rule, this is not something that is aspired to in a non-independent school to anywhere near the same extent; there people stick to observing the rules. That is why the very idea of independence in education often meets with very little understanding today.

In some countries, if you talk about independent schools, people will tell you that while things may be like that in Germany, they do not need to found independent schools because their teachers are already free. Teachers themselves will tell you that. It is astonishing that they respond like that, because we can tell that the people who are answering no longer have any idea that they could feel unfree. They do what they are ordered to do. It does not occur to them that it could happen differently, so they do not even feel that things could be different.

Just think of how different your situation is from other people’s with regard to understanding the Waldorf system of education. Other people have to make an effort to understand when we tell them we want to do things in a certain way because we believe it is the only right way. I believe that as parents of Waldorf School children you can see directly, in the beings that are dear to you, what is being done in the Waldorf School and how the relationship of the entire school to the child is conceived. It would be nice if there would come a time when it would be enough for parents simply to be content with what is being accomplished in an independent system of education. Today, however, all of you, who can see results in your own flesh and blood of how this Waldorf School is trying to work, must become strong and active defenders and promoters of the Waldorf system of education.

We have many other difficulties in addition to this. You see, if we really could live up to our ideals, we would be able to say that according to our insight, we should do this particular thing when the children are six, seven and eight, and this other thing when they are nine, ten, eleven and twelve, and so on. The results would be the best if we were able to do that, but we cannot; in some respects we must accept a compromise, because we cannot deny these children, these human beings who are growing up, the possibility to take their place in life.

So we have decided to educate the children from the time when they first enter primary school up to age nine in a way that is free of outer constraints, but while we are doing what human nature requires, at the same time we will support the children in a way that will enable them to transfer to another school [at the end of that time]. The same applies to age twelve and to age fourteen or fifteen. And if we have the good fortune to be able to continue adding grades, we must also make it possible for the young ladies and gentlemen who complete these grades to enter universities and technical colleges. We must make sure that the children will be able to enter these institutions of higher learning. I think it will be a long time before we are given the possibility of granting graduate or undergraduate degrees. We would accomplish much more if we were able to do that, but for the time being all we can do is to enable first the children and then the young men and women to learn what is required in public life in a way that does not inflict great damage upon them.

We find ourselves in very serious difficulties in this regard. You see, if you assess the situation according to human nature, according to what is good for human beings, then you would say that it is simply terrible for young men and women to be in modern college-preparatory and vocational high schools at the age of fourteen, fifteen, sixteen, seventeen. It estranges them from all of life. We must do what is necessary, whatever we can do, to make sure at least that the body also achieves a degree of skill that makes it fit for life. I often mention that you meet grown men nowadays who are incapable of sewing on a button for themselves if one gets torn off. I say this only by way of example. There are other similar things that people also cannot do, and above all they do not understand anything about the world. Individuals need to stand there in the world with their eyes open so that their hands are free to do whatever is needed. You see, this is why at a certain age we need to introduce the elementary aspects of things like spinning and weaving. Now, however, when students graduate from ordinary schools, they are not tested in weaving and spinning or in other arts that are useful in life, and so we must do these things in addition to all kinds of things that are required for the exam. This means that we must arrange our lessons as economically as possible. There is a special art to this in teaching.

Perhaps I may be permitted to introduce an example that happened to me personally. It was a long time ago. A family had entrusted their children to me for tutoring, and among them was an eleven-year-old boy who had been given up on as far as education was concerned. He was eleven years old, and for my information they showed me a sketchbook in which he had demonstrated his drawing ability. This sketchbook had a gigantic hole in the middle of the first page. He had done nothing but erase; that was all he could do. He had also once taken the test for entry into the first grade, and could do nothing at all. With regard to his other behavior, he often did not eat at the table but went into the kitchen and ate the potato peels, and there were difficulties in many other respects as well. It was a question of accomplishing as much as possible in the shortest possible time. I often had to work for three hours to get the materials together for what I would present to the boy in fifteen minutes. After two years he had progressed to the point where he could enter the Gymnasium. He was a hydrocephalic, with a huge head that steadily became smaller.

I mention this case because it shows what I mean by economy of instruction. Economy of instruction means never spending more time on something with the children than is necessary according to the requirements of physical and mental health. Nowadays it is especially important to practice this economy of instruction because life demands so much. Our Latin and Greek teachers, for example, are in a difficult situation because we have much less time to spend on these things, and yet they still have to be fostered in a way that meets the legitimate demands of cultural life. In all subjects, we must seek the art of never overburdening the children. And I must say that in all these things, we need to be met with understanding on the part of the parents; we need to work together in harmony with the parent body.

Really, the genuine successes that are of the greatest significance for life do not lie in accomplishing something amazing on behalf of one or the other gifted student. Genuine successes lie in strength for life. Thus it is always deeply satisfying to me when it happens that someone says that a certain child should be moved from one class to another so that this or that can be accomplished. The teacher fights for each and every child from time to time. These are real successes that take place within the loving interaction between the faculty and the children. Something can come of this, and things on which such great value is placed, such as whether the children are a little ahead or a little behind, fade into the background in comparison.

We are already being confronted with the fact—again, I would like to put it radically—that we cannot possibly be praised by those who hold the usual opinions about today’s school system, who are coming from these opinions. There is always something wrong in believing that something would be accomplished if people who think like this were to praise us. If that was how things were, if we were praised by today’s school authorities or by people who believe that these authorities are doing the right thing, then we would not have needed to start the Waldorf School at all.

Thus it is a matter of course for us to depend on the parents being in harmony with us and giving their time and attention to a method of education that derives from what is purely human. This is what we need today, and in a social sense, too.

Social issues are not resolved in the way we often imagine today. They are resolved by putting the right people into public life, and this will happen only if people are able to grow up really healthy in body and soul. We can do very little to influence what is specific to an individual, what an individual is capable of learning on the basis of his or her particular abilities, because in order to be of service at all in educating a person to become the best he or she can be—if we had to teach a Goethe, for example—we as teachers would have to be at least the equal of the person we are teaching. We can do nothing about what an individual becomes through his or her own nature; there are other factors determining that. What we can do is to remove obstacles so that individuals find the strength within themselves to live up to their potentials. This is what we can do if we become real educators and if we are supported by our contemporaries.

First and foremost, we can be supported by the parent body. We have found an understanding body of parents. Certainly, what I have to say tonight is filled with a feeling of gratitude. That so many of you have appeared tonight gives me great satisfaction. I hope we will be able to talk about details in the discussion period to follow; our teachers are prepared to answer any questions you may ask. Before that, however, I would still like to point out certain characteristic traits.

Recently the Waldorf faculty and I held a college-level course in Holland.⁶ The afternoon session in which pedagogical issues were discussed was led by Fraulein von Heydebrandt of the Waldorf School.⁷ This was one of the most interesting afternoons because we saw that today’s educational questions are of concern all over the world. Of course we know that we have no right to harp on how wonderful it is that we have come so far; we are not trying to emphasize our accomplishments.

The way things are today, many people recognize the impulse behind our school. What is still lacking, however, is for them to stand energetically behind us so that this cause can win additional support and become more widespread. Of course we realize that the first concern of parents is to have the best for their children. But with things as they are today, the parents should also help us. Going through with this is difficult for us. We need help in every respect; we need the support of an ever growing circle so that we can overcome the prejudice against our method of education. I say the following with a certain reserve; I certainly want to remain convinced that those who are sitting here have done everything they can financially. I am speaking under this assumption so that none of you will think that I want to step on your toes. Nonetheless, the fact remains that if we want to go forward, we need money.

Yes, we need money! Now people are saying, “Where is the idealism in that? What are you anthroposophists doing, telling us you need money and pretending to be idealists?”

Ladies and gentlemen! Idealism does not stand on firm ground if it makes grandiose statements but says, “I am an idealist, and since I am an idealist, I despise my wallet. I do not want to get my fingers dirty; I am much too great an idealist for that!”

It will scarcely be possible to make ideals into reality if people are such great idealists that they are unwilling to get their fingers dirty when it comes to making financial sacrifices. We must also learn to strike the right note in public in suggesting to people that they give us some support in this matter, which is still a great and terrible cause of concern for us.

After all, the Waldorf School is big for a single school; it has enough students. It is almost not possible to maintain an overview any more. This is a concern that has to be taken very seriously. We certainly do not want the school to grow larger in its present circumstances; we are going to give in to the need for physical expansion. But then the number of students will increase, as will the number of teachers. And since teachers cannot live on air, this requires the means to support them.

I am assuming, ladies and gentlemen, that each of you has already done whatever you can. It is now a question of spreading the idea further in order to find the idealists out there. There must be a decision on the part of the parent body to help the Waldorf School with regard to its material basis, or I am afraid that in the near future, if we want to continue to take care of things properly, our worries will become so great that they prevent us from sleeping, and I am not sure that the teachers in the school will be the kind you want to have there if they are no longer able to sleep at night!

Some people may have the feeling that I have been too radical in my choice of some of the things I have pointed out today, but I hope to have been understood on some of these points. I especially hope that I have not been understood merely on details. I would like to be understood on the farreaching issue of our need to be in cordial harmony with the parent body if we are to function effectively in the Waldorf School. T particularly wanted to point out the need for this because it actually already exists to such a great extent, and we will be best able to find possibilities for progress in this area if the groundwork has already been laid.

Out of the details of our aspirations, which can be addressed in the discussion to follow, out of all the details that come up in these parents’ meetings, let us take with us the impulse for cordial harmony among teachers and educators and the parent body. You parents certainly have a profound vested interest in this harmony because you have entrusted the most precious thing you have to the faculty.

Out of this awareness, out of our awareness of the faculty’s responsibility toward what is most precious to the parents who are associated with us, out of this collaboration may the spirit which has showed itself in the Waldorf School to such a satisfying degree continue to flourish. The more this unity thrives, the more this spirit will also grow and thrive. And the more this is the case, the more we will also achieve that other thing, that best of all possible human goals: to educate the young people entrusted to the Waldorf School for their life in human society. These people will need to stand up to the storms of life. If they are capable of finding the right ways of working together with other people, then it will be possible to resolve the individual human and social issues.

From the discussion

A question Is asked about the Abitur:

Dr. Steiner: I myself have only this to say: On the whole, the principle I have already presented applies. Through economy of instruction, we must get to the point where what we can achieve for the children at the most important stages in life will enable them to fit into what is demanded today. We cannot set these standards or decide whether or not we think they are right; we must submit to them. We are not being asked the question of whether or not what the Abiturrequires is justified. This will have to be accomplished through economy, and as of now we are not yet in a position to do this, but I fully believe that it will be possible to achieve this goal, even though it does not yet look like it in the case of the people in question. Our principle, however, is to make the children able to take the exam at the appropriate age. But there are also external difficulties to be overcome; the school must be approached without bias. Naturally, I know that it would be possible for someone to flunk boys or girls even though we had brought them to the point of being able to take the exam. I gave you the example of how it would be easy for me to flunk the commissioners themselves. We are striving to have our students be able to take the exam, regardless of what we think of it. We want our teaching to be in line with real life and not with some eccentric idea. As much as possible, we must try to introduce our students to life in the right way.

Something along these lines is still possible in Central Europe, while in Russia that is no longer the case. We must be glad for what we have. If we introduce it to the children now, more will be possible in the next generation.

I am emphasizing explicitly that we are not crazy characters who say that our children are only allowed to do this thing or that. We will go along with what is asked for in the exams, even if we are not always in agreement with it. Meanwhile, we are still taking everything into account that we deem necessary for the sake of humanity’s salvation.

Question: Would it not be possible to have school only in the mornings?

Dr. Steiner: There is always more than one viewpoint to consider in questions like this, isn't there? It has been said that instruction should take place between seven o'clock and one o'clock. Now let me point out some of the principles involved. In the question-and-answer sessions during my course of lectures at Christmas, the question of fatigue was raised, and I mentioned that the intent of our educational method was to refrain from fragmenting and dissipating the children’s attention by having an hour of religion followed by an hour of zoology and so on. The point is to teach in such a way that the children’s attentiveness can be concentrated. That is why a particular subject is taught for a longer part of the school day and over several weeks on end. This view is derived from specific knowledge of the nature of the child.

It was asked if the children do not get tired. I must draw your attention to the fact that in principle in our way of teaching we do not count on head work at all when dealing with children between seven and twelve years of age. That would be wrong. Instead, we count on the involvement of the rhythmic system and of the emotions connected to the rhythmical system of breathing and circulation. If you think about it, you will realize that people get tired, not through their rhythmic system, but through their head and limb systems. If the heart and lungs were to get tired, they would not be able to be active throughout an entire lifetime. The other systems are the ones that get tired. By counting on the rhythmic system during these years, we do not make the children as tired as they would get otherwise.

Thus, when experimental psychology investigates fatigue and states as a result of its experiments that children are so tired after three quarters of an hour that they need a change, this only proves that the teaching was done in the wrong way, tiring the children unjustifiably. Otherwise, the time limit arrived at would be different. The point is to conduct the lesson in such an artistic way that this kind of fatigue does not set in. We can achieve this only slowly and gradually, because new educational practices along these lines can be developed only gradually.

You see, ladies and gentlemen, it is possible to prevent the children from tiring to a very great extent by teaching in the right way. This is not the case with the teachers, however, because they have to work with their heads. And if we want to do the pedagogically correct thing and keep the instruction in the hands of one person, I would like to know what the teacher would look like who is supposed to teach from seven o'clock in the morning straight through until one in the afternoon. This is the main thing we have to consider. These teachers would be exhausted by ten o’clock if they had been teaching since seven, and it is not a matter of indifference whether or not we would continue to wear them out. That is not desirable, regardless of how much I might wish that the children from out of town would not have to make a two hour trip for one lesson in school. But that is the exception; it is exaggerated. Secondly, there are some things that must simply be accepted for the sake of achieving anything at all. Of course we cannot arrange the lessons for all the children in the way that would be desirable for the ones who live so far out of town. Of course that cannot happen. In such things, therefore, we have to deal with the actual circumstances.

In any case, we have arranged things so that the lessons that address the children in spirit and soul are given in the morning, to the extent that this is feasible. The afternoon is for eurythmy and artistic lessons. Instruction has been integrated into the times of day in a way that corresponds to the children’s age and nature. It would be a mistake to hold school from seven o’clock in the early morning until one in the afternoon, and this mistake would arouse a great deal of discontentment. It would require a complicated and completely different system [of scheduling]. Then, too, I would like to see what would happen if we had the children in the Waldorf School from seven to one and they were left to their own devices for the rest of the day. I would like to see what kind of notes and complaints would come from home because the children were coming back from their afternoons with all kinds of bad behavior. We would have to deal with both sleepiness and bad manners on the part of the children. Add that to the sleepiness of the teachers, and those notes would be full of bad things.

There are several points of view to be considered. I appeal to you to consider as a matter of course that since we could not avoid having school in session in the afternoon, the reasons we took into account took precedence.

A father asks that the students taking the Abitur be tested by a committee of Waldorf teachers.

Dr. Steiner: This is actually not an issue of education, and our work is with educational impulses. The point for us is doing what I mentioned—taking into account what is in accordance with the nature of the human being and making sure that the children are not forcibly excluded from actual life. Given the way things are, there may be certain possibilities for us in the first years. But I ask you to consider that we are exposed to certain risks in assessing whether or not a child will be able to pass the exam.

What do you think would happen if we were to guarantee that no boy or girl who graduates from this school would flunk the exam? In some cases, the parents have anticipated that the child would have difficulties with the exam and sent him or her to us for that very reason.

As teachers attempting what I have indicated, we will continue to make progress toward the possibility of the children passing the exam. Those who do not wish us well, however, would be able to prove systematically that this is not the case.

It is not up to us to make sure that an officially certified commissioner is present at the exam. If the parents want the exam to be administered by Waldorf teachers, then the parents would have to take the initiative to bring this about. It is not something that is inherent in Waldorf education. This is an issue of opportunity that would also have to be resolved as the opportunity presents itself, and perhaps by the parents. It is not that we want to be excluded from issuing valid diplomas, it is only that we will have to look at the matter from the educational point of view. I would like someone to prove to me that it makes sense from an educational point of view to subject the students to a school-leaving exam when you have been together with them for years. I would like someone to prove that it makes sense. We know what we have to say about each of our students when they have reached school-leaving age. If this needs to be officially documented for other reasons, then that can happen, but it is not actually an educational issue. Those who have experience in this field know that we can tell what a student is fit for better without exams than with them. We have no reason to work toward the goal of being allowed to administer the exams because this does not follow naturally from what underlies our educational methods.

A question is asked about discipline and the attitude of respect toward the teachers.

Dr. Steiner: If you ask whether respect exists wherever Waldorf pedagogy is notbeing applied... It is extremely important to have devotion or respect or love for the teachers come about in a natural way. Otherwise it is worth nothing. Enforced respect, respect that is laid down in the school’s regulations, so to speak, is of no value in the development of an individual. It is our experience that when children are brought up in a way that allows their own being to set the standards, they are most likely to respect their teachers. This is no grounds for complaint. Of course it cannot be denied that some individual instances do not exactly give evidence of respect. It all depends on how much the respect that grows out of love is worth, and how much more the other kind is worth if it is only demonstrated to the teachers’ face and not so much when they turn their backs. You must not imagine this as a situation in which each child does what he or she wants. It is a case of the children developing ever greater confidence in the faculty.

The progress in this particular respect is quite extraordinary. Anyone who is in a position to make the comparison will find that our progress with regard to discipline has been extraordinarily great in the past two years. The fact of the matter is that when we first got the children here, we had to think about how we would maintain discipline and so on. Now we have arrived at quite a different standpoint, actually. We have accomplished the most by having the relationship between teacher and child be a natural one. There is a great difference between how discipline is maintained at present and the situation a year and a half ago.

These things cannot be judged from a point of view that is brought in from outside; you must consider the Waldorf School itself. Respect cannot be beaten into someone—by which I do not mean to say that anything else can be. Respect must be won in a different way. In this regard, your apprehensions are understandable, but it is also necessary to break the habit of apprehension and look more closely at the results that are becoming evident in the Waldorf School.

If our school is still in existence after another couple of years, we will talk again about whether we have reached the point where our graduates can take the exams. Let us discuss it then. We are convinced that in principle this should be possible. By then we will also be convinced that there was no reason to fear that our method of education would bring about what is so very evident in the schools where compulsion is strongest, where I have seen in both the lowest and highest grades that things are in a bad way when it comes to respect. I do not think that we can take it as gospel that respect only thrives where there is compulsion in education, and that meanwhile our children are thumbing their noses behind their teachers” backs. If you deal with a child in the right way with a friendly warning, that is better than a box on the ear.

• 1. Rudolf Steiner was invited to address the conference of the “Organization for New Ideals in Education” in Stratford-on-Avon, England, April 1922. He spoke on “Drama and its Relationship to Education” and “Shakespeare and the New Ideals.” Included in Waldorf Education and Anthroposophy 1, Anthroposophic Press, Hudson, NY, 1995 [Erziehungs- und Unferrichtsmethoden auf anthroposophischer Grundlage, GA 304, Dornach, 1979.]
• 2. Soul Economy and Waldorf Education, Anthroposophic Press, Hudson, NY, 1986 [Die gesunde Entwickelung des Menschenwesens],16 lectures given in Dornach, 1921-22, GA 303, Dornach, 1978.
• 3. Known at that time as the Priory School, this is now the New School in Kings Langley.
• 4. Peter Rosegger, 1843-1918, Austrian teller of folk tales.
• 5. Robert Hamerling, 1830-1889.
• 6. Six lectures in The Hague, April 7-12, 1922. See Die Bedeutung der Anthroposophie im Geistesleben der Gegenwart, Dornach 1957.
• 7. Caroline von Heydebrandt, 1886-1938.

I can easily imagine that someone draws the conclusion from yesterday's deliberations that those personalities who belong to the groups of people, the peoples, who are only in the sixth cultural period receive their special mission because, as yesterday's expression put it, they belong to the time when development already took place in a descending line, are valued less than those who belong to groups of people of ascending development. I say I can easily imagine someone drawing this conclusion. In other words, I can easily imagine that especially in view of everything that was said yesterday, in connection with other remarks, someone is all the more likely to make a value judgment under the influence of all kinds of emotions and feelings. And so it may come about, as I pointed out, that what is said in particular in relation to these things in one place must be misunderstood in other places. Not because it is colored according to the needs of a place or certain people, but because it is not understood with the necessary objectivity, but with passion and all kinds of national aspirations. Someone might then say: So you only used words to flatter Central European culture, so to speak, and we, who belong to Eastern European culture, feel deeply offended by what has been said. Yes, when such a judgment is passed, it only proves that what I tried to show yesterday is happening, namely that it must be detached from the spiritual-scientific feeling, so detached that purely theoretical, purely abstract thinking is transformed into direct experience, that what otherwise belonged only to our knowledge is now closer to our feelings and experiences.

Anyone who would judge as just indicated would judge only theoretically and abstractly. For how would the concrete judgment that transgresses into experience be formulated in such a case? It would be formulated as follows: if what has been set apart is true, then we are heading towards a time when those who want to follow the progress of the cultural mission will no longer be allowed to be absorbed in mere national experience. The peculiarity of the fifth cultural epoch was such that the personalities belonging to it were able to merge in a certain way into the national feeling and in turn extract themselves personally from it. The sixth and seventh cultural epochs will be such that those who merely want to be national will be left behind in relation to the tasks of humanity. But this is, of course, the reason why we are pursuing a spiritual-scientific worldview: that humanity may free itself from mere national sentiment, from that sentiment which is not general human sentiment. So, what must be concluded from what was said yesterday is something quite, quite different. It is this: that the Central European national cultures are the ones that, as national cultures, have impulses within them that coincide with the great mission of post-Atlantic culture. But then there will come cultures that make it necessary for people to outgrow national impulses, and that it will not work if those who are the “excellents” today — one says “laggards”, so why not say “excellents”? — of the later cultures become completely absorbed in their national experience, and indeed with emphasis, as is happening with the population of Eastern Europe. In other words, since they have not yet received their mission in this national feeling, they are dependent on absorbing what is produced as spiritual science in order to rise above the national. Living understanding is also necessary there.

However, in today's world, where passions and prejudices are so opposed, it will be difficult to find what is necessary for people to be able to place themselves fully on the ground of spiritual science that truly strives for objectivity, to be able to place themselves fully on the ground of the purely human. We are pursuing spiritual science so that something may spread across the whole earth that goes beyond all differentiations. Therefore, those who turn to spiritual science from all nations should be able to gain objective understanding for something like what has been dealt with in that lecture cycle entitled 'The Mission of Individual National Souls', which should be studied wherever there are anthroposophists. Its significance lies precisely in the fact that it was given years before this war, so that no one can accuse it of having been produced out of the mood of this war. What matters is not that what is said here or there does not contain universal truths, but that it must be recognized how these truths are not tolerated everywhere. When I spoke here months ago, I pointed out that we in Central Europe have it easy to be objective, easier than the rest. Why we have it easier is also clear from that lecture cycle. All the deeper teachings of our serious events point out to us that something must develop out of the most diverse foundations of our present world culture that coincides with our spiritual-scientific striving. In a certain respect, one can say that these serious events are something like a powerful indication of the necessity of spiritual-scientific experience in the world. They prove that this spiritual-scientific experience must come. Therefore, what we experience here at this place can only be of secondary importance for us. Our real task is to assimilate into our soul life that which can already be understood everywhere without causing inner offence, although there are so many prejudices in so many areas.

The insights that spiritual science provides into the universal human in the human being also prepare us to be able to objectively survey everything into which we are placed by the evolution of the earth and the evolution of the world. For this, into which we are placed, is, so to speak, the soil from which we grow, and that through which we are to grow is the impulses that we take up through spiritual science. Basically, we are only with one half of our being in all the differentiations that are spread over the earth, with our physical body and our etheric body, which we also leave behind on the earth when we enter the other state of consciousness, which we can call sleep. But with the I and the astral body, we then go out of our physical body and etheric body and are then with our I and astral body in the world that man otherwise enters when he passes through the gate of death, in the world where all earthly differentiations cease, in the world into which the insights of spiritual science are supposed to introduce us. Those who can make initiation knowledge their own are truly protected by this initiation knowledge from giving any of the folk spirits special preference in a one-sided way. For how do we come into contact with the particular folk spirit to which we belong?

When we are in the spiritual world from the moment we fall asleep until we wake up, with our ego and astral body, we are not in touch with our folk spirit, with the folk spirit that, so to speak, presides over our nationality, but we are only in touch with this folk spirit during our waking day life, from the moment we wake up until we fall asleep. Among the forces in which we are immersed when we enter our physical and etheric bodies, are also the forces in which the spirit of the people to which we belong is at work. We enter the field of this national spirit, so to speak, when we awaken; we leave it again when we fall asleep. But the one who acquires initiatory knowledge must, precisely during this acquisition, dwell in the world in which his national spirit is not, for he must enter the world in which we live between falling asleep and waking up. And then something special comes to light. Let us assume that a person belongs to a very specific nation. Everyone belongs to one, in that they must count themselves as belonging to a particular nationality. When a person leaves the sphere of their folk spirit when falling asleep, they no longer have contact with this folk spirit until they wake up again. Even those who acquire initiatory knowledge enter this realm, and during the time between falling asleep and waking up, they come together with the other spirits of the nations that otherwise live on earth, except for their own folk spirit. So one lives through a being together with the other folk spirits in the time between falling asleep and waking up, and with one's own folk spirit in the time between waking up and falling asleep. Only, one does not live with each individual folk spirit, but with their collective, with their association, so to speak, with what they accomplish in relation to each other, with the totality of the other folk spirits.

So you see, human life alternates – as the knowledge of initiation tells us – between an experience with the folk spirit in the waking state and an experience with the totality of the other folk spirits in the sleeping state. Only there is a means, as it were, whereby we have an abnormal coexistence with the other folk spirits, whereby we do not come together with their totality in our sleep, but come together with a particular folk spirit. This is when we hate a nation with particular passion. That is the abnormal thing: we cannot escape it when we hate a nation with particular passion, that during sleep we enter the sphere of its folk spirit. And anyone who acquires initiatory knowledge would, if they hated a people particularly for purely personal national reasons, enter the sphere of their national spirit when they enter the field of initiation, and it would soon become impossible for them to remain within it. To put it in trivial terms, I could say: anyone who hates another people because of their national passions is doomed to sleep with their national spirit. That is a trivial way of putting it, but it is to be taken quite literally.

The facts of the spiritual world ensure that the whole human race is one and that it is not possible to separate oneself from it. But if we face such facts, we can learn a lot from them. We are talking about the fact that the world in which we live externally with our senses and with our mind, which is bound to the brain, is a great deception, a Maja; but we also take this truth, that the world is a Maja, all too abstractly, we take it only theoretically. I would like to say that we still allow ourselves to grasp this truth intellectually. To grasp it full of life, not only our intellect, but often even our will, resists that. Because what is behind the world of deception, it looks like we don't want it to look that way. We shy away from it, we fear it, because the truth is uncomfortable for us. Knowing that all of humanity is, in a very real sense, one unit is not comfortable, because it does not allow us to view feelings and enthusiasm in the one-sided way that they are often viewed today, but rather it teaches us what they mean in the world of reality. But that is uncomfortable. The will often shrinks from the truth even more than the intellect does. Therefore, it is not surprising that in our time the truths of spiritual science are still widely regarded as folly, because the folly of the time fears the wisdom of the world. But only by looking beyond appearances is it possible to understand what is actually happening. I already pointed this out yesterday and now I will explain it in a specific case.

When we follow a person as he passes through the portal of death into the spiritual world, where he lives through the time between death and a new birth in order to prepare for a new life on earth, then we must realize become clear to what extent he is influenced in his life between death and a new birth by his last life on earth, and to what extent he brings with him through the gate of death into the spiritual life the echoes of his last life on earth. We know, of course, that when a person passes through the gate of death, he carries with him, after he has given up his physical body to the earthly elements, his etheric body, his astral body and

We also know that this etheric body soon separates from the ego and the astral body, with the exception of an extract that remains, and that the etheric body connects with the general workings of the cosmos. We have often considered all this. But now it is the case that after death, through his knowledge, the knowledge that remains with him after death, the human being nevertheless looks back at the fate of the ether body, and that this fate means something to him. It means something for the person after death when he looks at the fate of his etheric body, which proceeds in such a way that this progression is a kind of result of earthly life. And this result, this outcome of earthly life turns out differently for the most diverse conditions on earth, including, among other things, the different experiences within nationalities. The remains on earth that have a meaning for a person after death are quite different, let us say, for a soul that leaves a French body and passes into the spiritual world, and quite different for a soul that leaves a Russian body today and passes into the spiritual world. Souls that leave a French body today belong to a culture that has become, so to speak, mature and overripe, which allows much of this etheric body to be experienced on earth. The peculiarity of French folk culture — not the culture of the individual — is that the etheric body itself is worked through, imbued with forces and power effects, and therefore passes through the gate of death in a very sharply defined way, and then is in the spiritual world. Such etheric bodies do not dissolve for a long time; they remain present as spectra for a long time. In his imagination, the Frenchman, insofar as he belongs to it, has a very definite opinion of himself, of what he is worth in the world. But this is nothing more than the reflection of the firmly working forces in the etheric body. The etheric body is plastically formed and thus passes into the spiritual world.

It is quite different with the etheric body of a Russian person. It is not so firmly formed, it is more elastic, so to speak, it dissolves more easily into the spiritual world; therefore the souls are less tied to it. While the soul of the Frenchman is connected to the etheric body of the Frenchman for a longer period of time, the soul of the Russian is only connected to the etheric body for a short time. What the etheric body undergoes after death means less for the soul of the East. But this has a very definite, profound, significant effect on what happens behind the scenes of our existence in the present, so to speak. The destinies of the Russian soul are quite different from those of the French soul in the time between death and a new birth.

Now we know from the most diverse considerations that we are heading towards the etheric working of the Christ-Spirit in the twentieth century. This is already indicated in the exoteric sense at the appropriate point in the mystery drama 'The Portal of Initiation' by the reappearance of the Christ as an etheric physical body. And it has also already been pointed out in various reflections that this appearance of the Christ is being prepared for those people who will be able to see him since the last third of the 19th century, in that the active spirit of the time since that time is different from what it was before. For centuries before that, Gabriel was the active spirit of the time; since the last third of the 19th century, Michael has been the active spirit of the time. It is Michael who, in a sense, has to prepare for the appearance of the Christ as an ethereal being. But all this must be prepared, all this must be 'promoted in a certain way in the development, and it is promoted. It is promoted in such a way that Michael, as it were, fights for the appearance of the Christ, that he prepares the souls in the experience between death and new birth for what is to happen in the earth aura. Now sharply defined etheric bodies, which are in the elementary world around us, would always be disturbing in the time that must approach when this etheric form, which the Christ must take, is to be seen purely. Those souls who, after death, are less affected by their etheric bodies are closer to a pure conception of this etheric form. Hence the following emerges.

We see how part of Michael's work is to help dissolve the highly cultivated etheric bodies of Western Europe, which have a fixed form, and we see how Michael uses the souls of Eastern Europe in this struggle. And so we see Michael, followed by the hosts of Eastern European souls, fighting against the Western European etheric bodies and the impressions that the souls have after 'death'. So there is a living struggle behind the scenes of today's existence. This struggle exists, this struggle in the spiritual world. This fight in heaven, as it were, takes place between Russia and France in the spiritual world, a living fight between East and West. And this fight is the truth, and that which takes place in the physical world, that is the outer maya, that is the distortion of the truth. And here, as so often, when one contemplates spiritual facts, one is often given the harrowing impression that what is taking place here in the field of deception is the very opposite of what is taking place in the spiritual world as truth.

Imagine the tremendous shock for the one who acquires initiation knowledge that there is an alliance between peoples who fight each other fiercely in the spiritual world! Of course, such things must not be generalized, nor must the conclusion be drawn that everything in the spiritual world is the opposite of the physical world. Each individual case must be examined. But in this case we also get this harrowing impression, this impression that, one might say, initially crushes our knowledge. Behind the scenes of existence, things often look very different from how they appear in the outer world. But we can only understand things in their true context if we can shine a light behind the scenes of existence from the point of view of spiritual science. But then our whole conception will also be imbued with those feelings which, as it were, allow our hearts to plunge into the truth in the face of the prejudices we must be subject to when we surrender to the currents of the external physical world. Today, Central Europe is really wedged between two fighting powers and, to a certain extent, has to keep them apart. But from this arises the connection between what I called yesterday the struggle of Central European culture and what is besieging this Central European culture on both sides, as if it were in a stranglehold. That is the karma of Central European culture: to see its development taking place between two forces that must fight each other due to an earth-historical necessity. A true sense of the tragic conflict of circumstances, as they now affect Central Europe, can only emerge from such a consideration. Only when we base our view on such a consideration do we realize that, basically, non-involvement in the struggles that are actually to be fought out is what is really characteristic of Central Europe, an innocent attitude towards these struggles and being entangled in karma. And now we have also seen what the exact harmony of what is contained in evolution is: we have seen how involved the East and West of Europe are in the coming Christ event. If we consider the struggle of Central European culture with its unification, as I characterized it yesterday, of the spiritual and the physical, then we also have the special development of the Christ impulse, which is, after all, the bearer of this unification of the spiritual and the physical. So in the middle of Europe, the phenomenon of transferring Christianity into earthly events. Here, on the physical plane, something of tremendous significance is taking place, and to the right and left, something that has to be fought for on the higher planes. The physical and spiritual planes join together when we look at them in this way.

This is the supplement to what we discussed yesterday. And so it is basically with all evolution, insofar as it develops gradually under the influence of the Christ impulse. For what is happening now in the twentieth century has gradually developed. Through the Mystery of Golgotha, the Christ Impulse has entered into the earthly development of mankind, and has worked therein. But if the Christ Impulse had been limited to the way in which people have understood it, it would have been able to accomplish little so far. We are only just beginning to understand; we are only just beginning to grasp something of what the Mystery of Golgotha is through spiritual science. The Christ Impulse has worked. But it has truly worked least of all in the bickering and shouting of theologians. It would have been bad if only as much of the Christ Impulse could have entered into the evolution of the earth as people have grasped with their minds in the various epochs. But I have pointed out how the Christ impulse has worked through the centuries into the unconscious powers of the soul. I have described to you how on October 28, 312 Constantine stood against Maxentius, and how a battle was fought there that decided the fate of Europe. This battle was not fought by the skill of the generals, but by what took place in the subconscious of men. Maxentius consulted the Sibylline books. They seduced him, instead of leaving his armies in safety in Rome, to lead them out of the gates of Rome, to meet the armies of Constantine. But Constantine had the dream: to let the monogram of Christ go in front of his army. Thus it was not the sagacity of the generals that was followed, but dreams, that is to say, the impulses of the subconscious. Europe has been shaped by what emerged from this. The real shaping of the Christ impulse, over which theologians quarrelled, did not come from what the theologians argued about, but from what the living Christ was in the fields where he can work. Not the human concepts of Christ are important, but the living Christ, who works through the impulses that are His. When people did not understand Him, He entered into a realm where there is no need to understand, where one absorbs in dreams what is to pass into the sphere of the will.

And once again it was in Europe that the Christ impulse penetrated and gave Europe a certain shape: in the 15th century, when Europe took on a completely different shape through the simple country girl, the Maid of Orleans. Had England triumphed over France at that time – which the Maid of Orleans prevented – all subsequent historical developments would have been different. But truly, the shepherdess of Orleans did not have human wisdom, but in her the Christ Impulse worked through its Michaelic forerunner, outwardly in favor of France, but in reality in favor of England; for otherwise England would not have been able to undergo the development that it has undergone. But the Christ impulse worked with tremendous clarity for those who want to see through the world spiritually, for what was to come.

I have often pointed out how those old legends, those old sagas and myths contain truths that indicate that in the thirteen nights between Christmas and the Feast of Epiphany, that in these nights of deepest winter darkness is the time when the powers of clairvoyance are particularly favorable to the powers of clairvoyance. Where, so to speak, the physical forces withdraw most into inactivity, there the spiritual forces are particularly active. These thirteen nights, from Christmas to January 6th - so an old Norwegian legend tells us - Olaf Ästeson slept. And in this sleep he went through all that in imaginations, which we now recognize anthroposophically as Kamaloka, as the soul world, as the spiritual world. That is a truth. And many a person who, I might say, is at the gateway of initiation, can give this initiation its final perfection if they can achieve a very special, concentrated inner experience during this time, into which the birth of the Christ, the spiritual sunlight, has rightly been placed. One might say: If someone is to experience an unconscious initiation, when would they best experience it? Then he would experience it best if he is prepared during these nights, when he is in a state of sleep, a kind of state of being removed from the world, until January 6. Could we not assume that the shepherdess, Joan of Arc, who was certainly not educated or trained in the humanities but was inwardly spiritualized, could have been best initiated if she had gone through these nights in a kind of sleep state, a state where she would not have comprehended the outer world through the senses and the mind? She did! In the time before physical birth, one is certainly not predisposed to perceive the surrounding world through the external senses, because these senses only awaken at birth in physical existence. One is also not capable of reflecting through the mind before birth, but the spiritual part is then in contact with the cosmic spiritual environment.

Now, the Virgin of Orleans spent the thirteen days before January 6 in her mother's womb, because she was born on January 6. This is a fact that speaks profoundly of the interrelationships between worlds. The World Spirit guiding evolution needed a human soul in the body of the Virgin of Orleans, who spent the last thirteen days of pregnancy in her mother's womb until January 6, when she was born. There we see deep into those connections that are behind the scenes of existence. There we see how the world is led in spiritual terms. A soul was born that was initiated, so to speak, by the spirit of the world itself up until its birth. It is therefore a matter of acquiring a sense of how the carpet of external Mayan existence is spread out before us: if we tear it in different places, we can begin to glimpse the secrets of existence. And this must become feeling and intuition for the transforming power of spiritual science for the culture of humanity. It must become an intuitive perception that in order to look into the secrets of the world, one must radically break with the mere observation of the external maya, which of course had to occur since the splendor and fame of scientific research. But in the future this splendor and fame must be replaced by spiritual science. Above all, what humanity needs for the real assimilation of spiritual science in the soul will be a truly good will for the connection of one's own soul with the spiritual worlds. But all this must proceed from a certain self-knowledge. Yet self-knowledge is not at all easy, and it is one of the greatest illusions to which one can succumb in ordinary life to think that self-knowledge, which must be the beginning of all true knowledge, is easy.

Even with regard to the most external things, it is not even particularly easy. I have a book here that has coincidentally – in what one calls a coincidence – karmically come into my hands again these days: the book of a contemporary philosopher who was a professor of philosophy at the University of Vienna: “Analysis of Sensations.” The person who wrote the book makes very interesting self-revelations. On page 3, he says: As a young man, I once saw my face in profile in a mirror while walking across the street, but I did not recognize it as my own face. I thought: What a repulsive, unappealing face! — So you see, even to this extent, self-knowledge of the purely external form is not even that widespread. The good man openly admits: he encounters a highly unappealing face with a repulsive character, and then he discovers that it is his own. He knew himself so little in terms of his external appearance. You see, it is not easy to acquire even external self-knowledge. You can be a university professor and still not know yourself, as this example testifies. Ernst Mach, that is the professor's name, makes a similar confession. He is completely honest. He says: “I once came back from a journey quite tired and got into an omnibus. At the same time, someone else got into the omnibus. I thought: what a run-down schoolmaster is getting in there!” — And lo and behold, it was me. — He had seen himself in the mirror. The good man knew what a rundown schoolmaster looks like, so he saw one getting on, but he couldn't identify with it, he didn't know that he looked like that. He adds to his story: So I knew the class habitus better than my own!

Much more difficult than knowing our outer appearance is knowing our soul, knowing what we actually are in our spiritual being. But without this, it is not possible if one really wants to make progress in the field of initiation. Delusion about oneself is one of the most widespread human peculiarities, and what takes place in the depths of the human soul is generally not known. It is very easy to think: Yes, I know myself, I know what I want! One forms certain ideas about oneself; but these are mostly

not really suited to express what we truly are. Down there in the soul, it often looks quite different from the region where we form ideas about ourselves. Some examples are given that not only can happen, but often do happen in human coexistence: Two people live together. One of them has something against the other, so that he actually likes to torment and torture the other sometimes, sometimes more intensely, sometimes less. Whatever the cause of this torment may be, it can be an original urge to be cruel. A person can go around seemingly quite harmlessly in the world and yet actually be a very cruel fellow who feels the need to torture a fellow human being. If you talk to this person, he will not forgive you if you think of him as a cruel fellow, as a disgusting guy who only feels satisfied when he can torture his fellow human beings. but he will say: Oh, I love this person so much, so terribly, but he just does this and that and that, and precisely because I love him so much, I can't stand it when he does that! This is in the person's conscious mind, but in the subconscious is the cruelty. And the ideas of the conscious mind are only there to conceal, to excuse us from ourselves. The way we form ideas in the conscious mind is only there to excuse us properly from ourselves. I knew a gentleman who emphasized at every opportunity that he only adopted a certain intellectual direction out of pure unselfishness, that he was not particularly sympathetic to this direction, but out of a sense of duty and unselfishness he had to adopt this direction. I said to him: What you think about the things you do and why you do them is not important, but what is important is why you really do them. And you do it because it gives you lust to do just that, because it particularly flatters your vanity to do this. — It is unpleasant to admit: I am actually quite vain, that's why I do this or that. — That's why we love our Maja, she does it differently. The Maja that we carry in our consciousness about ourselves is often even more unlike reality than the Maja that we have about spiritual science. Love is certainly a wonderful thing, and rightly so in the eyes of humanity. But all too often it is wrongly spoken of! When we were still connected with the other Theosophical Society, we often heard how it depends on people loving each other deeply and truly! Often this love was only the veil that was cast over the dogmatic quarrels. For love can often be a mask for the strongest selfishness. When someone takes particular pleasure in doing this or that, they often disguise what they do and what actually gives them pleasure as love; and they excuse themselves for what they would never actually confess, leaving it in the depths of their subconscious. Yes, when we descend into this human being, then we really soon descend into an abyss. Man can really only recognize himself by delving into the secrets of spiritual existence, by familiarizing himself with the great laws of this spiritual existence. For the human being is complicated, and it is the greatest error to believe that this human being is somehow simple. I would like to say: All the secrets of the world are combined to bring the human being together. But things must be properly understood.

Playing with self-knowledge stops very quickly when you realize something of the spiritual secrets of human existence. Let us assume that a person, through some training or other, begins to have a certain clairvoyance and even manages to see quite wonderful images that he can fix, so that people come and are completely enchanted by the meaningful connection between this person and the spiritual world. The connection undoubtedly exists, but one must see through this spiritual connection in its truth, one must see through what it can really be. You see, the human being, with its physical body, is based on the etheric body as its creator, then the astral body, then that which we call the ego carrier. All of this works on the physical body, and each higher body in turn works on the lower. If you take the etheric body and examine it directly with clairvoyance, it is a wonderful structure of shimmering colors that flow into each other. What are these colors that flow in the etheric body? Yes, these are the forces that build the physical body, the forces that not only build organs for it but also work in what is carried out by the organs of the physical body during life. But the human organs are of different importance. Take two such organs as the intestines and the brain. External anatomy examines the tissues and everything that comes into consideration as being of equal value. But these are not things, they are quite different. When we look at the human brain, as a physical organ it is complete; this is because the brain processes those floods of color. If we look at the etheric body of the human brain, we see it in relatively pale colors, because the colors were used to create the structure of the brain. When we look at the intestines, we find the flowing colors shimmering brightly and wonderfully intertwined, because the intestines are really coarser organs; not so much of the spiritual has to be used there, the forces remain in the etheric body, and only a smaller part is used for development. Therefore, the etheric body of the brain is pale, but the etheric body of the intestines is of wonderful, vibrant colors, beautiful.

Now, imagine that someone comes to have clairvoyance as I have described it. Two things can happen: clairvoyance can occur as a result of loosening the etheric body of the brain, but it can also occur as a result of loosening the etheric body of the intestines. In clairvoyance, a person often becomes aware of his or her own interior. The one who gets the etheric body of the brain out will initially see a rather pale world; but the one who gets the etheric body of his or her intestines out can reflect wonderfully flooding colors into the etheric world. In order to bring the pale colors of the etheric body of the brain into contact with the flowing colors of the cosmos, it is necessary that we first draw the flowing colors from the entire sphere of the cosmos. To develop the flowing colors of the etheric body of the intestines, we can radiate them out of ourselves, and in this way a quite marvelous formation can be seen by means of clairvoyance. It is certainly a genuine clairvoyant form, but when it is examined, what is it? It is nothing other than one's own digestive process; it is what the etheric body does during the digestive process of a person; it projects itself into the etheric space. From the anatomical point of view, this is most interesting. But we must realize that we only begin to get an inkling of what is actually present in the spiritual world when we approach the secrets of the spiritual world. We only then get an inkling that out of the wonderfully flowing sea of colors of the etheric body, there also arises that which must take place in the etheric body so that the intestines function in the right way. If one then sees this clairvoyantly, it is certainly a clairvoyant process; but it is nothing that is connected with heavenly secrets, it is nothing that brings the great cosmic facts of the world to us in any way, but it is something that brings us to our most ordinary lower self.

And just when we ascend to self-knowledge with clairvoyance, we find that the first thing we experience in terms of wonderful images is a reflection of our basest self. And only then, when we make a greater effort to get rid of those parts of the etheric body that have remained behind in us as lesser ones because the majority have been used to the heart and brain, only then do we manage to radiate out what is within us and make an impression through the more strongly applied forces on the outer ether. And then the following happens: When we project the etheric body of the physical organs, we push it out into space. When we develop higher clairvoyance, we also work outwards, but we work out what we build up between birth and death, so that it prepares what develops in us between death and a new birth. We inscribe this in space, and thus we produce an effect in the etheric world. And there we encounter that which is formed through these effects, the cosmic effects, the cosmic facts.

We are constantly working towards this. The book 'How to Know Higher Worlds' aims to express this in the most eminent sense, that the right ways are found, not to find the lower being of man through an enchanting clairvoyance, but to fathom the secrets of the world. It is pointed out again and again that this clairvoyance is difficult, that it appears pale, that one first develops through great efforts of those forces, which are the forces of the human being between birth and death, to true clairvoyance, that then the secrets of the world can be unraveled. Where these forces lie can be imagined by delving into what was said in the Vienna Cycle of 1914. There is talk of the forces that a person develops between death and a new birth, of the forces for which it is only possible to use stammering words, because words are coined for the physical world, and one can only express what is quite different in the spiritual world than in the physical-sensual world through word compositions. But people find it more convenient to imagine the spiritual world as nothing more than a kind of continuation of the physical world, only somewhat thinner, somewhat more fleeting. People would find it convenient to see figures walking around in the spiritual world, as they do in the physical world; but they find it inconvenient that one must develop a new way of thinking when one wants to enter the spiritual world. All of this should prove to you that not only human understanding, but above all human will, resists what spiritual science must bring into the world in our time. We can truly say: Not only because large sections of people today do not understand spiritual science do they reject it, but because they do not want it, because fundamentally they are horrified that the world is as spiritual science wants and must depict it.

An especially important concept must be understood in order to comprehend the experience between death and a new birth. Basically, one cannot say that a person who has passed through the gate of death has no consciousness and that his consciousness must first awaken. That is not even correct, but it is correct that he has too strong an awareness when he has gone through the gate of death, that he is completely surrounded by awareness, that he is quite dazed by the spiritual sunlight of consciousness and must first begin to orient himself, as I have explained in more detail in the cycle just mentioned. Here on earth we have to acquire wisdom in a makeshift way; but over there we are surrounded by wisdom on all sides, so we have to dim it so that we can behold it. The parts that we have subdued to human weakness are the ones we can see. So first we have to familiarize ourselves with the subjugation of our consciousness until we can find our way around. This is something that becomes particularly apparent when one really looks at the phenomena. You see, one then gradually tries to shape the words so that they properly express these phenomena. Not long ago a dear member of our society in Zurich died. Karma had it that although I had wanted to see the member in the physical life, I came too late and did not see him. But then, after a few days, we had the cremation in Zurich. I was asked to speak at this cremation, and I tried to put into words what presented itself to me inwardly as the essence of this dear member of our society. I tried to capture this essence in a few words. Then the cremation was carried out. And it was now noticeable that the first orienting emergence from the engulfing consciousness occurred at the moment when the body passed into the flames, when seemingly the flame, in reality the heat, seized this body. At that moment, the scene we had had before was before the soul of the deceased. Before, during the funeral oration, she had not taken part in it, but afterwards, when the cremation began, she looked back. And just as in physical life one has space in front of oneself, so the dead person sees things in time. What has passed is beside the dead person. He sees the scenes standing in front of him. Time really becomes space. The past is not past, it remains there, it is looked at. Then the dead descended again into a general stupor, and it then takes a long time for orientation to take place. But such moments prepare themselves, one might say, bright moments, which are then further processed. Then there is another submerging into the general flooding of consciousness, until later a complete orientation occurs.

And so it must be said that it is an important concept that reflects the wisdom that consciousness thinks in a different way after death than before death. It is not that a degree of consciousness must first mature after death, but that the immeasurable consciousness must be attenuated to a certain degree. We must bear this in mind. And then we must take the realization very seriously that the truth is often exactly the opposite of what appears on the surface. I have already illustrated this with an example. A person is walking along the edge of a stream, falls into the stream and drowns. We go after him and find him drowned, and at the point where he fell into the stream we find a stone. We can then justifiably conclude that the person fell into the stream over the stone and thereby drowned. If we do nothing further, we come to no other conclusion. But here, with regard to the physical facts, the logic of the facts may be wrong. At the autopsy, we may discover that the man had a stroke and that he consequently fell into the water, so that cause and effect are reversed. We thought the man was dead because he fell into the water; in reality he fell into the water because he was dead. In relation to the external facts, the logic was wrong. Thus we often cannot come to terms with logic for the external Maja.

Take the case we experienced in the fall regarding our pain in Dornach. The seven-year-old son of a member of the local branch who had settled in Dornach was missing one evening. And after it became clear that the child could be under a fallen furniture truck, the truck had to be lifted in the middle of the night, and little Theo Faiß was pulled out from under it, dead. What had happened? No furniture truck drives in that area, no truck drives at all. It is an extremely exceptional case for a truck to drive there. There were no trucks driving there long before or after. And little Theo always fetched what he had to fetch a quarter of an hour earlier. That evening he had been asked to wait a quarter of an hour. He could have walked on the right side while walking on the left side of the car, but he was made to go to a different exit than usual. Everything has come together so that it happened down to the second, so that the boy just happened to come under that car. If you examine the case spiritually in its karmic context, then the soul of the boy had ordered this car to find death at this time; it was all arranged that way, the physical event is a consequence of the spiritual connections. Then you understand things in a completely different way, then you also understand the connection between what happened and the further course after death. Little Theo had an etheric body that he could have had for another seventy, eighty years or more in normal life. None of this is lost, it remains there. An etheric body of a child who died at seven still has the forces within it that would have been used in life; they are present in the spiritual world. And those who have to do with the etheric aura of our building are well aware of this; for the etheric body of the little boy has been there since his death, there are the forces, the strong spiritual forces of this clever, loving, well-disposed boy. These are the forces of help and assistance for everything connected with the aura of the Dornach building.

In this way, spiritual and physical effects are connected. The times when one had to look to the spiritual world for what happens in the physical world are no longer; but they still exist. We are beginning to understand some things through our spiritual science. However, there is much in it for which we need help from those who leave the physical life with unspent etheric forces. Think of the thousands and thousands who are passing through the portals of death in the great fields of serious contemporary events, all of them people with unconsumed etheric bodies. These are all spiritual forces that could have been effective for a long time if the people in question had remained in the physical world. In physics, it is already recognized that no force is lost. In the most eminent sense, however, this law of the conservation of energy is present in the spiritual world. The forces that an etheric body has to sustain a life between birth and death until the age of eighty or ninety are not lost when someone passes through the gate of death early. The forces are there. In addition to what enters the spiritual world through the ego and the astral body and has value for the individuality, the etheric body has a general value for that which passes into the general aura of human evolution on earth. So we can look up to the fresh, vigorous, unspent etheric bodies that work down from the spiritual worlds into the times to come.

Just as we often see today that 'the dead fight with the living', so on the other side we see the etheric field, the elemental world, permeated with forces, with strong human forces, which are acquired in high confidence in the belief in ideal human goals, which are left behind by people who have gone through the gateway of death with this belief. But those who will live later will have to look up to these unspent etheric forces, which will continue to be effective. These etheric forces of those who died young will most certainly demand that they have not in vain found the transition into the spiritual world and look down from there. They will demand that they can really contribute their part to the reorganization of the spiritual world, which is demanded of humanity. These ethereal bodies are there as admonishers, admonishers that say: We have gone into the spiritual world so that forces that can go into your hearts and souls can flow to you from here, with which you can work even more strongly for the progress of the development of the earth in the spiritual-scientific sense. We must understand the interaction between the physical and the spiritual, not in a nebulous, hazy way, but as a concrete spiritual connection between people who live here on earth in physical bodies and the souls that have gone up into the spiritual world. There will be a common ground if we understand the facts and properly imbibe what spiritual science can give us. Yes, truly, an insight into the connection between the spiritual and the physical can also put us in the right way to the great seriousness of our time, and make us feel completely how what is happening can only be justified by us before the future if it is taken as the cause of a great, significant human struggle and human work on the physical plane as well. What we emphasized yesterday must be fulfilled: the right understanding between the spiritual and physical worlds. What is contained in the words:

From the courage of the fighters,
From the blood of the battles,
From the suffering of the abandoned,
From the people's sacrificial deeds
Will grow spiritual fruit —
Guiding souls, spiritually aware
Their minds into the spiritual realm.

The spiritual evolution of mankind must be brought into a living connection with the whole surrounding world. For many men to-day a great deal has become dead and prosaic; and this is true even of our religious festivals. A great section of mankind has only the smallest notion of what Christmas, Easter and Whitsun signify; it has almost entirely lost that overwhelming richness in the life of feeling which in earlier times men possessed through their knowledge of their connection with the spiritual worlds. Yes, even the festivals have for many men to-day become dead and prosaic. The pouring down of the spirit has become a mere abstraction, and this will change only when men come again to a real spiritual knowledge.

Much is said nowadays about the forces of nature, but little enough about the beings behind these forces. Our forefathers spoke of gnomes, undines, sylphs and salamanders, but to see any reality in such ideas is regarded to-day as sheer superstition. It doesn't matter much, in themselves, what theories people hold; it only begins to be serious when the theories tempt people not to see the truth.

When people say that their ancestors' belief in gnomes, undines, sylphs, salamanders and the like was all nonsense, one would like to make a rather grotesque reply, and say: “Well, go and ask the bees. They could inform you: the sylphs are no superstition to us; we know well enough what we owe to the sylphs.”—Anyone investigating spiritual forces can find out which force it is that draws the bee on towards the flowers; he sees actual beings leading the bee to the flowers: amid the myriads of bees which fly forth in search of nourishment are the beings our predecessors called sylphs.

It is especially where the different kingdoms of nature come in contact with each other that certain elemental beings are able to reveal themselves. Where moss is growing on the rocks, for example, such beings can establish themselves; or again, in the flowers, in the contact of the bee with the flowers, certain beings have the chance to show themselves. Another possibility arises where man himself comes into touch with the animal kingdom. This does not happen, however, in the ordinary run of things, as for example, when a butcher slaughters an ox or when a man eats meat. It does occur, however, in less usual circumstances, where the contact between the two kingdoms is the result of something more than the mere fact of life. It occurs particularly where a man has that kind of relationship to animals which involves his own feelings, his own concern of soul. A shepherd, for example, may sometimes have such a special relationship to his sheep. Connections of this sort were very frequent in more primitive cultures in earlier times; they resembled the relationship which an Arab has to his horse. And such soul-forces as play over from one realm into the other—as they do between the shepherd and his lambs, or when the forces of smell and taste stream over from the flowers to the bees—these give to certain beings the possibility of incarnating themselves. The spiritual investigator perceives something like an aura around the blossoms, which arises as the bees thrust their way into them and taste what they find there. A kind of flower-aura streams out, and this provides nourishment for certain spiritual beings.

The question why there are beings just here and nowhere else, does not arise for anyone who understands the spiritual world. If opportunities are provided for such beings, then they are there; give them that on which they can live and they are there. It is just as when human beings let evil thoughts stream out from themselves, certain beings then incorporate themselves in his aura; they are there because he allows nourishment to stream to them. The opportunity is given for certain spiritual beings to incorporate themselves wherever different kingdoms of nature come into touch with each other. Where metal is found in the rocks, the miner as he hacks away sees certain tiny beings which were compressed together into quite a small space and now scatter in all directions. These are beings in some ways not unlike man himself; they have the power of reason, but it is reason without responsibility; and so, when they play some mischievous prank on a man, they in no way feel they are doing anything amiss. They are the beings our forefathers called gnomes; they prefer to take up their abode where metal and stone come together. There was a time when they did men good service, as in the early days of mining; the way to lay out a mine, the knowledge of how the strata ran—this was learnt from such beings.

Mankind will land itself in a blind alley if it fails to acquire a spiritual understanding of these things. As with the gnomes, so with the beings we may call undines; they are found where the plants come into contact with the mineral kingdom. They are bound up with the element of water, they incorporate themselves where water and plant and stone come together.—The sylphs are bound to the element of air, and lead the bees to the flowers. Now everything science has to say about the life of the bees is riddled with error from top to bottom, and nowadays the beekeepers are often misled by it; in this direction science proves itself unusable and again and again beekeepers have to come back to old practices.

As for salamanders, these are still known to many people. When someone feels that this or that element of soul is streaming towards him, this mostly arises through the salamanders. When a man relates himself to animals in the way the shepherd does to his lambs, the salamanders are then able to embody themselves; the knowledge the shepherd has in regard to his flock is whispered to him by these beings.

If we take these thoughts farther we shall have to say: We are entirely surrounded by spiritual beings; we are surrounded by the air and this is crowded with these spiritual beings. In times to come, if his destiny is not to be of the sort that will entirely dry up his life, man will have to have a knowledge of these beings; without such a knowledge he will be unable to make any further progress at all. He will have to put the question: Whence do these beings arise? And this question will lead him to see that, through certain steps taken by the higher worlds, that which is on the downward path to evil can through a wise guidance be changed into good.

Here and there in life we meet with the products of decay with waste products. Thus for example, manure is a waste product, and in agriculture it is used as a basis to further plant growth. Things which have apparently fallen away from a higher course of development are taken up again by higher powers and transformed. This happens with the very beings of whom we have been speaking.

Let us consider how the salamander, for example, originates. Salamanders, as we have seen, are beings who require a special relationship between man and animal. Now the kind of ego man has to-day is only to be found in man, in the human being living on the earth; every man has his ego enclosed within himself. It is different with the animals: they have a group-ego, a group-soul; that is to say, a group of animals with the same form have a common group-ego. When the lion says ‘I’, its ego is up above in the astral world. It is as if a man were to stand behind a wall in which there were ten holes, and then to stick his ten fingers through them. The man himself cannot be seen, but every intelligent observer would conclude that someone is behind, a single entity who owns the ten fingers. It is the same with the group-ego. The separate animals are simply the limbs: the being they belong to is in the astral world. We must not imagine the animal-ego to be like the human being of course, though if we consider man as he is as a spiritual being, we can then certainly compare the animal group-ego with him.

In many animal species the group-ego is a wise being. If we think of how certain kinds of birds live in the north in the summer and in the south in the winter, how in spring they fly back to the north—in this migrating flight of the birds there are wise powers at work; they are in the group-egos of the birds. Anywhere you like in the animal kingdom you can find the wisdom of the group-egos in this way. If we turn back to our schooldays we can remember learning how modern times gradually arose out of the Middle Ages, of how America was discovered, and how gunpowder and printing were invented, and later still the art of making paper from rags. We have long been accustomed to such paper, but the wasp group-soul invented it thousands of years ago. The material of which the wasp's nest consists is exactly the same as is used in making paper out of rags. Only gradually will it become known how the one or the other achievement of the human spirit is connected with what the group-souls have introduced into the world.

When the clairvoyant looks at an animal, he sees a glimmer of light along the whole length of its spine. The physical spine of the animal is enveloped in a glimmering light, in innumerable streams of force which everywhere travel across the earth, as it were, like the trade winds. They work on the animal in that they stream along the spine. The group-ego of the animal travels in a continual circular movement around the earth at all heights and in all directions. These group-egos are wise, but one thing they have not yet got: they have no knowledge of love. Only in man is wisdom found in his individuality together with love. In the group-ego of the animals no love is present; love is found only in the single animal. What underlies the whole animal-group as wise arrangements is quite devoid of love. In the physical world below the animal has love; above, on the astral plane, it has wisdom. When we realise this a vast number of things will become clear to us.

Only gradually has man arrived at his present stage of development; in earlier times he also had a group-soul, out of which the individual soul has gradually emerged. Let us follow the evolution of man back into ancient Atlantis. Mankind once lived in Atlantis, a continent now lying beneath the Atlantic Ocean. At that time the vast Siberian plains were covered with immense seas; the Mediterranean was differently distributed, and in Europe itself there were extensive seas. The farther we go back in the old Atlantean period, the more the conditions of life alter, the more the sleeping and the waking state of man changes. Since that time consciousness during the sleeping condition has darkened, as it were, so that to-day man has, so to say, no consciousness at all in this condition. In the earliest Atlantean times the difference between sleeping and waking was not yet so great. In his waking state at that time man still saw things with an aura around them; he did not attain to any greater clarity than this in his perception of the physical world. Everything physical was still filled out, so to say, with something unclear, as if with mist. As he progressed, the human being came to see the world in its clear-cut contours, but in return he lost his clairvoyance.

It is in the times when men still saw clairvoyantly what was going on up above in the astral world that all the myths and sagas originate. When he was able to enter into the spiritual world, man learned to know the beings who had never descended into the physical world: Wotan, Baldur, Thor, Loki.—These names are memories of living realities, and all mythologies are memories of this kind. As spiritual realities, they have simply vanished from the sight of man. When in those earlier times man descended into his physical body, he got the feeling: “Thou art a single being.” When he returned into the spiritual world in the evening, however, the feeling came over him: “Thou art in reality not a single being.” The members of the old tribal groups, the Herulians, the Cheruskans and the like, had still felt themselves far more as belonging to their group, than as single personalities. It was out of this condition of things that there arose such practices as the blood-feud, the vendetta. The whole people formed a body which belonged to the group-soul of the folk.

Everything happens step by step in evolution, and so it was only gradually that the individual developed out of the group-soul. The accounts of the patriarchs, for instance, reveal quite other relationships which confirm this fact. Before the time of Noah, memory was as yet something quite different from what we know. The frontier of birth was no real frontier, for the memory streamed on in those through whom the same blood flowed. This onstreaming of memory was in earlier times something quite different from what we possess; it was far more comprehensive. Nowadays the authorities like to have the name of each individual recorded somewhere or other. In the past, it was what man remembered of the deeds of his father and grandfather that was covered with a common name and called Adam or Noah; what was remembered, the stream of memory in its full extent, was called Adam or Noah. The old names signified comprehensive groups, human groups which extended through time.

Now we must put ourselves the question: Can we compare the anthropoid apes with man himself? The vital difference is that the ape preserves the group-soul condition throughout, whereas man develops the individual soul. But the ape group-soul is in a quite special position to other group-souls. We must think of a group-soul as living in the astral world and spreading itself out in the physical world, so that, for instance, the group-soul of the lion sends a part of its substance into each single lion. Let us suppose that one of these lions dies; the external physical part drops away from the group-soul, just as when we lose a nail. The group-soul sends out a new ray of being, as it were, into a new individual. The group-soul remains above and stretches out its tentacles in a continual process of renewal. The animal group-soul knows neither birth or death; the single individual falls away and a new one appears, just as the nails on our fingers come and go.—Now we must consider the following:—With the lion it is entirely as we have said, that every time a lion dies, the whole of what was sent out by the group-soul return to it again. It is not at all so, however, with the apes. When an ape dies the essential part does return to the group-soul, but a part does not; a part is severed from the group-soul. The ape detaches substance too strongly from the group-soul. There are species where the single animal tears something away from the group-soul which cannot return to it. With all the apes, fragments are detached in each case from the group-soul. It is the same with certain kinds of amphibians and birds; in the kangaroo, for example, something is kept back from the group-soul. Now everything in the warm-blooded animals that remains behind in this way becomes an elemental being of the kind we call a salamander.

Under entirely different conditions from those on the earth to-day, the other types of elemental beings have detached themselves in the past. We have here a case where cast-off products of evolution, as it were, are made of service under the wise guidance of higher Beings. Left to themselves, these would disturb the Cosmos, but under a higher guidance the sylphs, for example, can be used to lead the bees to the flowers. Such a service changes the harmful into something useful.

Now it could happen that man himself might entirely detach himself from the group-soul in becoming an individual and find no means of developing further as an individual soul. If he does not accept spiritual knowledge in the right way, he can run the risk of complete severance.

What is it that protects man from an isolation which is, without the direction and purpose which, earlier on, the group-soul had given him? We must clearly recognise that man individualises himself more and more, and to-day, he has to find a connection once again with other men out of his free will. All that connects men, through folk, race and family, will be ever more completely severed; everything in man tends more and more to result in individual manhood.

Imagine that a number of human beings on the earth have come to recognise that they are all becoming more and more individual. Is there not a real danger that they will split away from each other ever more completely? Already nowadays men are no longer held together by spiritual ties. Each one has his own opinion, his own religion; indeed, many see it as an ideal state of affairs that each should have his own opinion. But that is all wrong. If men make their opinions more inward, then they come to a common opinion. It is a matter of inner experience, for example, that 3 times 3 makes 9, or that the three angles of a triangle make up 180 degrees. That is inner knowledge, and matters of inner knowledge need not be argued about. Of such a kind also are all spiritual truths. What is taught by Spiritual Science is discovered by man through his inner powers; along the inward path man will be led to absolute agreement and unity. There cannot be two opinions about a fact without one of them being wrong. The ideal lies in the greatest possible inwardness of knowledge; that leads to peace and to unity.

In the past, mankind became free of the group-soul. Through spiritual-scientific knowledge mankind is now for the first time in the position to discover, with the utmost certainty of purpose, what will unite mankind again. When men unite together in a higher wisdom, then out of higher worlds there descends a group-soul once more. What is willed by the Leaders of the spiritual-scientific Movement is that in it we should have a society in which hearts stream towards wisdom as the plants stream towards the sunlight. In that together we turn our hearts towards a higher wisdom, we give a dwelling-place to the group-soul; we form the dwelling-place, the environment, in which the group-soul can incarnate. Mankind will enrich earthly life by developing what enables spiritual beings to come down out of higher worlds.

This spirit-enlivened ideal was once placed before humanity in a most powerful way. It was when a number of men, all aglow with a common feeling of fervent love and devotion, were met together for a common deed: Then the sign was given, the sign that could show man with overwhelming power how in unity of soul he could provide a place for the incarnation of the common spirit. In this company of souls the same thing was living: in the flowing together, in the harmony of feeling they provided what was needed for the incarnation of a common spirit. That is expressed when it is said that the Holy Spirit, the group-soul, sank down as it were into incarnation. It is a symbol of what mankind should strive towards, how it should seek to become the dwelling-place for the Being who descends out of higher worlds.

The Easter event gave man the power to develop these experiences; the Whitsun event is the fruit of this power's unfolding. Through the flowing of souls together towards the common wisdom there will always result that which gives a living connection with the forces and beings of higher worlds, and with something which as yet has little significance for humanity, namely the Whitsun festival. When men come to know what the downcoming of the Holy Spirit in the future can mean for mankind, the Whitsun festival will once more become alive for them. Then it will be not only a memory of the event in Jerusalem; but there will arise for mankind the everlasting Whitsun festival, the festival of united soul-endeavour.

It will depend on men themselves what value and what result such ideals can have for mankind. When in this right way they strive towards wisdom, then will higher spirits unite themselves with men.

[Ladies and gentlemen!]

We have passed by the basic ideas in the Platonic worldview. I call them basic ideas because they are actually the most important for understanding Platonic mysticism, namely the Platonic ideas of the eternity of the soul and the ideas of love. The one idea has been revealed to us through an examination of the Platonic discussion "Phaidon", the other through an examination of the "Banquet". We have seen that these two ideas, which perhaps play the greatest leading role in the spiritual development of mankind - the great goal of the eternity of the soul and the path of love - are also among the most important and fundamental ideas in Platonic mysticism.

This is also the point where we can best understand the influence of Platonism on Christianity, i.e. how Christianity developed under the influence of Plato. It would not be making the most necessary contribution to clarity if we did not, on the occasion of the consideration of the eternity of the soul and love, at the same time draw attention to how these two basic ideas have reappeared in Christianity. I will pass over the intermediate stages. They will become all the more understandable if we touch on the relationship between Platonism and Christianity. I have thought a lot about this. You will therefore forgive me if I have to address some of the more difficult questions.

I am of the opinion that the views and relationships that exist between Platonism and Christianity have not unjustly given rise to such a great literature, a literature that is centuries old, because through the shadowing, through the peculiar way in which the Platonic spirit has settled into the Occident through Christianity, one can see how the Occident is influenced by Platonism. It can only be understood - and it is only possible to show the true relationship between Platonism and Christianity - if one looks at its mystical elements and considers the core ideas of Christianity.

The liberal, theological approach still insists that the relationship between Platonism and Christianity should be presented according to a mystical method. And so we must be clear about the fact that we must seek out the actual core ideas of Christianity in their original meaning. Only in this way will we be able to understand where Platonism meets Christianity and thus understand what Plato presents to Christianity as a kind of world view. Only the theosophical-mystical direction has the possibility of really grasping the core. All exoteric methods do not have the possibility of grasping what had to come from ancient mysticism in order for Christianity to emerge.

But in order to show what has happened, I would like to show the characteristic features, illustrated by the consciousness of the builders, those who have contributed to its development. I would like to show how it presented itself to the souls of the first [church fathers and teachers]. Then the most important key point is that [Christianity] presents something fundamentally new compared to Platonism. This fundamentally new thing is nothing other than that Christianity is direct, real life, life as it presents itself before our eyes and ears. If you do not hold on to this core point, you will not be able to see what distinguishes it from the old religions and also from the mysteries and Platonism.

I would like to point out once again what is emphasized in Platonism and Christianity. It was the immediate life, that which the everyday person perceives directly, that Platonism was supposed to overcome; and on the other hand, it was that it rose to something higher, which cannot be perceived with the senses, into the eternal view. Plato's "Phaidon" wants nothing other than eternity of the soul. He does not want to prove the eternity of the soul. It is not about logical proofs. His aim is to bring to life that which gathers around Socrates and to bring it into a new world. The soul should rise by turning away from what can be seen with the eyes and heard with the ears. In short, eternity should be something that one acquires, that one acquires through the introduction to the mysteries. Plato's pupil says: "The soul can become immortal when it rises to the vision of eternity. When it sees the spiritual, it participates in spiritual life. This makes it eternal. This is a developmental process that we went through in the Platonic "Phaidon", and also a developmental process that we see in the "Banquet". We see that it was Diotima who lifted us up to the higher standpoint.

I drew attention to what Goethe said about his view of such eternal conversations. He says: "If I have inserted myself into the spiritual course of development of the universe, then I am entitled to have a place assigned to me by nature. We are not immortal in the same way. We must first acquire this right. We have to develop this first claim first.

This is the basic element that runs through Plato's "Phaedo". Plato says [in essence]: You can see what you want, but if you only perceive what your eyes, ears, the external senses give you, then you cannot enter the spiritual. The supersensible is what guarantees you the eternity of the soul. - He could not have soul eternity proven. The disciples should acquire it, they should become immortal. This is the basic conception of the Platonic method. - Logic can only link together perceptions that you already have.

And now let us look at what lived in the first centuries of Christianity. The experience of the senses was what was emphasized. The message of salvation was to consist in the fact that the Savior, the one who brought the right to eternity for man into the world, was visibly there. So it is the Savior who is perceived by the senses. - Here are a few passages that show that it is about becoming visible, about the Good News:

"We behold his glory. - He who has seen it testifies to it, and his testimony is true, and he is conscious of speaking the truth so that you may believe." [John 19:35]

We have not preached the presence of Jesus Christ to you in a sophisticated way, but as eyewitnesses. We have heard his voice. - I am not saying that this is to be understood symbolically, I am saying that this is to be understood literally, not symbolically. - What we have heard and touched, we tell you so that you may have the message with us.

It is essential that we are assured by Irenaeus that we can be assured of this by people who have known such people themselves. Irenaeus himself still knew people who were disciples of the apostles, and he says that they still had personal experiences. This is the sensual truth that lived in the consciousness of the first Christians. This sensual truth, which was there for the eyes to see and the ears to hear, lives on in the Church. This [truth] is there for all time. It is not only the temporal truth that took place at the time when Jesus lived, but it lives on as such. This is what we call Christian mystery.

The Lord's Supper is not just a symbol and must not be just a symbol if we do not want to end up with something completely watered down. Christ has appeared today - Christmas. We must take this as an eternal truth, that what has happened once can happen again and again. So it does not happen symbolically, but in such a way that it is really there in the present.

This mystical view existed in the first centuries when Christianity was formed. I would therefore like to agree with [Möhler] and consider it to be the only correct thing to say: viewed from one side, the Church is one in which the living Christ lives, whose personality is repeated and continues uninterruptedly. Not in the way of a deceased person. He does it in a sensual way. In baptism he always takes us into his fellowship. The Savior has been foretold. And for the apostles and the first Christian teachers, the word and sensory perception are valid. They relied on the Old Testament as well as on visual evidence.

We must be clear about the fact that they see an incomprehensible continuation of life. What has happened once must be there forever. This must be emphasized, just as the words of Augustine must be emphasized again and again, which show us that even at the time of Augustine, appearances compelled him to do so, for he says: I would not profess it if the sensually perceptible authority of the Church did not compel me to do so. This is what guarantees the truth of the message of salvation.

There are two aspects to this: firstly, being a naturalized eye and ear witness and secondly, the authority of the truly continuing church. Without this continued existence of the church, even Paul would not have felt comfortable believing in it. The church must be the embodiment of the mystery, it must be a mystical community, it must be added to the testimony of the apostles and apostles' disciples. It must be clear to us that these views became firmer and firmer in the first centuries, and that they also became firm in Augustine's worldview.

What I have now explained as the basic characteristic of Christianity in the first centuries is the necessity that the content cannot be proven, but only vouched for, that human thinking has nothing to do with this content, that it can at most be a point of reference for understanding this content. We have to keep that in mind. It is essentially linked to Christianity that it is based on certainty.

The mysteries also have nothing to do with logic, they are also based on experience. Plato was familiar with the mysteries. Anyone who wanted to become a Mystic had to personally submit to the required process. He had to take part in it personally and allow himself to be initiated. He had to ascend to the pinnacles of knowledge. They had to climb up personally. And so it was in the Platonic initiation.

In Christianity, something new was added: the substitution by a single personality living in history. It was something that antiquity had in mind as an exemplary type of commitment in a historical act by a single historical personality. Three things had to come together - and that is the important thing that had to happen in order for Christianity to come into being. It had to be there:

- firstly, what lived in the ancient mystery cults as an explanation of the world;
- secondly, the initiation process that everyone who wanted to be initiated had to undergo;
- thirdly, a transformation had to take place.

Let's take a closer look at what this transformation was like. Platonic mysticism has already shown us the beginnings. This [transformation] is that we are dealing with a - I may best say - first materialization of the eternal being, let us say with a materialization of God. And then again we are dealing with the ascending process of the development of the worldly into the divine. We have to do - now let us say - with the divine, in order to make the conception that comes into consideration clear - with the eternal, divine essence, and on the other side with the Logos that forms itself in matter, that develops, that transforms itself in the most manifold ways, with a sequence of stages in the development of the Logos. [We need only follow Philon of Alexandria], and we will find this sequence of stages of the Logos.

First, we have the Logos before us in its pure spiritual form. No human being can grasp it, although human individuality rests in it. According to [Philon], this spiritual entity is the primordial Logos. It is a [prototype] of what appears in the world as the divine world order. Whoever lives and works in the world and recognizes the world must - and this must be noted - consider on the one hand the descending line that goes from the spiritual to the material, and on the other hand the line that ascends and goes from the material to the spiritual. Only by standing in the middle can he understand why he is an individual. Only through this can he understand why he is a being appearing as a duality. By realizing that he can have hope of entering into the spiritual primordial being, but also by realizing that this being forms the world order itself.

Because the world itself is spiritualized, he becomes aware that he is dealing with a twofold Logos, with a Logos that cannot be reached and with a Logos that is poured out, with the Logos that has become flesh, with the Logos that has become material. The material world is an exact image of the divine world; but it is not the same as the original divine essence.

[Philon] distinguishes between these two entities. God is the Father of all things, the primordial Logos; and the Son of God, the children of God are the materialized Logos in the world. It is that which develops, transforms, strives upwards towards the primordial Logos. This upward striving in one form or another can be found in mysticism. We will see this in neoplatonic theosophy, which form mysticism can still take. Then we have the basic skeleton that underlies all mysticism. That is one element.

The other element is the initiation process; and here I must try to express myself particularly clearly, because - according to the experiences of others - they say things somewhat differently. I am compelled by my experiences to express myself somewhat differently. I will try to be as clear as I can. We have to understand what it was all about. I will only be able to prove this with a few glimpses, let's say, of the initiation process of the Egyptian schools. [Gap in the transcript]

We must be clear that man, by moving further along this path, is making a journey that leads back in the true sense of the word. Now I would like to draw your attention to this: Initiation is that which a person achieves when he walks back along his path, goes through it, when his consciousness is illuminated. Deeper and deeper truths can be revealed to people. And these are the initiations that man encounters on his path into his inner being. These initiations are the same as the Principia of the world. They are the fundamentals and the foundations of the world that come to development in the world. Let us call the principles of development in the world "Logos. If man can really progress on the path of initiation to the real principles of the world, then he will find within himself the same thing that he finds outside as a principle. Thus initiation was a real, actual process, something that man actually goes through. It is not of subjectively human significance, but of objectively divine significance. The path of knowledge is a way back, a reconnection of man with the original source of existence. What he finds in himself is what he rests with in the objective of the world, that is what leads man to deification, to divinization. The path of knowledge is the path of deification.

The second way is that which is based on principles, on the Logos. This is also a real process. It is a real process, not an allegory. The idea that it is a real process can only be obtained through spiritual experience. Think of the initiation process that every Myste had to go through, intertwined with the process of the creation of the world. And now, instead of understanding this as an exemplary process that every Myst had to go through, think of a unique historical process, think of a single initiate and think of him as the original initiate, as the representative initiate for all others, then you have the image of the "Christ as it developed in the first century of Christianity. The materialization, the incarnation of the divine Logos conceived as a one-time event, but in such a way that it is the real incarnation of the divine Logos, then you have the Christ-appearance.

Three things must therefore be distinguished:
1. the old doctrine of the origin of the world,
2. the initiation process and
3. the combination of these two things with a historical

conceived, individual act. This is the view that Theosophy has of the origin of Christianity, and this is the one against which, of course, not the slightest objection can be raised from the esoteric point of view, because the esotericist must regard precisely this way of looking at the truth as much deeper.

Here you have what lived in the consciousness of the old Christians. They claimed that which was presented to them as a process of development in the old schools and which then happened as a single act. And that made it necessary to make it dependent on appearance. The purpose of the initiation process is to raise the lower aspects of man, to divinize them, so that the Word becomes flesh in the individual, so that the individual struggles upwards, is sanctified upwards. This was demanded as something done.

So instead of continuing the mysteries of antiquity, Christianity had to bring a new mystery into the world. Spiritual survival is not merely an allegory, but a matter of faith, and the ecclesiastical principle of authority had to take its place. For Plato, the concept of love was central. He regarded it as a kind of demon. It is that which leads people from the lower levels to the higher levels of knowledge, which transforms people from the temporal to the eternal. Love is the mediator between the temporal and the eternal. But love is also the demonic agent that brings about the process of development in each individual human being, the passage from the temporal to the eternal. And to the extent that this love is not at work, to that extent the review of ideas, as Plato says, cannot take place.

What is achieved through this initiation process, which is described to us as the initiation process of ideas, is an introduction to the divine, to seeing. This can only be mediated through love, which is a guide for every personality. Platonic love is something else. It is not to be confused with what "Christian love is. What can be found in Christian writings is not to be put together with Platonic love. Just think that the path was there in the ancient mystical teaching. The path of the mystics was a personal one. It was such for an individual. Now we are dealing [in Christianity with a vicarious mystery] with a historical event that happened once. It is a question of what used to serve as the idea of the origin of the world becoming, as it were, the map according to which the path is traveled. This whole world, which Plato calls the world of ideas, was removed from the personal perspective, it was removed from personal observation. It was that which was guaranteed by historical tradition or ecclesiastical authority. But that which underlies the ancient mystery, the eternal truth of the incarnation of the Logos, was that which was moved beyond the human perspective. For the people of Platonic philosophy, this was called the way of love. This love, this Eros, took on a different, a new form. It now became a principle through which man could look up to something that was beyond human comprehension. Everything Plato said boiled down to this: knowledge was there to lead to where one could make perceptions; but this knowledge could not lead there [because the Eternal born in the midst of knowledge, in the midst of light - Brahma, so to speak - was not accessible to knowledge]. What had to take the place of love was not something that had an end, but something that offered a view, that led to remaining in the apparent, in the historical. At the same time, a path was closed which the old Myste wanted to reach, but which can no longer be traveled. This is why Christianity had to put forward a different idea for the "path of love". And that is "faith. Faith is that [which no human knowledge can achieve, it is that] which can only be revealed, which must be guaranteed by sight. The Christian can believe, but not strive for the content of the infinite. This is what took place at the beginning of Christianity, because these views were actually transformed, because in each individual the mystical initiation process was re-stamped as a unique historical event. The element of Hermes, the guide from the earthly to the divine, was also transformed into an abstract element that had only a subjective meaning. The way in which the Platonic conception and the mystery doctrine in particular still had to take on an earthly form in everything that presents itself to us as Christianity is something I would like to talk about next time.

Answer to the question:

The Christ has been completely eliminated. Two things are to be distinguished, the believers and the teacher who taught the doctrines of the ancient mysteries. The parables reveal a teacher of the Essaean community. He spoke to the people as it was appropriate for the people. Behind Jesus stands the actual teacher, as with Krishna, Ramah and so on. What Jesus taught is no different from what the Orient taught. But what Christianity has become is something else. What was demanded by the mystics is something else[: to believe in] a unique historical fact.

The content of the Christian dogmas of the first centuries is exactly the same as in the old mystery schools. The content of the mystery teachings is presented as a diabolical imitation of the divine word in order to be able to say that they teach something else after all.

Philon deepened the Platonic philosophy. Philon broke through the principle of strict isolation from the outside world. The external dissemination of doctrine through the parable was cultivated. The esoteric core disappeared, the exoteric shell remained. Paul deepened the exoteric nature of Christianity.

Dr. Steiner: Unfortunately, our main problem is that we must give up the Waldorf School ideal for the twelfth grade. We cannot base the twelfth-grade curriculum upon our principles. We simply have to admit that we must take all the subjects in other high schools into account during the final year. I am looking with some horror at the last semester, when we will have to ignore everything except the subjects required for the final examination. It’s inconceivable that we can work any other way if the students are to pass the final examination. This is really a problem. After thinking about it a long time, I do not think there is much to say about the curriculum for that class except those things we already considered, such as chemical technology and such.

The students are about eighteen, and at that age it is best if they attain an overall understanding of history and art. We should give them an understanding of the spirit of literature, art, and history without, of course, teaching them about anthroposophy. We must try to bring them the spirit in those subjects, not only in the content but also in the way we present them. With the students, we should at least try to achieve what I have striven for with the workers in Dornach, pictures that make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside. In general, the cosmos creates islands and continents, their forms and locations. That is certainly the case with firm land. Such things are the result of the cosmos, of the stars. The Earth is a reflection of the cosmos, not something caused from within. However, we need to avoid such things. We cannot tell them to the students because they would then need to tell them to their professors in the examinations, and we would acquire a terrible name. Nevertheless, that is actually what we should achieve in geography.

In physics and chemistry, we should try to cover every principle that reveals the whole system of chemistry and physics as an organism, a unity, and not simply an aggregate as most people assume. With the twelfth grade, we have a kind of conclusion, and we must draw conclusions everywhere. We must give answers to the questions that arise, for instance, in mineralogy, where the five Platonic solids manifest. We should do that when we study minerals and crystals.

In art, we can only continue what we previously did in music, sculpture, and painting. That can never be concluded.

Unfortunately, we can do none of that. The only new thing we can do is one hour of chemical technology. Elsewhere, we will need to make sure that we simply bring the students far enough along that they can answer the questions on the final examination. This is terrible, but there is nothing we can do to avoid it. However, we should follow our curriculum as exactly as possible until the students are fourteen. As far as possible, I would ask you to consider up to that year all the things that have fallen by the way. We need to strictly carry out the curriculum until the students are fourteen.

I am telling you all this so that you will know how you would need to think were it possible to apply the principles of the Waldorf School with eighteen-year-old students. Eighteen-year-olds need to understand the various historical periods in a living way, particularly regarding the “getting younger” of humanity. That would have an important influence upon people. In the oldest periods of humanity, people could feel the development of their souls until the age of sixty. Following the Mystery of Golgotha, they could feel it only until the age of thirty-three, and today that is possible only until twenty-seven. Students need to comprehend this ongoing decrease before they begin their studies at an institution of higher learning. It is something that belongs in the general education in a Waldorf school and would have a tremendously beneficial effect upon the students’ souls.

The situation is as follows. When we look at the learning goals of the twelfth grade, we need to imagine that the students will continue at a college, and we also need to imagine that they have completed their general education. We can find our teaching goals in the following circumstances. Today, you can represent anthroposophy to the world such that people with sound human feeling can understand it. (Sound human understanding does not exist today.) They can understand it through feeling. Today, however, if those who have gone through a modern high-school education do not have a particular predisposition, it is impossible for them to comprehend certain anthroposophical truths. Today, they have hardly any possibility of understanding such things.

If you consider Kolisko’s chemistry, it is clear that it is unimaginable for modern chemists. You can teach students that kind of imaginative capacity until the age of eighteen or nineteen, that is, until the completion of the moon cycle, which then begins again. If people are to comprehend certain concepts, they must achieve a particular development during that period.

Compared to other people today, you are all a little crazy. You all have something that sets you apart from the current general development, something that is present to a greater or lesser extent in each of you. You have a certain kind of eccentricity. You are, in a certain way, not quite normal. Those who are normal, that is, “normal people,” cannot understand some things. Chemists with a normal education cannot understand Kolisko’s chemistry. They simply have no concepts for it. Our goal should be to make that understanding possible for our students. However, we cannot achieve that when we are forced to work toward ruining brains in exactly the same way that modern schools work toward that goal. Souls cannot be ruined. They undergo a self-correction before the next earthly life, although if things remain as they are today and continue into the next earthly life, humanity will degenerate. We cannot do these things. It is simply impossible. Even people like Herman Grimm could maintain themselves upon their islands only by brusquely brushing away certain concepts. People like him simply went past others, but they were the last who had such concepts. Those people, who were quite old during the 1890s, were the last who had them, and that possibility died with them.

It is particularly difficult with today’s youth. Today’s young people, as we have seen quite clearly in our anthroposophical youth movement, have a tendency to reject all ideas. They are not interested in ideas and, therefore, to the extent that they do not accept anthroposophy, become disorganized. Today’s young people are forced into a terrible tragedy, particularly if they are academically inclined and have gone through our college preparatory schools. We can achieve more for those students who go into practical life at the age of fourteen.

It is impossible, for example, to develop a spatial concept as I described it in the recent teachers’ course in Dornach, that is, the three dimensions, up-down, left-right, front-back. That is why it is so difficult to give people an understanding of anthroposophical truths. No one today is interested in things for which there should be broad public interest. I have said that everything connected with the will works three-dimensionally in the earthly realm. Everything connected with feeling is not three-dimensional, but two-dimensional, so that when you move from willing to feeling in your soul, you have to project the third dimension onto the plane in a direction that corresponds with front to back. We need to remember that we cannot simply—we can reduce it to the symmetry of the human being, but we cannot limit it to only that. This plane is two-dimensional everywhere—thinking then leads to one dimension and the I to zero dimensions. When we do that, the situation becomes quite clear. Now I ask you, how can such elementary things be presented in a lecture? There is simply no possibility of making that plausible to the modern public. No one is interested in it.

It would certainly be wonderful if, for example, in addition to the normal perspective of orthogonals, planes, and centers, people understood perspectives of three dimensions to two, from two dimensions to one, and then from one to the zero dimension. It would be wonderful if people could do that so that we could differentiate a point in many ways.

I am telling you all these things so that you can see how things need to be in the future and how we should form a school that would really educate people. Today, so-called educated people are really very undeveloped because today’s students are required to know many things in a certain way, but they really need to know them in a quite different way. I think we should try to do as much of that as possible in the lower grades, but in the upper grades, we must be untrue to our own principles, at least for the most part. We can only include one thing or another here and there. Even someone like J.W. can say to me that she would take the final examination if she thought she would pass. I told her that would be sensible only if she is certain she will pass. If she failed, it would not be good for the school.

The worst thing is that if we could convince the state to accept our reports, our students could very well follow a course of study at the university with what they would learn from our curriculum. Everything connected with the final examination, which causes such misery in modern school life, is absolutely unnecessary for studying at the university. Students could take up Kolisko’s chemistry as a subject. They would at first be surprised by chemical formulas, of course, but they could learn that later. It is much more important that they understand the inner processes of materials and the relationships between them. These are the things I wanted to say. I would like to discuss this whole question further. I would have completed the curriculum, but it has no meaning for the twelfth grade. We already know what we must do.

The students need to complete all the practical subjects insofar as possible. That is something you will feel after a time. So that the children have some sense of security, I would like to ask them about these subjects. I had the impression a while ago that the children thought the questions were unusual when you stated them poorly.

A teacher: Could we split the classes?

Dr. Steiner: We would need to have parallel classes from the age of fourteen, but we do not have enough teachers. The problem is financial. I would like to know how the finances are now. We should always keep that in mind.

There is some discussion about the financial situation.

Dr. Steiner: Well, the important thing is not that we have a financial report, but that we always have what we need in the bank. We can certainly continue, but we will have to do something. Otherwise, it will be impossible to do what needs to be done. For now, we cannot consider such a split.

At the college level, we cannot reach our goals for a very long time. The Cultural Committee might have done that, but they fell asleep after a few weeks. We might be able to achieve the things we want so much if we had the situation that existed in Austria for many private high schools. There many parochial high schools had the right to give and grade the final examinations, and technical schools could provide an accepted final report. I believe there are no such institutions in Germany. We would need a state official to be present, but the teachers would actually do the testing. A state official, while certainly causing many difficulties in our souls, in the end would have little effect on the grades if the final examination was held by our teachers.

A teacher: I believe we should speak to the students who will not be able to pass the final examination.

Dr. Steiner: That depends. People will say the faculty is at fault if more than a third of the class do not achieve the learning goals. If it is less than a third, the fault is thought to be the students’, but when a third or more do not achieve what they should, then it is seen as the faculty’s problem. You know that, don’t you?

In general, no one who has had good grades fails. The problem is, that is not taken into account. A further point is whether we could avoid using those really unpedagogical textbooks. The teacher could, of course, use them for preparation. Most of those texts are simply extracts from various scientific books. I have noticed that the questions come from such books and that there are readings from them, also. That can, however, cause many problems. We need to get away from using such references. We can use Lübsen’s books since they are quite educational, although the last editions have been somewhat ruined. His books are very pedagogical through all the editions before those made by his successor. Imagine for a moment the wonderful value of calculus in pedagogy. His analytical geometry is also pedagogically wonderful, at least the older edition, as well as his volumes on algebra and analysis. He has, for example, a collection of problems that are extraordinarily good because the methods required to solve them are very instructive.

A teacher: Should we throw out all the textbooks?

Dr. Steiner: For translation, they are not so bad. However, for German readings, you should not use normal textbooks. They are quite tasteless. Perhaps we should write down our lesson plans for the following teachers, so they could at least have some material for reading. There are so many people here who can type. Why can’t we prepare documents that people can read? The offices are filled with people, but I have no idea what they do.

A teacher: The students in the twelfth grade would like an additional hour of French.

Dr. Steiner: I would like to make everything possible. It is terrible that the twelfth-grade students will not receive an introduction to architecture. If everyone teaching languages helped, it might be possible.

An English teacher asks about prose readings for the twelfth grade, about Carlyle’s On Heroes, Hero Worship, and the Heroic in History, and about the English art and literature magazine The Athenaeum.

Dr. Steiner: The Athenaeum is edited very practically. You should not give it to the students, but instead use some individual essays. You could also use it in the eleventh grade. We do not have such well-edited magazines in Germany anymore. This is an old magazine, a humanistic magazine par excellence. There was a terrible German imitation called Literary News. Zarnck’s Literarisches Zentralblatt (Literary journal) was also a terrible imitation. It was a magazine for people who do not exist even in England.

A teacher: We have done enough of Tacitus and Horace. Should we take up Sallustius?

Dr. Steiner: Sallustius and Tacitus. I think the Germania would be enough. You could have them read a larger piece from that and then give them a test.

A teacher asks about music for the twelfth grade.

Dr. Steiner: A feeling for style, as such, an awareness of how Bach differs from others, is the main thing for the twelfth grade. At worst, you will have a problem at Christmastime if we see that we cannot continue all of the art instruction. Do not consider it an impossibility that we have to stop all art instruction at Christmas. Other people make fun of our things.

A teacher asks about religious instruction for the twelfth grade.

Dr. Steiner: You should go through religious history and give an overview of religious development. Begin with the ethnographic religions and then go on to folk religions and finally universal religions.

Begin with the ethnographic religions such as the Egyptian regional gods, where the religions are still quite dependent upon the various tribes. There are also regional gods throughout Greece. You need to do this in stages. At first, we have the religions that are fixed at a given location, the holy places. Then, during the period of wandering, the tent replaces the holy places, the religion becomes more mobile, and folk religions arise. Finally, we have universal religions, Buddhism and Christianity. We cannot call any other religions universal.

In the ninth grade, read the Gospel of Luke, which is a pouring out of the Holy Spirit.

A teacher asks about the Apocrypha.

Dr. Steiner: The children are not yet mature enough to go through the Apocrypha. The Apocrypha contains many things that are more correct than what is written in the Gospels. I have always extended the Gospels by what we can verify from the Apocrypha. Sometimes there are strong conflicts. When they take up the Gospels, the children must grasp them. It is difficult to explain the contradictions, so if they took up the Apocrypha nothing would make sense anymore. I would simply study the Gospels. A teacher asks about religion in the tenth grade.

Dr. Steiner: Following St. John’s Gospel, a number of paths are possible. You could do either the Gospel of St. Mark or Augustine, selecting some sections from the Confessions where he speaks more about religion.

A teacher asks if they should teach zoology and botany in the twelfth grade.

Dr. Steiner: Those subjects need to be included if our reports are to be officially recognized. We study zoology in the fifth grade, then the human being, then zoology again. If we did not have this problem of final examinations, I think it would be wonderful to present zoology to the children in the course of three weeks. That would be eighteen mornings to handle the twelve groups of animals. In the twelfth grade, we should limit zoology to categorization; the same is true of plants.

The students already know about skeletal structure, since you have already done anthropology. The most important thing is that they gain an overview about how we classify animals. You should begin with single-celled animals, then go through the worms. You will have twelve if you consider the vertebrates as one class. A teacher asks about how continents swim.

Dr. Steiner: Usually people do not think about how it looks if you move toward the center of the Earth. You would soon come to regions where it is very fluid, whether it is water or something else. Thus, according to our normal understanding, the continents swim. The question is, of course, why they don’t bump into one another, why they don’t move back and forth, and why they are always the same distance from one another, since the Earth is under all kinds of influences. Why don’t they bump into one another? For instance, why is a channel always the same width? We can find no explanation for that from within the Earth. That is something that comes from outside. All fixed land swims and the stars hold it in position. Otherwise, everything would break apart. The seas tend to be spherical.

A teacher asks for more details. Dr. Steiner takes a teacher’s notebook and draws the following sketch in it while giving an explanation.

Dr. Steiner: The contrast is interesting. The continents swim and do not sit upon anything. They are held in position upon the Earth by the constellations. When the constellations change, the continents change, also. The old tellurians and atlases properly included the constellations of the zodiac in relationship to the configuration of the Earth’s surface. The continents are held from the periphery; the higher realms hold the parts of the Earth. In contrast, the Earth holds the Moon dynamically, as if on a leash. The Moon goes along as if on a tether.

A teacher asks about drawing exercises for fourteen- and fifteenyear- olds.

Dr. Steiner: You should have the children paint the moods of nature. The continuation students in Dornach have done wonderful work in painting. I had them paint the difference between sunrise and sunset, and some of them have done that wonderfully. They should learn those differences and be able to paint them. Those are the kinds of things you could work with, for example, the mood of rain in the forest. In addition, they should learn the differences between painting and sculpting.

In the lower grades, take care, when things get out of hand and you cannot get through the material, that you do not rashly reach for a substitute and simply tell the children a story to keep them quiet.

I hope to be here again tomorrow morning.

Easter is felt by many to be associated on the one hand with the deepest feelings and sensibilities of the human soul, and on the other, with cosmic mysteries and enigmas. The connection with cosmic mysteries becomes clear when we consider that Easter is a so-called movable feast, the date of which is fixed each year with reference to a specific constellation in the heavens. We will have more to say about this in the lectures to come. As for Easter's connection with the human soul, if we examine the customs and rites that have become associated with it through the centuries, we cannot fail to observe the great significance with which a large part of mankind has come to invest this festival.

For Christianity, Easter was not important initially, but it became so during the first few centuries. It is linked to Christianity's basic tenet, the Resurrection of Christ, and to the fundamental impulse to become a Christian provided by that fact. Easter is therefore a celebration of the Resurrection, but as such it points back to times and festivals predating Christianity.

These earlier festivals centered around the spring equinox, an event which, though not identical with Easter, enters into the calculation of its date, and celebrated nature's reawakening in the new life burgeoning forth from the earth. And this leads us directly to the heart of our subject, which is the Easter festival as a stage in the evolution of the Mysteries.

For Christians Easter commemorates the Resurrection. The corresponding pagan festival in a sense celebrated the resurrection of nature, the reawakening of what, as nature, had been asleep throughout the winter. However, there the similarity ends. It must be emphasized that with regard to its inner meaning, the Christian Easter festival in no sense corresponds to the pagan equinox celebrations. Rather, a serious examination of ancient pagan times reveals that Easter, in the Christian sense, is related to festivals that grew out of the Mysteries and that were celebrated in the fall.

This most curious fact demonstrates what serious misunderstandings regarding matters of the highest importance have occurred in the course of humanity's development. In the early Christian centuries, nothing less happened than the confusion of Easter with a completely different festival, with the result that Easter was moved from fall to the spring.

With this we touch upon something of enormous importance in the development of humanity. Consider for a moment the essential content of Easter. First, the figure central to Christian consciousness, Christ Jesus, experiences death, as commemorated by Good Friday. He then remains in the grave for three days, symbolizing his union with earthly existence. Christians observe this interval, the one between Good Friday and Easter Sunday, as a period of mourning. Finally, on Easter Sunday, the central being of Christianity arises from the grave. In essence, then, Easter involves Christ's death, lying in the grave, and resurrection.

Let us now turn to one of the many forms of the corresponding pagan festival, for only in doing so can we grasp the relation of Easter to the Mysteries.

Among many ancient peoples we find celebrations whose rituals enact a content strongly resembling that of the Christian Easter festival. One of these was the festival of Adonis, which was observed by certain Near Eastern peoples over long spans of pre-Christian antiquity. At the center of this festival stood a likeness of the god Adonis, who represented all that manifests itself in human beings as vigorous youth and beauty.

The ancients in many respects undoubtedly confused the god's image with what is represented; hence their religions frequently bordered on fetishism. Many indeed took the image of Adonis to be the actually present god, the god of beauty and youthful strength, of an unfolding seminal power that reveals in splendorous outer existence all the inner nobility and grandeur of which humanity is capable.

To the accompaniment of songs and rites portraying humanity's deepest grief and sorrow, the god's likeness was immersed for a period of three days in the sea if the Mystery site was near the sea, in a lake if it was near a lake, or otherwise in an artificial pond that was dug nearby. For three days a profound and solemn silence took hold of the entire community. When after that time the idol was lifted from the water, the laments gave way to songs of joy and hymns to the resurrected god, the god who had come back to life.

This was an external ceremony, one that profoundly stirred the souls of a great number of people. Even as it did so, however, it hinted at what happened within the sacred Mysteries to every person aspiring to initiation.

In those times every candidate for initiation was led into a special chamber. It was dark and gloomy and its walls were black. The chamber contained nothing but a coffin or at least something like it. Laments and dirges were sung around this coffin by those who had led the neophyte into the chamber. The latter was treated as if he were about to die. His teachers made it clear to him that by being laid in the coffin he was to undergo the experience of death and of the three days following. The candidate was to achieve total inner clarity regarding those experiences.

On the third day, in a spot visible to the occupant of the coffin, a branch appeared, signifying life's renewal. The earlier laments gave way to hymns of joy, and the initiate arose from his grave with transformed consciousness. A new language, a new script were revealed to him, the language and script of the spiritual world. He was permitted to see, and did see, the world from the viewpoint of the spirit.

Compared with these procedures enacted deep within the Mysteries, the external, public rites were symbolic, resembling in their form the initiation ceremonies of the select few. At the proper time these rites, of which the Adonis festival may be taken as typical, were explained to their participants. The rites took place in the fall, and participants were instructed in somewhat the following way:

“Behold, autumn is now upon us; the earth loses its mantle of plants and leaves. All is withering. In place of the greening, burgeoning life that began to cover the earth in spring, snow will now come, or at least a desolating drought. Nature is dying. And as it dies all around you, you shall experience that part of yourself that is similar to nature. Human beings die as well. Each of us has his autumn. And although when life comes to an end it is fitting that the souls of those remaining should be filled with deep sorrow, it is not enough to meet death only when it actually happens. In order that you be confronted with death's full solemnity, that you be able to remind yourselves of death again and again, you are shown each fall the death of that divine being who stands for beauty, youth, and human grandeur. You see that he too goes the way of all nature. Yet, precisely when nature becomes barren and begins to die, you must remember something else. You must remember that although human beings pass through the portal of death, although in this earthly existence they experience only things that are like those that die in autumn, at death they are drawn away from the earth and live their way out into the vast cosmic ether, where for three days they feel their being expand until it encompasses the whole world. Then, while the eyes of those on earth are focused only on death's outer aspect, on what is transitory, in the spirit world the immortal human soul awakens after three days. Three days after death it arises, born anew for the spirit land.”

In a process of intense inner transformation, the candidate for initiation into the Mysteries actually experienced this dying and reawakening within his own soul. The profound shock inflicted upon people by this old method of initiation—we shall see that in our day completely different methods are necessary—awakened within them latent powers of spiritual vision. They knew henceforth that they stood not merely in the world of the senses, but in the spiritual world as well.

What the students of the Mysteries received as timely instruction might be summed up in the following words: “The Mystery ritual is an image of events in the spiritual world, of what occurs in the cosmos; the public rituals in turn are a likeness of the Mysteries.” No doubt was left in the students' minds that the Mysteries encompassed procedures representing what human beings experience in forms of existence other than the earthly, that is, in the vastness of the astral and spiritual cosmos.

Those who could not be admitted to the Mysteries because they were deemed not mature enough to receive directly the gift of spiritual vision were taught appropriate truths in the cultic rituals, which symbolized what occurred in the Mysteries. These rituals, such as the Adonis cult, that took place amid autumn's withering, when all of nature seemed to speak only of the transience of earthly things, of the inexorability of death and decay, served to instill in people the certainty, or at least the idea, that death as experienced by nature in the fall must also overtake human beings, overtake even the god Adonis, representative of all the beauty, youthfulness, and grandeur of the human soul. The god Adonis also dies. He disappears into the earthly representative of the cosmic ether, into water. But just as he is lifted out of it, so too is the human soul raised from the waters of the world, the cosmic ether, about three days after it has passed through the portal of death.

The secret of death itself was thus portrayed in the ancient Mysteries through the corresponding autumnal festivals. These festivals coincided in their first half with the withering and decay of nature, and in their second half with the opposite, namely, with the eternal essence of the human being. Humanity was to contemplate the dying of nature in order to recognize that human beings die as well, but that in accordance with their inner nature they arise anew in the spiritual world. The purpose of these ancient pagan Mystery festivals was thus to reveal the true meaning of death.

As humanity developed, the time came when a particular being, Christ Jesus, carried down into bodily nature the process of death and resurrection that the candidate for initiation had achieved in the Mysteries only on the level of the soul. People familiar with the ancient Mysteries can peer into them and perceive that neophytes were led through death to resurrection within their souls, that is, they awakened to a higher consciousness. It is important to note that their souls, not their bodies, died and that they did so in order to rise again on a higher level of consciousness.

What aspirants to initiation experienced only in their souls, Christ Jesus passed through in the body, that is, on a different level. Because Christ was not of the Earth, but rather a sun-being in the body of Jesus of Nazareth, he could undergo on Golgotha in the entirety of his human nature what initiates had formerly experienced only their souls.

Those who still possessed intimate knowledge of the old Mystery initiation, from that time on to our own, understood the event at Golgotha most profoundly of all. They knew that for thousands of years people had gained knowledge of the spiritual world's secrets through the death and resurrection of their souls. During the process of initiation body and soul had been kept apart, the soul being led then through death to eternal life.

What a number of select people had thus undergone in their souls was experienced all the way into the body by the being who descended from the sun into Jesus of Nazareth at the time of his baptism in the Jordan. An initiation process repeated over many, many centuries became in this way a historical fact.

That was the essence of what people familiar with the Mysteries knew. They knew that because a sun-being had taken possession of the body of Jesus of Nazareth what had formerly occurred for the neophyte only at the level of the soul and its experiences could now take place on the plane of the body as well. In spite of Christ's bodily death, in spite of his dissolution into the mortal earth, the Resurrection could be brought about because Christ ascended higher in soul and spirit than was possible for a candidate for initiation. The neophyte was incapable of bringing the body into such profoundly subsensible regions as Christ did, so that he could not rise as high in resurrection. Except for this difference in cosmic magnitude, however, it was the ancient initiation process that appeared in the historic deed on sacred Golgotha.

In the first Christian centuries very few people knew that a sun-being, a cosmic being, had lived in Jesus of Nazareth, or that the earth had actually been made fruitful by the coming of a being previously visible only in the sun for students of initiation. And for those who accepted it with genuine knowledge of the old Mysteries, Christianity consisted essentially in the fact that Christ, who could be reached in the old Mysteries by ascending through initiation to the sun, had descended into a mortal body. He had come down to earth, into the body of Jesus of Nazareth.

A mood of rejoicing, even of holy elation, filled the souls of those who understood something of this Mystery when it occurred. Living awareness then gradually gave way, through developments we shall discuss presently, to a festival in memory of this historical event on Golgotha.

While this memory was taking shape, awareness of Christ's identity as a sun-being grew dimmer and dimmer. Those familiar with the ancient Mysteries could not be mistaken about that identity. They knew that genuine initiates, by being made independent of the physical body and experiencing death in their souls, had ascended to the sphere of the sun and there found the Christ. From the Christ they received the impulse to resurrection. Having raised themselves up to him, they were cognizant of his true nature. From the events on Golgotha they knew that the being formerly accessible only in the sun had descended to mankind on earth.

Why? Because the old rite of initiation, through which neophytes had risen to Christ in the sun, could no longer be performed. Over time human nature had changed. Evolution had progressed in such a way as to make initiation by means of the old ritual impossible. Human beings on earth could no longer find Christ in the sun. For this reason he came down to enact a deed to which earthly humanity could now turn its gaze. This secret is among the holiest things of which we may speak here on earth.

What was the situation then for those living in the centuries immediately following the Mystery of Golgotha? If I were to draw it, I would have to sketch something like this:

In the old initiation center (red, at right), neophytes gazed up to the sun and through initiation became aware of the Christ. To find him they looked out into space, so to speak. In order to show later developments, I must here represent time in terms of the earth proceeding along a line from right to left—its subsequent positions from year to year represented by arcs beneath the line—even though the earth does not actually move this way through space. At the left, let us say, is the eighth century; the Mystery of Golgotha (cross, at center) had already taken place. Human beings, instead of seeking Christ in the sun from a Mystery temple, now look back toward the turning point of time, to the beginning of the Christian era. They look back in time (yellow arrow in figure) toward the Mystery of Golgotha, and there find Christ performing an earthly deed.

The significance of the Mystery of Golgotha was that it changed a previously spatial perception into perception through time. Furthermore, if we reflect upon what transpired in the Mysteries during initiation, remembering that initiation was an image of human death and resurrection, and then consider the form taken by the cult—the festival of Adonis, for example—which was itself a picture of the Mysteries, then these three things appear raised to the ultimate degree, unified and concentrated, in the historical deed on Golgotha.

The profoundly intimate rites of the Mystery sanctuaries now stood forth as an external, historical event. All humankind now had access to what was previously available only to initiates. No longer was it necessary to immerse an image in the sea and symbolically resurrect it. Instead human beings were to think of, to remember, what actually took place on Golgotha. The physical symbol, referring to a process experienced in space, was to be supplanted by the internal, immaterial thought, by the memory of the historical deed on Golgotha experienced within the soul.

A remarkable development began to take place during the centuries that followed. Human beings were less and less cognizant of spiritual realities, so that the substance of the Mystery of Golgotha could no longer gain a foothold in their souls. Evolution tended toward the development of a sense for material reality. Human beings could no longer grasp in their hearts that precisely where nature presents itself as ephemeral, as dying and desolate, the spirit's vitality can best be witnessed. The autumnal festival thus lost its meaning. It was no longer understood that the best time to appreciate the resurrection of the human spirit was when outer nature was dying, that is, during the fall.

Autumn simply became an unsuitable time for the festival of resurrection, for it could no longer turn people's minds to spiritual immortality by underscoring nature's transience. People began to depend upon material symbols, upon enduring elements of nature, for their understanding of immortal things. They focused upon the seed's germinating force, which, though buried in the fall, sprouts forth again in spring. People adopted material symbols for spiritual things because matter could no longer stimulate them to perceive the spirit in its reality. Human souls lacked the strength to receive autumn's revelation of the spirit's permanence in contrast to the impermanence of nature. Help from nature, in the form of an outwardly visible resurrection, was now necessary. People needed to see plants sprouting from the ground, the sun gaining strength, light and warmth increasing, in other words, a resurrection of nature, in order to celebrate the idea of resurrection itself.

But this meant that the immediate connection to the spirit present in the festival of Adonis, and potentially present in the Mystery of Golgotha, disappeared. An intense inner experience that was possible in ancient times at every human death gradually faded out. In those times people had known that although a departed soul's first experiences beyond the gate of death were indeed a matter for solemn reflection, after three days the living could rejoice, for they knew that then the departed soul arose out of earthly death into spiritual immortality.

Thus the power inherent in the festival of Adonis disappeared. It lay in humanity's nature that this power should at first arise with great intensity. Ancient peoples beheld the death of the god, the death of human beauty, grandeur, and youthful vigor. This god was immersed in the sea on a day of mourning. The mood was somber, for people were at first to develop a feeling for the ephemeral. This mood, however, was to yield in turn to a different one, to that evoked by the human soul's super-sensible resurrection after three days. When the god—or rather his likeness—was raised out of the water, rightly instructed believers saw in it an image of the human soul as it exists a few days after death. The fate of departed souls in the spiritual world was placed before them in the image of the risen god of beauty and youth.

Thus each year in the fall human minds were awakened to a direct contemplation of something deeply connected with human destiny. At that time it would have been deemed inappropriate to convey this by means of outer nature. Truths that could be experienced spiritually were represented in the cult's symbolic rituals. However, when the time came for the ancient, physical idol to be replaced with the inner experience of the unseen Mystery of Golgotha, a Mystery that embodied the same truth, humanity at first lacked the strength, for the spirit had retreated into deeply hidden regions of the human soul.

The need to look to nature for symbols of the spirit has continued into our own time. Nature, however, provides no complete image of our destiny in death; and while the idea of death has survived, that of resurrection has increasingly disappeared. Even though resurrection is spoken of as a tenet of faith, the fact of resurrection is not a living one for people of more recent times. It must, however, once more become so through anthroposophical insight that awakens a feeling for the true concept of resurrection.

If, therefore, as has been said on appropriate occasions, we as anthroposophists must cherish the Michael idea as a heralding thought, and must deepen our understanding of the Christmas idea, so too must our experience of the Easter idea be particularly festive. For it is anthroposophy's task to add to the thought of death that of resurrection, to become an inner celebration of the resurrection of the human soul, imbuing our philosophy with an Easter mood. Anthroposophy will be able to achieve this when people understand how the ancient Mystery concepts can live on in the true concept of Easter, and when once again a proper view prevails of the body, soul, and spirit of the human being and of the fates of these in the physical, soul, and divine-spiritual worlds.