The Rudolf Steiner Archive

Studies that are concerned with the karma of human beings must be undertaken with deep earnestness and inwardly assimilated. For it is not the mere knowledge of some particular karmic connection that is important. What is really important is that such studies should quicken the whole of man's nature, enabling him to find his bearings in life.

Such studies will never be fruitful if they lead to greater indifference towards human beings than is otherwise the case; they will be fruitful only if they kindle deeper love and understanding than are possible when account is taken merely of the impressions of a single life.

Anyone who reviews the successive epochs in the evolution of mankind cannot fail to realise that in the course of history very much has changed in man's whole way of thinking and perception, in all his views of the world and of life. Generally speaking, man is less interested in the past than in the future, for which the foundations have yet to be laid. But anyone who has a sufficiently clear grasp of how the souls of men have changed in the course of the earth's evolution will not shrink from the necessity of having himself to undergo the change that will lead him to study, not merely the single earthly life of some individual, but the succession of earthly lives, in so far as these can be brought within the range of his vision.

I think that the examples given in the last lecture—Conrad Ferdinand Meyer, Pestalozzi, and others—can show how understanding of a personality, love for this personality, can be enhanced when the latest earth-life is viewed against the background of other lives of which it is the outcome.

And now, in order that our studies may be really fruitful, I want to return to a question to which, as many of those present here will know, I have already alluded. Reference is often made in spiritual science to the existence in olden times of Initiates possessed of clairvoyant vision, personalities who were able to communicate the secrets of the spiritual world. And from this the question quite naturally arises: Where are these Initiates in our own time? Have they reincarnated?

To answer this question it is necessary to point out how greatly a later earth-life may differ from a preceding one in respect of knowledge and also in respect of other activities of the soul. For when in the time between death and a new birth the moment approaches for the human being to descend to the earth and unite with a physical-etheric organisation, a very great deal has to take place. The direction towards family, race and so forth, has indeed long been determined, but the resolve to undergo this tremendous change in the form of existence, the change involved in the transition from the world of soul-and-spirit into the physical world—this resolve is a stupendous matter. For as you can well imagine, circumstances are not as they are on earth, where the human being grows weaker as he approaches the end of his normal life; after all his experiences on earth he will actually have little to do with the decision to enter into a different form of existence when he passes through the gate of death. The change, in this case, comes upon him of itself, it breaks in upon him.

Here on earth, death is something that breaks in upon man. The descent from the spiritual world is completely different. It is a matter, then, of fully conscious action, a deliberate decision proceeding from the deepest foundations of the soul. We must realise what a stupendous transformation takes place in the human being when the time comes for him to exchange the forms of life in the pre-earthly existence of soul-and-spirit for those of earthly existence. The descent entails adaptation to the prevailing conditions of civilisation and culture and also to the bodily constitution which a particular epoch is able to provide. Our own epoch does not readily yield bodies—let alone conditions of culture and civilisation—in which Initiates can live again as they lived in the past. And when the time approaches for the soul of some former Initiate to use a physical body once again, it is a matter of accepting this body as it is, and of growing into the environment and the current form of education. But what once was present in this soul is not lost; it merely comes to expression in some other way. The basic configuration of the soul remains but assumes a different form.

Now in the 3rd and 4th centuries A.D. it was still possible for the soul to acquire a deep knowledge of Initiation truths, because at that time, especially in Southern Europe and Asia Minor, body followed soul, that is to say, the bodily functions were able to adapt themselves inwardly to the soul. One who may have lived in the early Christian centuries as an Initiate, with a soul wholly inward-turned and full of wisdom, is obliged to descend to-day into a kind of body which, owing to the intervening development, is directed pre-eminently to the external world, lives altogether in the external world. The result is that owing to the bodily constitution, the inner concentration of soul-forces that was still possible in the 3rd or 4th century of our era, is so no longer. And so the following could take place in the course of evolution.—I am telling you of things that reveal themselves to inner vision.

There was a certain Mystery-centre in Asia Minor, typical of all such institutions in that part of the world in the early Christian centuries. Traditions were everywhere alive in those olden days when men were deeply initiated into these Mysteries. But everywhere, too, men were more or less aware of the rules that must be imposed on the soul in order to acquire knowledge leading to its own deep foundations, as well as out into the cosmic All. And in the early Christian centuries these very Mysteries of Asia Minor were occupied with a momentous question.

Boundless wisdom had streamed through the sanctuaries of the Mysteries. If you will read what was described in my book Christianity as Mystical Fact—as far as description was possible in a printed publication at that time—you will see that the ultimate aim of all this wisdom was an understanding of the Mystery of Golgotha. And in these Mysteries of Asia Minor the great question was: How will the sublime content of the Mystery of Golgotha, the reality of what has streamed into the earth through the Mystery of Golgotha—how will it evolve further in the hearts and minds of men? And how will the ancient, primeval wisdom—a wisdom that encompassed the Beings who have their habitations in the stars and the manifold orders of Divine-Spiritual Beings who guide the universe and the life of man—how will this primeval wisdom unite with what is concentrated in the Mystery of Golgotha? How will it unite with the Impulse which, proceeding from a sublime Sun-Being, from the Christ, is now to pour into mankind?—That was the burning question in these Mysteries of Asia Minor.

There was one personality who with his Mystery-wisdom and Mystery-experiences felt this question with overwhelming intensity. It is in truth a shattering experience when in the search for karmic connections one comes upon this man who was initiated in one of these Mysteries in Asia Minor in the early Christian centuries. It is a shattering experience, for with his Initiation-knowledge he was aware in every fibre of his being of the need to grasp the meaning and import of the Mystery of Golgotha, and he was faced with the problem: What will happen now? How will these weak human souls be able to receive it?

Weighed down in soul by this burning question concerning the destiny of Christianity, this Initiate was walking one day in the wider precincts of his Mystery-centre, when an experience came to him of an event that made an overwhelming impression—the treacherous murder of Julian the Apostate. With the vision and insight of Initiation he lived through this event.

It was known to him that Julian the Apostate had attained a certain degree of Initiation in the ancient Mysteries, that he wanted to preserve for the spiritual life of mankind, the impulses that had been cultivated in the ancient Mysteries, to ensure their continuance, in short to unite Christianity with the wisdom of the Mysteries. He knew that Julian the Apostate proclaimed, in the sense of the Mystery-wisdom, that as well as the physical Sun there is also a Spiritual Sun, and that whoever knows the Spiritual Sun, knows Christ. But this, teaching was regarded as evil in the days of Julian the Apostate and led to his treacherous murder on his journey to Persia. This most significant, symptomatic event in world-history was lived through by the Initiate of whom I am speaking.

Those of you who for many years have been listening to what has been said on the subject of karmic connections in world-history, will remember that in the lectures I once gave in Stuttgart on certain chapters of occult history—reference was also made to the same theme at the Christmas Foundations Meeting¹—I spoke of the deep tragedy of Julian the Apostate's position in the history of humanity.

His death was felt and experienced by the Initiate to whom I am now referring, whose Initiate-knowledge, received in a Mystery-centre in Asia Minor, was shadowed by the question: What will become of Christianity? And through these symptomatic events there came to him the crystal-clear realisation: A time will come when Christianity will be misunderstood, will live only in traditions, when men will no longer know anything of the glory and sublimity of Christ, the Sun-Spirit Who dwelt in Jesus of Nazareth.

All this lay like a weight upon the soul of the Initiate. And for the rest of his life at that time he was heavy-hearted and sorrowful in regard to the evolution of Christianity. He experienced the consternation and dismay which a symptomatic event of the kind referred to must inevitably cause in an Initiate.—It made an overwhelming, shattering impression upon him.

And then we go further.—The impression received by this Initiate was bound to lead to a reincarnation comparatively soon afterwards—in point of fact at the time of the Thirty Years' War, when very many outstanding, interesting incarnations took place, incarnations that have played an important part in the historical evolution of mankind.

The Initiate was born again as a woman, at the beginning of the 17th century, before the actual outbreak of the Thirty Years' War. She lived on into the time of the conflict and was in contact with certain attempts that were made from the side of Rosicrucianism to correct the tendencies of the age and to make preparation in a spiritual way for the future. This work, however, was largely overshadowed and submerged by the savagery and brutality prevailing during the Thirty Years' War. Think only of the Chymical Wedding of Christian Rosenkreuz which appeared shortly before its outbreak. And many other significant impulses came into the life of mankind at that time, before being stamped out or brutalised by the War.

This personality, who as an Initiate had experienced the deeply symptomatic event connected with Julian the Apostate and had then passed through the incarnation as a woman in the 17th century, was born again in the 19th century. All that had become even more inward during the incarnation as a woman, all that had formerly been present in the soul—not the Initiation-wisdom but the horror caused by the terrible event—all this, in the last third of the 19th century, poured into a peculiarly characteristic view of the world which penetrated deeply into the prevailing incongruities of human existence.

The whole tenor and trend of the present age is such that it is difficult for one who has carried over ancient Initiation-wisdom from an earlier earth-life into the life of the 19th and 20th centuries, to work effectively through deeds. And so, in this case, what was brought over—deeply transformed and apparently externalised, though in reality still inward—pressed its way from the heart—the seat of the old Initiation-wisdom—towards the senses and sense-observation, striving to find expression in poetry, in literature.

That is the reason why recent times have produced so many really splendid examples of literature. Only they are incoherent, they are simply not intelligible as they stand. For they have been created not only by the personality who was present on earth at the end of the 19th or beginning of the 20th centuries, but an additional factor has been some experience in a past life such as I have related, an experience that had such a shattering effect upon an Initiate—albeit an Initiate in Mysteries already decadent. This shattering experience in the soul works on, streams into artistic, poetic qualities of soul—and what, in this case, comes over in so characteristic a way, lives itself out in the personality of Ibsen.

When this vista is open to one, the secrets of the evolution of humanity light up from writings which appeared at the end of the 19th century and which cannot be the work of a single man but of a man through whom and in whom earlier epochs are also coming to expression.

In approaching a theme like this, we shall certainly not lose respect either for the course taken by world-history or for the single personality who stands before us with greatness and distinction. In very truth, the experiences that come upon one in this domain are shattering—that is to say when such matters are pursued with the necessary earnestness.

Now you will often have heard tell of an alchemist who lived in a comparatively early period of the Middle Ages: Basilius Valentinus (Basil Valentine), a Benedictine monk. His achievements in the spheres of medicine and alchemy were of momentous significance and to study him in connection with karmic relationships in world-history leads to remarkable results, results which show very clearly how difficult it is to understand the age in which we ourselves are living.

Many things in our time are not only incomprehensible but often repellent, disagreeable, horrifying in a certain respect, and if we look at life merely as it is perceptible to the senses, it is impossible not to feel indignation and disgust.

It is different, however, for one who can perceive the human and historical connections. Things are by no means what they seem! Traits may show themselves in life to-day for which the onlookers have, quite understandably, nothing but censure and indignation. And yet all the time, even in the unpleasant elements themselves, there may be something that is intensely fascinating. This will be the case more and more frequently.

As I said, there in the early Middle Ages we find Basilius Valentinus, a Benedictine monk, engaged in the pursuit of medicine and alchemy in his cellars in the monastery and making a number of important investigations. There are others with him who are his pupils and they write down what Basilius Valentinus has said to them. Consequently there are hardly any original writings of Basilius Valentinus himself; but there are writings of pupils which contain a great deal that is genuinely his wisdom, his alchemical wisdom.

Now when, at a certain time of my life, one of the pupils of Basilius Valentinus who especially interested me came into my field of vision, I realised: This pupil is again in incarnation, but spiritually there has been a remarkable metamorphosis. He has come again in the 19th century and beginning of the 20th century.

But the alchemical activity, directed without co-ordination towards the senses, manifested outwardly as a view of life in which alchemical concepts are always, so to speak, being welded into sense-observations. In this later incarnation the man observes external facts—how people act, how things happen among them, how they talk to one another—and he groups it all together in a way that is often repellent. But the explanation lies in the fact that the personality in question had, in an earlier incarnation, worked at alchemy under Basilius Valentinus. And now he jumbles everything together—the relationships between people, how they behave to one another, what they say, what they do and so forth. He does not look at these things with the eyes of a modern philistine—far from it!—but with the eye of a soul in which impulses from his former alchemical pursuits are still alive. He jumbles up events that occur among men, makes dramas out of them, and becomes: Frank Wedekind.

These things must of course be studied in pursuance of a longing for a genuine understanding of man. When this is the case, life becomes, not poorer, but infinitely richer. Take Wedekind's ‘Hidalla’ or any other of his dramas which make the brain reel when one attempts to find the thread connecting what comes first with what comes later. Yet there is something fascinating about it for anyone who can look beyond the surface, and the commonplace judgments of the critics sitting in the stalls will leave him untouched. From their own standpoint, of course, these critics are justified—but that is of no account. The real point is that world-history has here produced a strange and remarkable phenomenon.—Alchemical thinking, flung as it were across centuries, is now applied to human life and human deeds; these, together with human rules and standards are all jumbled into a hotchpotch, just as once in alchemical kitchens—at a time when alchemy was already on the decline—substances and their forces were mixed in retorts and tests made of their effects.

Even in respect of the point of time at which they occur on earth, the lives of men are determined by connections of destiny and karma. Let me give you another example in corroboration of this.

We turn our gaze back to the time when the Platonic School flourishes in Greece. There was Plato, surrounded by a number of pupils. In their characters these pupils differed greatly from one another and what Plato himself depicts in the Dialogues, where characters of the most varied types appear and converse together, is in many respects a true picture of his School. Very different characters came together in this School.

In the School there were two personalities in particular who imbibed, each in a very different way, all that fell from Plato's lips, bringing such sublime illumination to his pupils, and that he also carried further in conversations with them.

One of these two pupils was a personality of rare sensitiveness and refinement. He was particularly receptive to everything that Plato did, through his teaching on the Ideas, to lift men's minds and hearts above the things of earth. Everywhere we find Plato affirming that over against the transitoriness of the single events in man's life and environment, stand the Eternal Ideas. The material world is transitory; but the material world is only a picture of the Idea which—itself eternal—passes in perpetual metamorphoses through the temporal and the transitory. Thus did Plato lift his pupils above the transitory things belonging to the external world of sense to contemplation of the eternal Ideas which hover over them as the heavens hover over the earth.

But in this Platonic treatment of the world, man in his true being fares rather badly. For the Platonic conceptions and mode of thinking cannot properly be applied to man, in whom the Idea itself becomes alive in objective reality. Man is too individual. The Ideas, according to Plato, hover above the things. This is true in respect of the minerals, crystals and the other phenomena of the lifeless sense-world; Goethe too, while on the track of the archetypal plant (the ‘Urpflanze’) was observing the varying types; and the same applies in the case of the animals. With man, however, it is a matter of seeking the living Idea within each single human individuality. It was Aristotle—not Plato—who taught that the Idea as entelechy has entered into the human being.

The first of the two pupils shared with whole-hearted fervour in this heavenward flight in Platonism. With his spiritual vision he could accompany Plato in this heavenward flight, in this soaring above the earth, and words of mellowed sweetness would fall from his lips in the Platonic School on the sublimity of the Ideas that hover over and above the things of earth. In his soul he soared to the Ideas. When he was not lingering in his world of vision but living again in his heart and mind, going about among the Greeks as he loved to do, he took the warmest interest in every human being with whom he came into contact. It was only when he had come down as it were to everyday life that his heart and feelings could be focused upon the many whom he loved so well, for his visions drew him away from the earth. And so in this pupil there was a kind of split between the life of heart when he was among living human beings and the life of soul when he was transported to the Eternal Ideas, when he was listening in the Academy to Plato's words or was himself formulating in words full of sweetness, the inspirations brought by Platonism. There was something wonderfully sensitive about this personality.

Now a close and intimate friendship existed between this man and another pupil in the Platonic School. But in the course of it, a different trend of character which I will now describe, was developing in the friend, with the result that the two grew apart. Not that their love for one another cooled, but in their whole way of thinking they grew apart; life separated them. They were able, at first, to understand one another well, but later on even this was no longer possible. And it led to the one I have described becoming irritable and ‘nervy’ as we should say to-day, whenever the other spoke in the way that came naturally to him.

The second pupil was no less ready than the first to look upwards to the Eternal Ideas which were the inspiration of so much living activity in the School of Plato. This pupil, too, could be completely transported from the earth. But the deep, warm-hearted interest in numbers of his fellow human beings—that he lacked. On the other hand he was intensely attracted by the myths and sagas of the ancient gods which were extant among the people and were well-known to him. He interested himself deeply in what we to-day call Greek Mythology, in the figures of Zeus, Athene and the rest. It was his tendency more or less to pass living human beings by, but he took a boundless interest in the gods whom he pictured as having lived on earth in a remote past and as being the progenitors of humanity.

And so he felt the urge and the strong desire to apply the inspiration experienced in his life of soul to an understanding of the profound wisdom contained in the sagas of the gods and heroes. Men's relation to such sagas was of course completely different in Greece from what it is to-day. In Greece it was all living reality, not merely the content of books or traditions.

This second personality who had been on terms of intimate friendship with the first, also grew out of the friendship—it was the same with them both. But as members of the Platonic School there was a link between them. Now the Platonic School had this characteristic.—Its pupils developed forces in themselves which tended to separate them from one another, to drive them apart after the School had for a time held them close together. As a result of this, individualities developed such as the two I have described, individualities who in spite of their different natures belonged together and who then grew apart.

These two individualities—they were born again as women in Italy in the days of the Renaissance—came again to the earth in modern times; the first too early and the second rather too late. This is connected with the strong resolution that is required before making the descent to incarnation.

Having passed through the gate of death, the one I described first, who had soared in spirit to super-earthly realms but without the fullness of human nature which expressed itself only in his heart and feelings, was able between death and rebirth to apprehend what pertains to the First Hierarchy, the Seraphim, Cherubim and Thrones; to some extent he could also apprehend the Second Hierarchy, but not the Hierarchy immediately above man, not, therefore, the Hierarchy, through which one learns how the human body is built up and organised here on earth.

He thus became a personality who in pre-earthly existence had developed little insight into the constitution and nature of the human body; hence, when he was born again, he did not take into himself the final impulse. He made a partial, not a full descent into the body, did not come right down into it, but always hovered a little above it.

His friend from the Platonic School waited before descending to incarnation. The reason for the waiting was that had the two of them met, had they been actual contemporaries, they would not have been able to tolerate one another. And yet, for all that, the one who had been wont to speak at such length about his intercourse with men, recounting it with such charm and sweetness to the other—who did not go among his fellows but was engrossed in the myths and sagas of the gods—this first personality was destined to make a deep impression upon the other, to precede him. The second followed later.

This second personality, having steeped himself in Imaginations of the gods, had now developed a high degree of understanding of all that has to do with man. Accordingly he wanted to extend his time in the spiritual world and gather impulses that would enable him to take deep hold of the body. And what actually happened was that he took hold of the body too forcefully, he sank too deeply into it.

Thus we have here two differing configurations of destiny. Of two members of the Platonic School, one takes too slight a hold of the body in the second incarnation afterwards and the other takes too strong a hold. The one cannot completely enter his body; he is impelled into it in his youth but out of it again soon afterwards and is obliged to remain outside. This is Hölderlin.

The other is carried so deeply into his body that he enters with too much force into his organs and suffers almost lifelong illness. This is Hamerling.

Thus we have before us great human destinies stretching through the ages of time, and the impulses which gave rise to these destinies; and we are now able to divine how the spiritual impulses work. For we must place this fact in all clarity before our souls: an individuality like Hölderlin, who has come from the Platonic School and who cannot enter fully into his body but has to remain outside it, such an individuality experiences in the dimness of insanity, impulses that work in preparation for coming earthly lives, impulses that destine him for greatness. And it is the same with the other, Robert Hamerling.

Illness and health appear in quite a different light when considered in the setting of destiny than when they are observed within the bounds of the single earthly life.

I think it can surely be said that reverence will arise in men's hearts and minds when life is treated in this way—reverence and awe for the mysterious happenings brought about by the spiritual world. Again and again I must emphasise that these things are not being told in order to satisfy cravings for sensation, but to lead us more and more deeply into a knowledge and understanding of the spiritual life. And it is only through this deeper penetration into the spiritual life that the external, sense-life of man can be explained and illumined.

• 1. Lecture-Course XVI. Occult History. Stuttgart, December 27th–31st, 1910 and January 1st, 1911. World-History in the Light of Anthroposophy. Dornach. December 24th–31st, 1923.

As I have said, theoretical explanations about karma and repeated earthly lives cannot but remain unliving and inadequate, until our thought in this direction really flows into our understanding of the life around us. We must contemplate life itself in the light of karma and repeated earthly lives. But such a contemplation requires the very greatest earnestness, for it may indeed be said that the temptation is very great for man to spin out all manner of ideas about karmic connections and repeated earthly lives. The temptation is great; the source of illusions in this sphere is exceedingly great. And indeed, real investigations in this sphere can be made only by one to whom the spiritual world has in a sense been opened through his own soul-development.

Hence it must also be said that in these matters especially the investigator must rely on those foundations of conviction in his audience which may follow from other things he has brought to light. Indeed we ought not to have any confidence in one who begins without more ado to speak about repeated earthly lives in detail. What is derived from such occult depths as these must be confirmed and supported by the fact that many other things have already been produced which give a real basis for confidence in the spiritual investigator.

Now I think I may say that in the twenty-three to twenty-four years during which we have cultivated Anthroposophy, enough occult material has been gathered to warrant the description at this present time even of these bold researches into karma and repeated earthly lives, for the benefit of those who may have gained true confidence through the other realms of spiritual life which have been unfolded before them in the course of time. True, many are present here to-day who have been in the society for a comparatively short time. But the evolution of the society would be made impossible if we always had to begin at the beginning for those who enter newly; and on the other hand, to our great joy and satisfaction, large numbers of our oldest Anthroposophical friends have come here at this busy time when so many lecture-courses are to be given. Many Anthroposophists are gathered here who have witnessed nearly the whole period of Anthroposophical development and as time goes on opportunities must be created in the Anthroposophical Society for those in the earlier stages of membership to be properly introduced to all that must now be cultivated for the further course of the society's development.

I had to make these preliminary remarks, because what I shall say to-day will be given more in the form of a simple communication, and much of it may well appear exceedingly bold. It will however form the starting-point for what will follow in the succeeding lectures.

A human life after all only appears in its true nature when we consider how it passes through repeated lives on earth. Serious and responsible research in this domain is however by no means easy, for the results we gain do in a certain way contradict our habitual ideas on the subject.

At first sight, when considering the life of a man on earth with all the contents of his destiny, most people will be struck by those events of destiny which are connected with his outer profession or inner calling, with his social position and the like. As to the essential content of his earthly life, a human being will naturally appear to us in the light of these characteristics, nor need they by any means be superficial, for they may signify much for his inner life of soul. Nevertheless, to look into those depths in which repeated lives on earth are seen, it is necessary to look aside from many of these obvious and outer things that stamp themselves upon the destiny of a human being in his earthly life.

In effect, we must not imagine that the outer or inner calling of a man has a very great significance for his karma that passes through repeated lives on earth. True, even if we take a comparatively external and typical calling, that of a civil servant for example, we can conceive how much it is connected, even outwardly, with his destiny. Nevertheless, for the deepest relationships of karma or destiny those things that we can describe in a man as proceeding from his external calling are sometimes of no significance at all. And so it is with inner callings too. How easily we are tempted, in the case of a musician, to think that at any rate in one former earthly life he was, if not a musician, an artist of some kind. But it is by no means always so. Nay, I must go farther—it is so only in the rarest cases. For when we investigate these things in reality, we find that the continued thread of karma or destiny goes far deeper into the inner being of man and is little connected with his outer profession or inner calling. It is far more concerned with the inner forces of soul and resistances of soul, with moral relationships which can, after all, reveal themselves in any and every calling whether it be an outer or an inner one.

For this very reason, the investigation of karma—of the thread of destiny—requires us to concentrate on circumstances in the life of a human being which may often appear outwardly trivial or of small importance. In this connection I must refer again and again to a fact that once occurred to me.

I had to investigate the karmic connections of a certain human being. He had many characteristics in this his present life. He had a certain task in life, he had indeed his profession. But to intuitive vision, from all that he did out of his profession, or that he did as a philanthropist and the like, no indication of his former earthly lives could be found. Not that these things were unconnected with his former lives on earth, but for spiritual vision they gave no clue. One could penetrate no farther when concentrating on these facts of his profession or of his philanthropic work. On the other hand, curiously enough, a quite unimportant peculiarity of his life gave a result. He frequently had to lecture. Every time before he began he quite habitually took out his pocket handkerchief and blew his nose! I often heard him lecture, and without exception whenever he began to speak (I do not mean when he began to speak in conversation, but whenever he had to speak continuously) he first took out his pocket-handkerchief and blew his nose. Now this gave a picture from which there radiated out the power to look into his former lives on earth.

I give this as a particularly grotesque example. It is not always so grotesque; but the point is, we must be able to enter into the whole human being if we wish to look in any valid way into his karma.

You see, from a deeper point of view, the special calling of a man is, after all, something that results from education and other circumstances. On the other hand, it is deeply connected with his inner spiritual configuration if every time before he begins to make a speech he simply cannot help taking out his pocket-handkerchief and blowing his nose! That is a thing far more intimately connected with the being of a man. Still, I admit, this is a radical and extreme example. It is not always quite like this. I wanted only to awaken in you the idea that for the investigation of karma, that which lies on the obvious surface of a man's life is as a rule of no use. We have to enter into certain intimate features of his life—I do not mean into things that one pries into unjustifiably—but into the finer qualities and characteristics that nevertheless appear quite openly.

Having said this by way of introduction, I will now relate a certain instance perfectly frankly and straightforwardly, and of course with all the reservations which are necessary in the case. I mean with the reservation that everyone is free to believe or disbelieve what I now say, though I must assure you that it is based on the deepest and most earnest spiritual-scientific research.

These things do not by any means come to one if one approaches them with the deliberate intention to investigate, like a modern scientist in his laboratory. In a certain way, researches on karma must themselves result from karma.

I had to mention this fact at the end of the new edition of my book Theosophy, for among the various strange requirements that have been made of me from time to time during my life, this too occurred not long ago.—It was suggested that I should submit myself to examination in some psychological laboratory, so that they might ascertain whether the things I have to say on spiritual science are well founded. It is of course just as absurd as if someone were to produce mathematical results and, instead of testing their accuracy, you were to challenge him to submit to an examination in a laboratory, to see whether or not he was a real mathematician. Absurdities of this kind go under the name of scholarship to-day and are taken seriously by learned people!

I said quite definitely at the close of the new edition of my Theosophy, that experiments in this spirit can of course give no result. And I also mentioned that all the paths of approach which lead to the discovery of a certain occult result must themselves be prepared in a spiritual, in a super-sensible way.

Now I once had occasion to meet an eminent doctor of our time, who was well known to me by reputation and especially by his literary career. I had a very high regard for him. You see, I am mentioning the karmic details which led to the investigation, the results of which I shall now describe. The investigation itself took a very long time and only reached its conclusion during the last few weeks. Only now has it reached a stage which enables me conscientiously to speak of it. I am mentioning all these details in order that you may see some at least of the inner connections, though of course not all of them.

Thus I made the acquaintance of this doctor, a man of our own day. When I met him I was in the company of another person whom I had known very well for a long time. This other person had always made, I will not say a deep, but a very thorough impression on me. He was exceedingly fond of the society of men who were interested in occultism in the widest possible range, though an occultism somewhat externally conceived. He was fond of relating the views of his many acquaintances on all kinds of occult matters, and especially on the occult connections of what the modern artist should strive for, as a lyric and epic poet, or as a dramatist. Around this person there was what I might call a kind of moral, ethical aura. I am applying the word ‘moral’ to all that is connected with the soul-qualities under the command of the will.

I was paying a visit to him, and in his company I found the other man first mentioned, whom I knew by reputation and respected very highly for his literary and medical career. Everything that took place during this visit made a deep impression on me and impelled me to receive the whole experience into the realm of spiritual research.

Then a very remarkable thing happened. By witnessing the two persons in the company of one another, and by the impression which my new acquaintance made on me—(I had known him for a long time as an eminent literary and medical man and had a great regard for him, but this was the first time that I saw him in the flesh)—by these impressions I gained certain perceptions. To begin with however, it enabled me, not to investigate in any way the connections in life and destiny of my new acquaintance. On the contrary, my seeing them together shed light as it were upon the other one, whom I had long known. And the result was this.—He had lived in ancient Egypt, not in his last, but in one of his former lives on earth. And (this is the peculiar thing) he had been mummified, embalmed as a mummy. Soon afterwards I discovered that the mummy was still in existence. Indeed a long time afterwards I saw the actual mummy. This, then, was the starting-point. But once the line of research had been kindled in connection with the person whom I had long known, it shed its light still farther, and eventually I was enabled to investigate the karmic connections of the other man, my new acquaintance, the doctor. And the following was the result.

As a general rule one is led from one earthly life of a human being to the preceding one. But in this case intuition led far back into ancient Egypt, to a kind of chieftain in ancient Egypt. It was a chieftain who in a certain sense, indeed in a very interesting way, possessed the ancient Egyptian Initiation, but had become somewhat decadent as an Initiate. In the further course of his life, he began to take his Initiation not very seriously, indeed he even treated it with a certain scorn. Now this man had a servant, who in his turn was extremely serious. This servant was of course not initiated; but both of them together were given the task of embalming mummies and procuring the substances for this purpose, which was no easy matter.

Now especially in the more ancient periods of Egypt, the process of embalming mummies was very complicated and demanded an intimate knowledge of the human being, of the human body. Nay more, of those who had to do the embalming—if they did it legitimately—deep knowledge of the human soul was required. The chieftain of whom I spoke had been initiated for this very work, but he gradually became, in a manner of speaking, frivolous in relation to this, his proper calling. So it came about that in the course of time he betrayed (so they would have put it in the language of the Mysteries) the knowledge he had received through his Initiation to his servant, and the latter gradually proved to be a man who understood the content of Initiation better than the Initiate himself. Thus the servant became the embalmer of mummies, and at length his master did not even trouble to supervise the work, though of course he still took advantage of the social position, etc., which this honourable task involved. But at length his character became such that he no longer enjoyed great respect, and he thus came into various conflicts of life. The servant, on the other hand, worked his way up by degrees to a very, very earnest conception of life, and was thus taken hold of, in a remarkably congenial way, by a kind of Initiation. It was no real Initiation, but it lived within him instinctively. Thus a large number of mummies were mummified under the supervision and co-operation of these two people.

Time went on. The two men passed through the gate of death and underwent the experiences of which I shall speak next time—the experiences in the super-sensible which are connected with the development of karma or destiny. And in the Roman epoch they both of them came back to earthly life. They came back at the very time when the dominion of the Roman Emperors was founded, in the time of Augustus—not exactly, but approximately, in the time of Augustus himself.

I said above that this is a matter of conscientious research, no less exact in its methods than any researches of physics or chemistry, and I should not speak of these things unless for some weeks past it had become possible for me to speak of them so definitely.

The chieftain, who had gradually become a really frivolous Initiate, and who, when he had passed through the gate of death, had felt this as an extraordinarily bitter trial of earthly life, experiencing it in all the bitterness of its effects—we find him again as Julia, the daughter of Augustus. She married Tiberius, the step-son of Augustus, and led a life which to herself seemed justified but was considered, in the Roman society of that time, so immoral that at length both she and Tiberius were banished.

The other man—the servant who had worked his way from the bottom upwards nearly to the grade of an Initiate—was born again at the same time, as the Roman historian Titus Livius, or Livy.

It is most interesting how Livy came to be an historian. In the ancient Egyptian times he had embalmed a large number of mummies. The souls who had lived in the bodies of these mummies—very many of them—were reincarnated as Romans. And certain ones among them were actually reincarnated as the seven Kings of Rome. For the Seven Kings were no mere legendary figures. Going back into the time when the chieftain and his servant had lived in Egypt, we come into a very old Egyptian epoch. Now through a certain law which applies especially to the reincarnation of souls whose bodies have been mummified, these souls were called back again to earth comparatively soon. And the karmic connection of the servant of the chieftain with the souls whose bodies he had embalmed was so intimate, that he had to write the history of the very same human being whom in a previous life he had embalmed, though naturally, he also included the history of many others whom he had not embalmed. Thus Titus Livius became an historian. Now I would like some, indeed as many of you as possible, to take Livy's Roman History, and, with the knowledge that results from these karmic connections, to receive a real impression of his style. You will see that his peculiar penetration into the human being and his tendency at the same time towards the style of the myth, is akin to that intimate knowledge of man which an embalmer could attain.

We do not perceive such connections until the corresponding researches have been made. But once this has been done, a great light is shed on many things. It is difficult to understand the origin of the peculiar style of Titus Livius, who as it were embalms the human beings whom he describes. For such is his style. Real light is thrown upon it when we point to these connections.

Thus we have the same two people again as Julia and Titus Livius. Then Julia and Livy passed once more through the gate of death. The one soul had had the experience of being an Initiate to a considerable degree, and having then distorted his Initiation by frivolous conduct. He had discovered all the bitterness of the after-effects of this in the life between death and a new birth. He had then undergone a peculiar destiny in his new life on earth as Julia, of which life you may read in history. The result was, that in his next life between death and a new birth (following on the life as Julia) he conceived a strong antipathy to this his incarnation as Julia. And in a curious way this antipathy of his was universalised. For spiritual intuition shows this individuality in his life between death and a new birth as though perpetually crying out: “Would that I had never become a woman! It was the evil that I did in yonder life in ancient Egypt which led me thus to become a woman.”

We can now trace the life of these two individualities still farther. We come into the Middle Ages. We find Livy again as the glad poet and minstrel in the very centre of the Middle Ages. We are astonished to find him thus, for there is no connection between the external callings. But the greatest possible surprises that a human being can possibly have are those that result from a real study of successive lives on earth. The Roman historian, with his style that proceeded from a knowledge of man acquired in embalming mummies, with his style so wonderfully light—we find him again as the poet Walther von der Vogelweide. His style is carried upwards, as it were, upon the wings of lyric poetry.

Walther von der Vogelweide lived in the Tyrol. He had many patrons; and among his many patrons there was one very peculiar man, who was on familiar terms with alchemists of every kind, for there were scores of alchemists at that time, in the Tyrol. This man was himself the owner of a castle, but he frequented all manner of alchemists' dens and hovels. In so doing he learned extraordinarily much, and (as happened in the case of Paracelsus too) by spending his time in the dens of alchemists he was impelled to study all occult matters very intensely, and gained an unusually intense feeling for occult things. He thus came into the position of rediscovering in the Tyrol what was then only known as a legend, namely, the Castle in the Mountain—the Castle in the Rocks—(which indeed no one would have recognised as such, for it consisted of rocks, it was hollowed out of the rocks)—I mean, the Castle of the Dwarf King Laurin. The daemonic nature in the district of the Castle of the Dwarf King Laurin made a profound impression on him. Thus there was a remarkable combination in this soul—Initiation which he had carried into frivolity, annoyance at having been a woman and having thus been drawn into the sphere of Roman immorality and, at the same time, Roman cant and hypocrisy about morals; and lastly, an intimate knowledge, though still only external, of all manner of alchemical matters, which knowledge he had extended to a clear feeling of the nature-daemons and of other spiritual agencies in nature.

These two men—though it is not recorded in the biography of Walther, nevertheless it is the case—Walther von der Vogelweide and this other man often came together, and Walther received many an influence and impulse from him.

Here we have an instance of what is really a kind of karmic law. We see the same people drawn together again and again, called to the earth again and again simultaneously, complementing one another, living in a kind of mutual contrast. It is interesting once more, to enter into the peculiar lyrical style of Walther. It is as though at last he had grown thoroughly sick of embalming dead mummies and had turned to an entirely different aspect of life. He will no longer have anything to do with dead things, but only with the fullness and joy of life. And yet again, there is a certain undercurrent of pessimism in his work. Feel the style of Walther von der Yogelweide, feel in his style the two preceding earthly lives: feel too, his restless life. It is extraordinarily reminiscent of that life which dawns upon one who spends much of his time with the dead, when many destinies are unburdened in the soul. For such indeed was the case with an embalmer of mummies.

Now we go on.—My further researches into this karmic chain led me at length into the same room where I had visited my old acquaintance, whom I had recognised as an Egyptian mummy. And now I perceived that this very mummy had been embalmed by the other man whom I now met in his room. The whole line of research led me back to this same room. In effect, I found the soul who had passed through the servant of the old Egyptian embalmer, through Titus Livius, through Walther von der Vogelweide—I found him again in the doctor of our time, in Ludwig Schleich.

Thus astonishingly do the connections in life appear. Who, with the ordinary consciousness alone, can understand an earthly life? It can only be understood when we know what is there in the foundations of a soul. Theoretically, many people know that deep in the foundations of the soul there are the layers of successive earthly lives. But it becomes real and concrete only when we behold it in a specific instance.

Then inner vision was directed out of this room once more. (For in the case of the other man, who had been mummified by this one, I was led to no more clues—at any rate to no important ones.) On the other hand I now perceived the further soul-pilgrimage of the old chieftain, of Julia, of the discoverer of Laurin's Castle. For he came back to earth as August Strindberg.

Now I would like you to take the whole life and literary work of August Strindberg and set it against the background which I have just described. See the peculiar misogyny of Strindberg, which is no true misogyny, but proceeds from quite different foundations. Look, too, at all the strange daemonic elements that occur in his works. See his peculiar attraction to all manner of alchemistic and occult arts and artifices. And at length, look at the adventurous life of August Strindberg. You will find how well it stands out against the background which I have described.

Then read the Memoirs of Ludwig Schleich, his relations to August Strindberg, and you will see how all this arises once more against the background of their former earthly lives. Indeed, from the Memoirs of Ludwig Schleich a very remarkable light may suddenly arise, a light truly astonishing. For the man in whose company I first met Ludwig Schleich—the man of whom I said that in his ancient Egyptian life he was mummified by Schleich—it is he of whom Schleich himself tells in his Memoirs that he led him to Strindberg. In a past life, Strindberg and Schleich had worked together upon the corpse. And the soul who dwelt in that body, led them together again.

Thus, all that we have to explain to begin with about repeated earthly lives and the karmic connections in general, becomes real and concrete. Only then do the facts that appear in earthly life become transparent. A single human life on earth is an entire mystery. What else can it be, until seen against the background of the former lives on earth?

My dear friends, when I explain such things as these I always have an accompanying feeling. If these things which it has become possible to set forth since the Christmas Foundation Meeting are to be regarded in a true sense they demand real earnestness in the listener. They demand an earnest spirit. They require us to stand with real earnestness in the Anthroposophical Movement. For they might easily lead to all manner of frivolities. But they are brought forward here because it is necessary for the Anthroposophical Society to-day to take its stand on a basis of real earnestness and to become conscious of its tasks in modern civilisation.

Having thus laid the foundation, I wish to speak in the next lecture about the karma of the Anthroposophical Society. And in the following lecture which I shall then announce, I shall pass on to describe what these studies of karma may become for the human being who wishes to understand his own life in its deeper meaning.

Having spoken so often about the School of Chartres and its great significance for the inner spiritual life of the West, I have received a welcome gift during the last few days: a gift of pictures, some of which have been put up here for you to see. Others will be added next Tuesday. In these pictures you will see what wonderful architectural works and works of sculpture in the mediaeval sense, arose at the place where flourished that spiritual life of which I have now spoken so often.

The personalities who were gathered in the School of Chartres still had the impulse, even in the 12th century, to enter as teachers or students into the living spiritual life that had arisen in the turning-point of time—I mean in the epoch of European evolution when humanity, inasmuch as they were seekers after knowledge, still sought it in the living weaving and working of the nature-beings, and not in the conception of void and abstract natural laws.

Thus in the School of Chartres there was a deep devotion to spiritual powers, notably to those that hold sway in Nature. All this was cultivated there—no longer, it is true, by Initiates into the ancient Mysteries—but by personalities who had the heart and mind to receive from tradition much that had once been direct spiritual experience. And I have told you of the mysterious radiations of light from the School of Chartres which we can truly recognise in the spirit of Brunetto Latini, the great teacher of Dante. I tried to explain how the individualities of Chartres worked on in the spiritual worlds in unison with those who afterwards came down, more in the Dominican Order, as the bearers of Scholasticism. We may put it thus.—The individualities of Chartres were obliged to see, out of the signs of the times, that there would be no place for them within the earthly life until the time when the element of Michael, which was to begin at the end of the 19th century, should have been working for a while on earth.

In a far-reaching sense these individualities of Chartres took part in the super-sensible teachings of which I spoke last time—teachings that were given under the aegis of Michael himself, so as to pour forth impulses which were to hold good for the spiritual life of coming centuries. And it may be said indeed that anyone who would devote himself to the cultivation of spiritual life to-day must necessarily stand under the influence of those great impulses.

Broadly speaking we may say that there have been very few reincarnations of the spirits of Chartres hitherto. Nevertheless it was granted to me to look back upon the School of Chartres through a certain stimulus, if I may describe it so, which came to me out of the life of the present time.

There was a monk in the School of Chartres who was altogether devoted to the life-element that existed in that school. But in the School of Chartres, especially if one was truly devoted to it, one felt as it were a twilight mood of the spiritual life. All that was reminiscent still of the great and deep impulses of the spiritual Platonism that had been handed down—all this was living in Chartres. But it lived in such a way that the bearers of the spiritual life of Chartres said to themselves: In the future, alas, the civilisation of Europe will no longer be receptive for this living, Platonic spirituality.

It is touching to see how the School of Chartres preserves as it were the portraits of the inspiring genii of the Seven Liberal Arts, as they were called: Grammatica, Dialectica, Rhetorica, Arithmetica, Geometría, Astronomía and Musica. Even in the reception of the Spiritual that was contained in the Seven Liberal Arts, they still saw in them the living gifts of the gods, coming to man through spiritual beings. They did not see the mere communication of dead thoughts about dead laws of Nature. And they could see that Europe in the future would no longer be receptive to these things. Hence there was a feeling of evening twilight in the spiritual life.

Now one of those monks who was especially devoted to the teachings and the works of Chartres, was, after all, reincarnated in our time. He was reincarnated, moreover, in such a way that one could find in this case most wonderfully the echo and reflection of the former life in the present. This personality lived in our time as an authoress who was not only my acquaintance, but my friend. [Marie Eugenie delle Grazie.] She died a considerable time ago. She bore within her a strange mood of soul, about which I should not have spoken until now, although I observed it many years ago. To speak of these things has indeed only been possible since the Christmas feeling came over our Anthroposophical Society. For this has brought a peculiar illumination over these things, and it is possible, as I have already said, to speak about such matters openly and without embarrassment to-day.

When one was in conversation with that authoress, she returned again and again to the theme that she would like to die. But her desire to die did not spring from a sentimental or hypochondriac, nay, not even from a melancholic mood of soul. If one had the psychological vision to enter into such things, one found one's way far, far back into her soul until at length one had to say: It is the echo and reflection of a former life on earth. In a former life on earth a seed was planted which now comes forth, I will not say in the longing for death, but in this feeling that the soul, being now incarnated, yet has nothing really to do with this present age.

Her writings, too, are of this nature. They seem to be written out of a different world—not indeed as to their facts and communications—but as to their mood and feeling. And we can understand this mood only if we find the way from the dim light of her writings, from the dim light that lived as a fundamental disposition in her own soul, back to that monk of Chartres who felt in Chartres the evening twilight mood of a living Platonism.

In this authoress it was not a question of temperament or melancholy or sentimentality; it was the raying-in of a former life on earth. And her present soul was like a mirror into which the life of Chartres really penetrated. Not indeed the content of the teachings of Chartres, but their moods and feelings, had been transmitted from the one life to the other in this personality. Transplanting oneself into these moods, and looking back, one could receive in them as it were spiritual photographs of the personalities who are also to be found by direct spiritual research in the worlds where they now are—the personalities who taught in Chartres.

Thus you see, life brings to one in many ways the karmic possibilities to gaze into these matters. Last time, I described my experiences with the Cistercian Order. To-day I would supplement what I then said by referring to the evening twilight mood of the School of Chartres which penetrated into the heart and soul of an extraordinarily interesting personality, who lived again in the present time. She has long ago found her way back into the worlds for which she longed. She has found her way back to the Fathers of Chartres. And if her whole soul-life had not been dominated by a kind of weariness as the karmic outcome of the mood-of-soul of yonder monk of Chartres, I could scarcely imagine a personality more fitted to behold the spiritual life of the present day in connection with the traditional life of the Middle Ages.

There is another thing which I would mention here. When there are such karmic impulses working deep in the foundations of the soul, we find what is otherwise a very rare occurrence: we find in the physical expression of the countenance in a later incarnation, a likeness to the former. The face of yonder monk and of the authoress of the present time were indeed extraordinarily alike.

Now in these connections I will gradually pass on to the karma of the Anthroposophical Society, or of the individualities of its members. For as I said last time, a large number of the souls who stand sincerely within the Anthroposophical Movement were connected somewhere and somewhen with that stream of Michael which I must now characterise. You will remember all that I have said in this connection about Alexander and Aristotle and about the events in super-sensible worlds at the time when the 8th Council in Constantinople took place here in this world of sense. You will remember what I said of the continuation, in the spiritual and in the physical, of the life of the Court of Haroun al Raschid, until at length I spoke of that super-sensible School which stood under the aegis of Michael himself. Deeply significant was the teaching of that School. On the one hand it pointed again and again to the connections with the ancient Mysteries, to all that must now come forth once more in a new form from the content of the ancient Mysteries, to permeate modern civilisation with spirituality. On the other hand it pointed to the impulses which souls, devoted to the spiritual life, must have for their work into the future. And we know that from an understanding of the spiritual stream we may also come to understand how Anthroposophy, in its real essence, signifies the impulse for a renewal, for a true and sincere understanding of the Christ-Impulse.

For in the Anthroposophical Movement we find two kinds of souls. A large number of them have partaken in those currents which were, so to speak, the officially Christian ones in the first centuries. They witnessed all that came into the world as Christianity, notably in the times of Constantine, and immediately after him. Many of those who approached Christianity with the very deepest sincerity at that time and received it with inner depth and penetration, many of them are found in the Anthroposophical Society to-day with the deep impulse towards an understanding of Christianity. I do not mean so much the Christians who followed such movements as that of Constantine himself; I rather mean those Christians who claimed to be the true Christians, who were distributed in different Christian sects. In those Christian sects we find many of the souls who to-day approach the Anthroposophical Movement sincerely, though often through subconscious impulses which the surface consciousness may even largely misinterpret.

But there are other souls: there are those who did not partake directly in that development of Christianity. They either partook in Christianity at a later stage of its development when the deep inner life of the sects was no longer there, or on the other hand—and this is the most important thing—they still had, living and unextinguished in the depths of their souls, much of what was experienced in pre-Christian time as the ancient wisdom of the heathen Mysteries. They too often partook in Christianity; but it did not make so deep an impression upon them as upon the other souls described before. For there still remained alive in them the impression of the teachings, the rituals and practices of ancient Mysteries. Now among those who have entered the Anthroposophical Movement in this way we find many who are seeking for the Christ in an abstract sense. The other souls above described are happy, so to speak, to find Christianity once more within the Anthroposophical Movement. But many of the souls I now mean grasp with real inner understanding the Cosmic Christianity which Anthroposophy contains. Christ as the Cosmic Spirit of the Sun is taken hold of most especially by the souls (and they are very numerous in the Anthroposophical Movement) in the depths of whom much is still living of what they underwent in connection with ancient heathen Mysteries.

Now all this is deeply connected with the currents of the whole spiritual life of mankind in the present time—I mean the present time in a wider sense, reaching over decades and centuries.

Anthroposophy after all has grown out of the spiritual life of the present time, and though in its contents it has nothing directly in common with this spiritual life, karmically it has grown out of it in many ways. We must turn our eyes to many things which do not apparently belong to what works in Anthroposophy directly, if we would include in our spiritual horizon all that partook in the different streams I have mentioned. I said a little while ago that we only truly understand what takes place outwardly on the physical plane if we see in the background what is poured down from the fields of the spirit into these events as they take place on the physical plane. We must regain the courage to bring into our present life that feeling of the ancient Mysteries. We must connect the physical events not merely abstractly with a vaguely Pantheistic or Theistic or whatever spiritual life. We must become able to trace the detailed events, nay more, the inner experiences of men within these events, to the spiritual source and background.

We are led to do so among other things by something that belongs to the deepest tasks of the present time. For in the present time we must seek again for a real knowledge of man in body, soul and spirit—not a knowledge rooted in abstract ideas or laws, but one that is able to look into the true foundation of the human being as a whole. To gain such knowledge man must be searched through and through in his conditions of health and sickness; and not in a merely physical sense as is customary to-day, for then we should not learn to know the human being. By merely physical knowledge we can never learn to know what works so deeply into the life of man, determining his destiny: his unhappiness, his sickness, his abilities or absence of abilities. Karma in all its forms—this we can only know if from the starting-point of the physical we can trace the spiritual life of a man and his inner life of soul.

How do people work, in the ordinary scientific striving of to-day? They study the human being quite externally as to his organs and vessels, his nerves, the vessels of the circulation of the blood and so forth. But when the health and sickness of man are studied in this fashion one cannot find the spirit and soul in all these things.

Indeed the anatomist or physiologist of to-day may well speak in the words of a famous astronomer of the past, who, in answer to a question which his sovereign had put to him, replied:“I have searched through the whole universe, through all the stars and all their movements, but I have found no God!” So said the astronomer. And the anatomist or physiologist of to-day could say: “I have searched through them all—heart and kidneys, stomach and brain, blood-vessels and nerves—but I have found neither soul nor spirit.”

All the problems and difficulties of modern medicine, for example, are subject to this influence. And all these things must be dealt with in the Anthroposophical Movement today, according to the tasks which are placed before it. In general terms these questions must be unfolded before the Anthroposophical Society as a whole; in detail they must be treated in an expert way within the several groups. Thus, for example, I am now speaking on Pastoral Medicine to a group who are prepared for it by training and profession. Here we must seek the way into those great connections which proceed in the last resort from the workings of the streams of karma. In time to come it will be seen how pathology and therapeutics, how the observation of man in sickness and disease, will make it absolutely necessary to enter into the deep questions of the soul and spirit. As I have said again and again, the external and physical—the physical as presented by natural science—is to be respected in the fullest sense. Yet men will find themselves compelled to take into account the higher members of man's nature when considering disease and health. This will be seen in the book¹ on which my dear fellow-worker Frau Dr. Wegman and I are working together, on the subject of man in health and in disease. Now these researches especially, seeking the ways of entry from the physical man into the spiritual, can only lead to good and promising results if we set about them in the right way. For in such work we must not only use the knowledge-forces of the present, but we must use the knowledge-forces which arise by picking up the threads of karma—the karmic threads proceeding from the history and evolution of mankind. We must indeed work with the forces of karma in order to penetrate these secrets.

In the first volume, only the beginnings of our work will be published. The work will then be carried forward and from the more elementary expositions we shall proceed to unfold the particular knowledge of man which can arise from this medical, therapeutic and pathological aspect of spiritual science. This work has only been made possible through the presence in Frau Dr. Wegman of a personality whose medical studies have entered into her in such a way as to evolve quite naturally, as a matter of course, towards a spiritual conception and perception of the human being.

Now it is in the course of these researches, when we behold in spiritual perspective all the workings of the human organs, that those perceptions also arise which lead us in turn to the deeper karmic connections. The same manner of perception must be evolved to perceive the spiritual realities that underlie, not the whole man, but his several organs. (For, if you will, it is the Jupiter world that underlies one organ, the Venus world that underlies another, and so forth.) The same insight which we must evolve in this direction, leads also to the possibility of perceiving human personalities in past earthly lives. For in the present earthly life man stands before us within the limits of his skin. But when we become able to gaze into his single organs, what was contained within the skin expands and expands. Each of the single organs points us to a different direction of the universe. The organs prepare the roads that lead us far out into the macrocosm, until far out yonder the human being once again appears as a complete and rounded whole. It is the human being built up once more in the spirit, having transcended the present form, the form that is enclosed within the skin—it is this that we need. For the sum-total of the human organs—which even physically is altogether different from what the present-day anatomist or physiologist conceives—when we trace it out into the cosmos, leads to perceptions which correspond in turn to the spiritual perception of the former earthly lives of man. Then we experience the inner connections that shed their light upon the evolution and history of mankind, explaining what is physically there to-day. For in reality the whole past of human beings lives in the present time. Yet the vague and abstract saying by itself is of no avail. Materialists too will say the same. The point is to perceive how the past is living in the present.

And of this I would now give you an example, an example which is in itself so wonderful that it called forth in me the greatest imaginable wonder when I first came to it as a result of spiritual research. And many things which I have said before must now be rectified, or at any rate must be completed, by that which I shall now set forth.

You see, for one who studies history with feeling for its inner meaning, a certain event in the first centuries of Christianity is wrapped in the atmosphere of a strange mystery. We see on the one side a personality of whom we may well think that in his inner life he was little fitted to take hold of Christianity or to make it what it then became, the official Christianity of the West. I mean the Emperor Constantine, of whom we have so often spoken. Then, side by side with him (not literally of course, but gazing back into that age from a considerable distance in time), side by side with Constantine we see Julian the Apostate. Julian the Apostate, he of a truth was one in whom the wisdom of the Mysteries was living, as we may know. Julian the Apostate could speak of a Threefold Sun. Indeed he lost his life through being regarded as a betrayer of the Mysteries, because he spoke about the Threefold Sun. Of these things it was no longer allowed to speak in his time; still less would it have been allowed in earlier times. But Julian the Apostate stood in a peculiar relation to Christianity. In a certain sense we must again and again be surprised that the genius, the fine spirituality and intellect of Julian was so little receptive to the greatness of Christianity. It was simply due to the fact that in his environment he saw very little of what he conceived as a true inner sincerity, whereas among those who introduced him to the ancient Mysteries he found great sincerity—positive, active sincerity. Such was the case with Julian the Apostate.

Yonder in Asia he was murdered. Many a fable is told about the murder. The truth is that it took place because he was regarded as a betrayer of the Mysteries. It was a murder altogether pre-arranged.

Now if we make ourselves to some extent acquainted with that which lived in Julian we cannot but be deeply interested in the question: How did his individuality live on in later times? For his was a peculiar individuality, one of whom it must be said that he would have been better fitted than Constantine, better than Clodvig and all the others, to make straight the ways of Christianity. This lay inherent in his soul. If the time had been favourable, if the conditions had existed, he could have brought about out of the ancient Mysteries a straightforward continuation from the pre-Christian Christ, the true macrocosmic Logos, to the Christ who was to work on within mankind after the Mystery of Golgotha. He was indeed a vessel well prepared. Strange as it may sound, we find it so, if we enter into his true spirit. We find in the foundations of his soul the true impulse to take hold of Christianity. But he did not let it emerge, he suppressed it, misled by the stupidities which Celsus had written about Jesus. It does indeed happen now and then that men of real genius are led astray by the stupidest effusions of their fellow-men. Thus we may have the feeling: Julian would really have been the soul to make straight the ways of Christianity and to bring Christianity into its true and proper channel.

We now leave the soul of Julian the Apostate in that earthly life and follow the same individuality with the highest interest through spiritual worlds. But there is always something vague and unclear about it. Only the most intense spiritual striving can come at length to a clear perception of his further course.

On many matters very adequate ideas existed in the Middle Ages. They might be legendary, but they were adequate; they corresponded to the real events. Legendary though they may be, how adequate are the narratives that centred round the personality of Alexander the Great. How vividly his life appears, as I already said, in the description of Lamprecht the Priest!

But that which lives on of Julian, lives on in such a way that we must say again and again: It seeks to disappear from before the vision of mankind. And as we seek to follow it we have the greatest difficulty, so to speak, in keeping it within our spiritual field of vision. Again and again it escapes us. We trace it through the centuries into the Middle Ages and it escapes us. But when at length we do succeed in following it to the end, we land at a strange place, which though it be not historic in the proper sense, is in reality more than historic. We come at length to the figure of a woman, in whom we find again the soul of Julian the Apostate. It was a woman who accomplished an important deed in her life under the impression of an essentially painful event. For she beheld, not in herself, but in the person of another, an image of the fate of Julian the Apostate, inasmuch as Julian the Apostate went on a campaign to the East and there lost his life by treachery.

The woman whom I mean is Herzeleide, the mother of Parsifal, who was an historic character though history itself tells nothing of her. In Gamuret, whom she married and who lost his life through treachery upon an Eastern campaign, she was pointed to her own destiny in the former life as Julian the Apostate. This went deep into her soul, and under this impression she achieved what is told to us in a legendary way—yet it is historic in the truest sense—of the education of Parsifal by Herzeleide.

The soul of Julian the Apostate who had remained thus in the depths and of whom one would believe that it should have been his very mission to prepare the right way for Christianity—this soul is found again in the Middle Ages in the body of a woman who sent out Parsifal, to seek and to find the esoteric paths for Christianity.

Mysterious like this, and full of riddles, are the paths of mankind in the background, in the foundations of existence. This example—and it is strangely interwoven with the one which I already told you in connection with the School of Chartres—this example may make you realise how wonderful are the paths of the human soul and the paths of evolution for all mankind.

We shall continue speaking of it in the next lecture, when I shall have more to say of the life of Herzeleide and of what was then sent forth, physically, in Parsifal. I shall begin next time at this point where we must break off to-day.

• 1. Fundamentals of Therapy; an Extension of the Art of Healing through Spiritual Knowledge, by Rudolf Steiner, Ph.D. and Ita Wegman, M.D. (Zurich). English translation by George Adams, M.A.

We will utilize the last lecture of this course by bringing together, to some extent, the Mysteries as I have outlined them as belonging to this or the other region of the earth; and I shall attempt to show you the nature of the Mysteries at any rate from one point of view, in the form they took in the Middle Ages, approximately from the 10th to the 15th centuries.

I do not speak of this epoch of time because it is particularly complete in itself, but because it can to a certain extent be useful in showing what form the human soul-strivings took in the most civilized parts of the earth at that time. The spiritual striving of that period is often described as the Mysteries of the Rosicrucians. This designation is in a certain sense quite justifiable, but one must search behind it, not for the charlatan element which is so often met with in literature, without one's being aware of this fact—one does not always realize what an element of charlatanism is at work in these things—but we must look behind, and direct our attention to that deeply earnest striving for knowledge which existed during these centuries in almost every region of Europe, in Central Europe, Western and Southern Europe. We must realize clearly that the figure of Faust as described by Goethe, with all his deep soul-striving, with all his earnest efforts, is really simply a later figure, no longer anything like as deep in soul as many an investigator to be found in the medieval laboratories, figures of whom nothing reaches us by way of history, but who laboured between the 14th and 15th centuries. I mentioned in the last lecture that in the investigators of this epoch a tragic note predominates. The peculiar trait is the feeling which existed in those investigators that they must strive after the highest, the highest which is creatively active in man; yet not only could they not reach this highest, but from a certain point of view their striving after the highest is even doubtful.

I have said that we do not find theoretical, easily obtained knowledge among these scientists in their alchemical laboratories between the 14th and 15th centuries, but something which is deeply connected with the whole man, with the longing for knowledge which came from their inner feeling, a cognition acquired with heart and feeling.

Now what was the origin of this? This can be best explained to you if I try to make you understand the tragic scepticism of the medieval investigators, by once again turning our attention to the form taken by human cognition on earth in very ancient days.

The most ancient form of human knowledge, which was so closely connected with the life of the individual human being, was not of such a nature that man looked up to the planets and saw the mathematical grandeur and mathematical movements, which can be calculated and observed today; at that time each planet, as all else spread out in the heavens, was a living being, and not only a living being but it possessed a soul. Indeed it was not only an ensouled being but a being permeated by spirit. Man constantly spoke then of the families of the planets, of the families of the heavenly bodies, for he knew that just as there exists a blood relationship between the members of a human family, similarly there exists an inner relationship, between the members of a planetary system. There was a parallelism between the human element and what revealed itself outside in the cosmos.

I should like to depict one aspect of what was perceived and known by man in the very oldest Mysteries, when he looked up to the sun. At that time there still existed Mystery-sanctuaries which were so arranged that there was a specially prepared kind of skylight, so that at certain definite times of the day the sun could be seen through a diminished light. Thus you must imagine that the most important chamber in many an ancient Sun Temple was that in the roof, in which a skylight was inserted and the window filled with some kind of material—not glass in our modern sense—but a material through which one saw the orb of the sun in a dim twilight at a certain definite time of the day. The pupil had been prepared in his soul to observe the solar orb with the right feeling, the right mood of soul. He had to make, his feeling so receptive, so inwardly perceptive that when, so to speak, he exposed his soul through his eye to the sun orb it made an impression on him which he could really bring to his consciousness.

Now, of course, many people today look up at the sun through smoked glass, but they are not prepared in their feeling to receive this impression which the sun makes as a special impression. But the pupil in these ancient Mysteries received this impression of the darkened solar orb after long exercises had been undergone, and this impression was then a quite definite one. A man who, as a pupil of the Initiates of the Mysteries, was able to have this impression could truly never forget it.

With this impression the pupil also gained something which, from that time on, gave him more understanding for certain things around him than he formerly had. The attempt was made, after the pupil had been prepared through the majestic and magnificent impression of the sun to permit the especial quality of the substance gold to work upon him; and through this preparation, through this sun-preparation, the pupil was led to a deep understanding of the quality of gold.

When one looks into these things, it is really painful to experience the triviality of our modern consciousness which we find in so many historical works in which we are told the reason why this or the other ancient philosopher allocated gold to the sun or attributed the same symbol to gold and to the sun. Man no longer knows what was known by this means in these olden times, and which really was evoked by means of these many exercises and through preparation. I mean that this direction of the vision inward into the dimmed direct light of the sun, prepared the pupil to understand the substance gold on the earth.

How then did he understand this? After he had undergone this preparation, his attention awoke to the fact that gold is not affected by that which, for the organism, constitutes the breath of life, i.e., oxygen, and to which most of the other metals are so thoroughly receptive. Oxygen does not affect or alter gold. This non-receptivity, this obstinacy of gold in the face of that from which man really has his life, made a deep impression on the pupil of the ancient Mysteries. Thus he received the impression that gold cannot directly approach life. Now the sun too cannot directly approach life; and it is well that neither gold nor the sun can directly approach life. Then the pupil was gradually led to the fact that because gold has no relationship with oxygen, with the breath of life, that therefore when in a certain dose it is introduced into the human organism it has a quite special effect on the organism of man. Gold has a quite special relation with the human organism when, as we have said, it is introduced into it in the correct dose. It has no relation to the etheric body, no direct relation to the astral body; but gold has a direct relation to what lies in human thought, in human thinking.

Just consider how far removed thinking lies from human life, especially in our modern age. A man can sit down like a piece of wood and think quite intellectually. He can think quite livingly in an intellectual way; but on the other hand he cannot by thinking bring about any change in his organism. Man's thinking has become more and more powerless; but thinking is set in motion by the ego-organization, and gold inserted in the right dose into the human organism can bring back power into thinking. It restores to thinking the power to work down into the astral body and even into the etheric body; thus thinking can be animated by gold.

That was one of the secrets of these ancient Mysteries; the secret of the connection of gold with the sun. The relationship between the substance gold and the cosmic working of the sun was perceived by the pupil of these ancient Mysteries of which I have just spoken.

And in a similar way, the pupil of these ancient Mysteries was then led to experience the opposite pole of gold, the opposite effect. Gold is an impulse for the animation of human thinking, so that human thinking can work down as far as the etheric body. And what would be the opposite pole of that?

In regard to the human organism, in its several members, the ego-organization, the astral body, the etheric body and the physical body, we may say that through gold the ego-organization becomes capable of working down into the etheric body. The etheric body can then work further on the physical body; but gold brings it about that thoughts can actually be maintained in all their power in the etheric body.

What is the opposite pole of this? We have the opposite pole, the opposite working, and this effect is what is produced when the breath of life—oxygen—is attracted by something in man or in nature; then, just as gold is obstinate in the face of oxygen and repels it, will have nothing to do with it, and therefore has no influence on the etheric body or on the astral body but simply on the thought-world of the ego-organization, in the same way what exists in man as carbon has a direct relationship with oxygen.

We breathe out carbonic acid. We produce in ourselves carbon dioxide. We unite carbon with oxygen. The plants require carbon dioxide for their life; and this carbon possesses the opposite characteristic of gold.

Now, this substance of carbon played an enormous part in the ancient Mysteries. On the one hand, gold was referred to as being a quite special substance for the study of man, while, on the other hand, carbon was referred to in the ancient Mysteries in such a way that it was called the Stone of the Wise, the Philosopher's Stone. Gold and the Philosopher's Stone were very important things in olden times. Carbon was the Stone of the Wise.

Carbon appears on the earth in a number of different forms. A diamond is carbon, hard carbon; graphite is carbon; coke is carbon; anthracite is carbon. On the earth carbon appears before us in many diverse forms; but through those methods which were customary in the ancient Mysteries, men learnt to understand that there existed other forms of carbon, besides those we find here on the earth. And so another preparation was necessary for the Mystery pupils besides that of which I have spoken as the sun preparation. In addition to that there existed the moon preparation.

Now if we turn to these ancient Sun Mysteries, we find there in addition to what I have said above a kind of observatory wherein a man could open his soul and his physical vision to the moon forms. At certain definite times he did not merely behold the sun through a diminished light, but for a period of time lasting for weeks the pupil had to open his psychic vision, his soul-filled eye, to the different forms which the orb of the moon adopted by night. Thereby the pupil received a quite definite experience in his soul, an experience which led to knowledge. Just as the soul capable of exposing itself to the sun became endowed with the power of the sun, by so exposing it to the phases of the moon it became endowed with the power of the moon. He now learnt what metamorphoses the substance of carbon could undergo. On the earth carbon is either coal or graphite or diamond or anthracite; but on the moon that which we find here on the earth as diamond or anthracite or coal, is silver—and that was the secret possessed in these ancient Mysteries. Carbon on the moon is silver. Carbon is the Philosopher's Stone, and on the moon it is silver.

What in the ancient Mysteries was so profoundly impressed on the pupil was the knowledge that any substance, however it looks externally, is only this in one place on the earth and at one definite time. None but an ignorant man was then unaware that carbon is only diamond, coal or anthracite on the earth; for what exists on the earth as diamond or graphite, that, on the moon, is silver. If we could at the present moment take a piece of our ordinary black coal and as it were carry it over into the moon, it would there immediately become a piece of silver.

A perception of this radical metamorphosis was what the pupil obtained in these ancient times. Now that is not to be found at the basis of that fraudulent alchemy which is spoken of today, but it does lie at the basis of the true ancient alchemy. And this ancient alchemy could not be acquired as we obtain our intellectual knowledge today. Today we observe or think about things, but alchemy could not be attained in that way. Today man directs his telescope to a certain star, he gets parallelisms and such like things. He calculates and calculates; or he may study a certain substance and place the spectrum on it, and so on; yet everything which can be learnt in this way is, after all, infinitely abstract, compared with what could in olden times be learnt of the stars; and this ancient wisdom, this real Astrology, could only be learnt, as I explained in the last lecture, by a real living intercourse with the Intelligences of the Cosmos. The knowledge then attained was knowledge through which man could speak in his soul, in his spirit, with the Intelligences of the Cosmos.

Now what gold is for the human organism is connected with the secret of the sun; and through the fact that the pupil exposed in the manner described his own soul to the sun Being, he thereby entered into relation with the Intelligences of the sun themselves, and they it was who told him of the properties of gold. In like manner he entered into relation with the Intelligences of the moon.

Now the pupil learnt to know these Intelligences of the moon as those great Teachers who existed on the earth in very ancient times, and who taught the primeval wisdom on the earth. They were the same Teachers who today, I would say, send down their forces, their impulses to the earth from the moon. They withdrew at a definite time from the earth to the moon, and there as it were they founded a colony on the moon, at the time when the moon separated from the earth.

Thus with this second-secret, the secret of carbon-silver, those Intelligences have to do who once lived on the earth and today constitute the moon Intelligences. Such was the knowledge, the cognition acquired by the pupil in ancient times.

I will bring forward a further instance. Just as the pupil could receive impressions from the sun or from the moon, so by means of a still further preparation of his soul he could also receive impressions from the other planets; and one of the secrets thus obtained in ancient times was that which related to Venus. Venus is today studied through the telescope, and is regarded as being like other stars, like other planets. The human body is studied by investigating first part of the liver and then part of the brain, analyzing them only according to their cellular structures (for although the liver and the brain are radically different substances, they are investigated today as though they were both alike.) So a student now directs his telescope towards Mercury, Venus and Mars, and so on, and thinks that they are all substances of a like nature. But in these ancient times it was known that if a man looked with his eyes at the moon or the sun, he saw something which still had a relation with the physical earth, with the earthly, the watery, the fiery; while if he extended his observation to the moon in a spiritual way, he came to the ether. If, however, he extended his observation to Venus, he came to a spiritual world, a purely astral world. What we see as the physical Venus is in a sense simply the external sign for something which lives and works in the astral light. The physical light of Venus is something quite different from the sunlight, for instance; for physical sunlight still has a relationship with what can live on the earth as the light which belongs to the earth, but as regards the light from Venus, it is childish to think that it is simply reflected sunlight, for the light from Venus shines out from the spiritual world. If the pupil exposed his soul nature to this light he learnt to know what Intelligences were connected with Venus.

Now these are Intelligences who, I might say, live in continual opposition to the Intelligences of the sun; and a great part, a great role was played in the ancient Mysteries by this opposition between the Intelligences of Venus and the Intelligences of the sun. It was then said, with a certain justice, that there was a continual conflict between the Venus Intelligences and the sun Intelligences. There existed a starting-point for such a conflict when the Venus Intelligences first began to combat the Intelligences of the sun. Then there followed intensifications; and through this conflict there came about catastrophes and crises. In that interval which lay between an opposition and a catastrophe or crisis, occurred, as it were, a section of that great conflict which really takes place in the spiritual world, but which only appears in its external symbol in the astrological and astronomical relationship between Venus and the sun. That which then took place occurred in successive phases. Now, no one can understand what lives on the earth as inner impulses of history if he does not know of this conflict between Venus and the sun; because what takes place here on the earth as conflicts and battles, what occurs here in the course of the evolution of civilization, is simply an earthly picture, an earthly copy, of this Venus-solar conflict.

This was well known in the ancient Mysteries. Such knowledge existed then because there was a relation between human beings on the earth and these spiritual beings, these Intelligences of the Cosmos.

Then came that epoch of which I have spoken to you, the epoch from the 10th to the 15th century after Christ. The medieval investigators, in their alchemical laboratories, were no longer able, as humanity evolved, to reach up to the Cosmic Intelligences. They could only get as far as the spirits of nature; and while these alchemical investigators made certain alchemical experiments—of which I gave an instance in the last lecture of the particular transformation of oxalic acid into formic acid—while these medieval investigators made numerous experiments of this kind which should reveal to them the working and weaving in the processes and things of nature, they could only do so when they had prepared themselves in the right way through that spirit of piety of which I have spoken: having done this, however, then through their experiments, the spirits of nature could speak to them. Let us realize clearly the situation in which such an investigator found himself.

Such an investigator stood in his laboratory. He said: “Here I have in my laboratory substances, retorts, kilns. I make various experiments. When I direct my questionings to Nature through my experiments, there enter my laboratory quite visibly the nature spirits with their revelations.”

This occurred as late as the 15th century, that the nature spirits appeared to the Rosicrucian investigator who was rightly prepared. This really occurred! But he knew from external knowledge that in olden times it had been possible to reach out not merely to the nature spirits, but to the higher Cosmic Intelligences, to those Intelligences who spoke of the Gold-secret in connection with the sun, of the Silver-secret and the Carbon-secret in connection with the moon, of the historically important Venus-secret, etc. True, this medieval alchemist knew all this from information imparted by tradition. But that was not the important thing. He who has been under the influence of the spiritual world, to him historical documents are not so terribly important as they are to modern materialistic times. One is always so astonished to find how infinitely important it is for many people when something like the Dinosaurus is found in the Desert of Gobi as recently. That is an important find, but these are only broken fragments, whereas we may really enter into the secrets of the Cosmos in a spiritual way. Historical documents were therefore certainly not such as deeply to affect these medieval investigators; but in another way the medieval alchemist acquired the knowledge that it had formerly been possible to attain this cosmic cognition, but that now they could only reach the Spirits of Nature, the spirits behind the elements, when certain observations of nature were made, or certain experiments performed—i.e., when these investigators approached the sphere of the Spirits of Nature, then certain Spirits of Nature came around them and told the investigators that there formerly existed human beings who stood in connection with the Cosmic Intelligences. It was a deep piercing pain to the investigators when the Spirits of Nature spoke to him of a former age in which man himself was able to come into connection with the Intelligences of the Cosmos. So these investigators had to say: “These Spirits of Nature tell of a still earlier age, now vanished into the abyss of human knowledge and experiences.” Thus this gift of the medieval alchemist of access to the Spirits of Nature was really of a dubious nature. While on the one hand they could come to the Spirits of Nature, to the spirits of the air, water and fire, and could approach them in all their living reality, on the other hand there were some amongst these spirits who told the investigators, and this information crushed them, how at one time humanity not only stood in connection with the Spirits of Nature, but with the living Intelligences of the Cosmos, with whom the Spirits of Nature still stood in connection, but with whom man could no longer get into touch. That was the feeling of these medieval alchemists and it often came to expression in a much grander, much more tragic way even than we find in Goethe's Faust, beautiful and mighty though that is.

That utterance which Faust addressed to the moon, the silver shining light of the moon in which he seeks to bathe, this Faust utterance would have been made in a much more intense manner by the investigators of the Middle Ages when the Spirits of Nature came to them and told them about the secrets of carbon, the secrets of silver, that secret which again is closely connected with man. What was it then that man experienced in ancient times in this connection? He experienced not merely how gold is connected with the sun, but how gold works in man, how silver and carbon work in man, and how other metals related to the other planets work in man. In olden times man experienced these things in the very circulation of the blood in his body. He experienced them in a conscious way. He felt the blood streaming and working through his head, and at the same time he felt this as allied to a picture of the whole earth. He really experienced that when he felt the blood streaming up through his head. And there, in that sphere where the head is not enclosed by the bones, where it opens itself downwards towards the breast, man felt a copy in miniature of what ascends from the earth in the atmosphere. Thus in that which man learnt from the cosmos outside he recognized that which he transmuted in his own organism, he could follow the planet in its passage through the various organs of the body. We find here a confirmation of Mephistopheles' lines in Goethe's Faust, which are written in such a penetrating way: “Blood is a very special fluid;” because in its various metamorphoses our blood really reflects those metamorphoses which are so magnificent—the change from carbon to silver. All this lives in man's blood.

So the medieval investigators experienced this loss of the knowledge of the Cosmic Intelligences as a loss of his own humanity. In reality it is but a faint reflection of this which we find in Goethe's Faust, when he opens, as it were, the Book of the Macrocosmos, seeking the Cosmic Intelligences; and shuts it again because he cannot approach them. He can only get as far as the Spirit of the Earth. That is simply a faint echo of what we find in so terribly tragic a way amongst the best of these medieval investigators, whose names have not come down to us. The greatest of these medieval investigators underwent this experience when they heard from the Spirits of Nature, whose sphere they entered through their alchemical investigations, that there once existed a connection between man and the Cosmic Intelligences.

Now all this is very deeply connected with what still had to develop in ancient Greece when the necessary need arose for what we have studied in these lectures as the Mysteries of Samothrace, the Mysteries of the Kabiri, to be weakened down into the philosophy of Aristotle, and which then played such an enormous part in the Middle Ages, while below the surface what we know as Aristotelianism worked so strongly right on into the 15th century, but in a tragic manner, as I tried to describe to you in a fragmentary way.

Behind the Macedonian epoch, was a Mystery which extended even as far as Greece. The significant details of this will be given to you in the, coming historical lectures; but with reference to this Mystery, which saw so deeply into the secrets of the cosmic substances and their connections with the Cosmic Intelligences, we have a Mystery which descended from the Cosmic Intelligences to the Spirits of Nature. Then man's vision had to be closed to these Cosmic Intelligences, and simply directed towards the Spirits of Nature. That was the crisis which was accomplished at the time of Alexander and Aristotle. We can still see in Aristotelianism how the abstractions of Aristotle are based upon the ancient Mysteries.

I must say here that anyone who knows about the carbon-silver secret, and then reads the observations of Aristotle—even those few observations which have come down to posterity, for the most important writings of Aristotle have not come down to us—anyone who reads these writings, the observations of Aristotle relating to the secret of the moon, will realize the connection of those olden times. Now these are the things which are to be illuminated more in detail in the Christmas lectures which I want to give concerning the historical development of humanity from the standpoint of Anthroposophy.

Yesterday I told you the story of Gerhard the Good—which most of you probably know—so that today we can illustrate various points in our endeavour to increase our understanding of the matters we are discussing. But before I interpret parts of this story for you, in so far as this is necessary, we must also recall a number of other things we have touched on at various times during these lectures. From what has been said over the past few weeks you will have seen that the painful events of today are connected with impulses living in the more recent karma of mankind, namely, the karma of the whole fifth post-Atlantean period. For those who want to go more deeply into these matters it is necessary to link external events with what is happening more inwardly, which can only be understood against the background of human evolution as seen by spiritual science.

To begin with, take at face value certain facts which I have pointed out a number of times. I have frequently said that, in the middle of the nineteenth century, an endeavour was made to draw the attention of modern mankind to the fact that there exist in the universe not only those forces and powers recognized by natural science but also others of a spiritual kind. The endeavour was to show that just as we take in with our eyes—or, indeed, with all our senses—what is visible around us, so are there also spiritual impulses around us, which people who know about such things can bring to bear on social life—impulses which cannot be seen with the eye but are known to a more spiritual science.

We know what path this more spiritual science took, so I need not go over it again. Around the middle of the nineteenth century, then, it was the concern of a certain centre to draw people's attention to the existence, as it were, of a spiritual environment. This had been forgotten during the age of materialism. You also know that such things have to be tackled with caution because a certain degree of maturity is necessary in people who take in such knowledge. Of course, not all those can be mature who come across, or are affected by, this knowledge in accordance with the laws of our time, which underlie public life. But part of what must be done at such a time can be the requirement to test whether the knowledge may yet be revealed publicly.

Now in the middle of the nineteenth century two paths were possible. One, even then, would have been what we could describe by mentioning our anthroposophical spiritual science, namely, to make comprehensible to human thinking what spiritual knowledge reveals about our spiritual environment. It is a fact that this could have been attempted at that time, in the middle of the nineteenth century, but this path was not chosen. The reason was, in part, that those who possessed this esoteric knowledge were prejudiced, because of traditions that have come down from ancient times, against making such things public. They felt that certain knowledge guarded by the secret brotherhoods—for it was still guarded at that time—should be kept within the circle of these brotherhoods. We have since seen that, so long as matters are conducted in the proper way, it is perfectly acceptable today to reveal certain things. Of course it is unavoidable that some malicious opponents should appear, and always will appear, in circles in which such knowledge is made known—people who are adherents for a time because it suits their passions and their egoism, but who then become opponents under all sorts of guises and make trouble. Also when spiritual knowledge is made known in a community, this can easily lead to arguments, quarrelling and disputes, of which, however, not too much notice can be taken, since otherwise no spiritual knowledge would ever be made known. But, apart from these things, no harm is done if the matter is handled in the right way.

But at that time this was not believed. So ancient prejudice won the day and it was agreed to take another path. But, as I have often said, this failed. It was decided to use the path of mediumistic revelation to make people recognize the spiritual world in the same way as they recognize the physical world. Suitable individuals were trained to be mediums. What they then revealed through their lowered consciousness was supposed to make people recognize the existence of certain spiritual impulses in their environment. This was a materialistic way of revealing the spiritual world to people. It corresponded to some extent to the conditions of the fifth post-Atlantean period, in so far as this is materialistic in character.

This way of handling things began, as you know, in America in the middle of the nineteenth century. But it soon became obvious that the whole thing was a mistake. It had been expected that the mediums would reveal the existence of certain elemental and nature spirits in the environment. Instead, they all started to refer to revelations from the kingdom of the dead. So the goal which had been set was not reached. I have often explained that the living can only reach the dead with an attitude which does not depend on lowering the consciousness. You all know these things. At that time this was also known and that is why, when the mediums began to speak of revelations of the dead, it was realized that the whole thing was a mistake. This had not been expected. It had been hoped that the mediums would reveal how the nature spirits work, how one human being affects another, what forces are at play in the social organism, and so on. It had been hoped that people would start to recognize what forces might be used by those who understand such things, so that people would no longer be dependent solely on one another in the way they are when only their sense perceptions come into play, but would be able to work through the total human personality. This was one thing that went wrong.

The other was that, in keeping with man's materialistic inclinations, it soon became obvious what would have begun to happen if the mediumistic movement had spread in the way it threatened to do. Use would have been made of the mediums to accomplish aims which ought only to be accomplished under the influence of natural, sense-bound reasoning. For some individuals it would have been highly desirable to employ a medium who could impart the means of discovering the knowledge which such people covet. I have told you how many letters I get from people who write: I have a lottery ticket; or, I want to buy a lottery ticket; I need the money for an entirely selfless purpose; could you not tell me which number will be drawn? Obviously, if mediums had been fully trained in the techniques of mediumship, the resulting mischief with this kind of thing would have been infinite, quite apart from everything else. People would have started to go to mediums to find a suitable bride or bridegroom, and so on.

Thus it came about that, in the very quarter that had launched the movement in order to test whether people were ready to take in spiritual knowledge, efforts were now made to suppress the whole affair. What had been feared in bygone times, when the abilities of the fourth post-Atlantean period still worked in people, had indeed now come to pass. In those days witches were burnt, simply because those people called witches were really no more than mediums, and because their connections with the spiritual world—though of a materialistic nature—might cause knowledge to be revealed which would have been very awkward for certain people. Thus, for instance it might have been very awkward for certain brotherhoods if, before being burnt at the stake, a witch had revealed what lay behind them. For it is true that when consciousness is lowered there can be a kind of telephone connection with the spiritual world, and that by this route all sorts of secrets can come out. Those who burnt the witches did so for a very good reason: It could have been very awkward for them if the witches had revealed anything to the world, whether in a good or a bad sense, but especially in a bad sense.

So the attempt to test the cultural maturity of mankind by means of mediums had gone awry. This was realized even by those who, led astray by the old rules of silence and by the materialistic tendencies of the nineteenth century, had set this attempt in train. You know, of course, that the activities of mediums have not been entirely curtailed, and that they still exist, even today. But the art of training mediums to a level at which their revelations could become significant has, so to speak, been withdrawn. By this withdrawal the capabilities of mediums have been made more or less harmless. In recent decades, as you know, the pronouncements of mediums have come to amount to not much more than sentimental twaddle. The only surprising thing is that people set so much store by them. But the door to the spiritual world had been opened to some degree and, moreover, this had been done in a manner which was untimely and a mistake.

In this period came the birth and work of Blavatsky. You might think that the birth of a person is insignificant, but this would be a judgement based on maya. Now the important thing is that this whole undertaking had to be discussed among the brotherhoods, so that much was said and brought into the open within the brotherhoods. But the nineteenth century was no longer like earlier centuries in which many methods had existed for keeping secret those things which had to be kept secret. Thus it happened that, at a certain moment, a member of one of the secret brotherhoods, who intended to make use in a one-sided way of what he learnt within these brotherhoods, approached Blavatsky. Apart from her other capacities Blavatsky was an extremely gifted medium, and this person induced her to act as a connecting link for machinations which were no longer as honest as the earlier ones. The first, as we have seen, were honest but mistaken. Up to this point the attempt to test people's receptivity had been perfectly honest, though mistaken. Now, however, came the treachery of a member of an American secret brotherhood. His purpose was to make one-sided use of what he knew, with the help of someone with psychic gifts, such as Blavatsky. Let us first look at what actually took place. When Blavatsky heard what the member of the brotherhood had to say, she, of course, reacted inwardly to his words because she was psychic. She understood a great deal more about the matter than the one who was giving her the information. The ancient knowledge formulated in the traditional way lit up in her soul a significant understanding which she could hardly have achieved solely with her own resources. Inner experiences were stimulated in her soul by the ancient formulations which stemmed from the days of atavistic clairvoyance and which were preserved in the secret brotherhoods, often without much understanding for their meaning on the part of the members. These inner experiences led in her to the birth of a large body of knowledge. She knew, of course, that this knowledge must be significant for the present evolution of mankind, and also that by taking the appropriate path this knowledge could be utilized in a particular way.

But Blavatsky, being the person she was, could not be expected to make use of such lofty spiritual knowledge solely for the good of mankind as a whole. She hit upon the idea of pursuing certain aims which were within her understanding, having come to this point in the manner I have described. So now she demanded to be admitted to a certain occult brotherhood in Paris. Through this brotherhood she would start to work. Ordinarily she would have been accepted in the normal way, apart from the fact that it was not normal to admit a woman; but this rule would have been waived in this case because it was known that she was an important individuality. However, it would not have served her purpose to be admitted merely as an ordinary member, and so she laid down certain conditions. If these conditions had been accepted, many subsequent events would have been very different but, at the same time, this secret brotherhood would have pronounced its own death sentence—that is, it would have condemned itself to total ineffectiveness. So it refused to admit Blavatsky. She then turned to America, where she was indeed admitted to a secret brotherhood. In consequence, she of course acquired extremely significant insights into the intentions of such secret brotherhoods; not those which strive for the good of mankind as a whole, disregarding any conflicting wishes, but those whose purposes are one-sided and serve certain groups only. But it was not in Blavatsky's nature to work in the way these brotherhoods wished. So it came about that, under the influence of what was termed an attack on the Constitution of North America, she was excluded from this brotherhood.

So now she was excluded. But of course she was not a person who would be likely to take this lying down. Instead, she began to threaten the American brotherhood with the consequences of excluding her in this way, now that she knew so much. The American brotherhood now found itself sitting under the sword of Damocles, for if, as a result of having been a member, Blavatsky had told the world what she knew, this would have spelt its death sentence. The consequence was that American and European occultists joined forces in order to inflict on Blavatsky a condition known as occult imprisonment. Through certain machinations a sphere of Imaginations is called forth in a soul which brings about a dimming of what that soul previously knew, thus making it virtually ineffective. It is a procedure which honest occultists never apply, and even dishonest ones only very rarely, but it was applied on that occasion in order to save the life—that is the effectiveness, of that secret brotherhood.

For years Blavatsky existed in this occult imprisonment, until certain Indian occultists started to take an interest in her because they wanted to work against that American brotherhood. As you see, we keep coming up against occult streams which want to work one-sidedly. Thus Blavatsky entered this Indian current, with which you are familiar. The Indian brotherhood was very interested indeed in proceeding against the American brotherhood, not because they saw that they were not serving mankind as a whole, but because they in turn had their own one-sided patriotically Indian viewpoint. By means of various machinations the Indian and the American occultists reached a kind of agreement. The Americans promised not to interfere in what the Indians wanted to do with Blavatsky, and the Indians engaged to remain silent on what had gone before.

You can see just how complicated these things really are when you add to all this the fact, which I have also told you about, that a hidden individual, a mahatma behind a mask, had been instituted in place of Blavatsky's original teacher and guide. This figure stood in the service of a European power and had the task of utilizing whatever Blavatsky could do in the service of this particular European power. One way of discovering what all this is really about might be to ask what would have happened if one or other of these projects had been realized.

Time is too short to tell you everything today, but let us pick out a few aspects. We can always come back to these things again soon.

Supposing Blavatsky had succeeded in gaining admission to the occult lodge in Paris. If this had happened, she would not have come under the influence of that individual who was honoured as a mahatma in the Theosophical Society—although he was no such thing—and the life of the occult lodge in Paris would have been extinguished. A great deal behind which this same Paris lodge may be seen to stand would not have happened, or perhaps it would have happened in the service of a different, one-sided influence. Many things would have taken a different course. For there was also the intention of exterminating this Paris lodge with the help of the psychic personality of Blavatsky. If it had been exterminated, there would have been nothing behind all those people who have contributed to history, more or less like marionettes. People like Silvagni, Durante, Sergi, Cecconi, Lombroso and all his relations, and many others would have had no occult backers behind them. Many a door, many a kind of sliding door, would have remained locked.

You will understand that this is meant symbolically. In certain countries editorial offices—I mean this as a picture!—have a respectable door and a sliding door. Through the respectable door you enter the office and through the sliding door you enter some secret brotherhood or other working, as I have variously indicated over the last few days, to achieve results of the kind about which we have spoken. So the intention was to abolish something from the world which would have done away with, at least, one stream which we have seen working in our present time. Signor d'Annunzio would not have given the speech we quoted.

Perhaps another would have been given instead, pushing things in a different direction. But you see that the moment things are not fully under control, the moment people are pushed about through a dimming of their consciousness, and when occultism is being used, not for the general good of mankind—and above all, in our time, not with true knowledge—but for the purpose of achieving one-sided aims, then matters can come to look very grave indeed.

Anyway, the members of this lodge were, from the standpoint of the lodge, astute enough not to enter into a discussion of these things. Later on, certain matters were hushed up, obscured, by the fact that Blavatsky was prevented by her occult imprisonment from publicizing the impulses of that American lodge and giving them her own slant, which she would doubtless otherwise have done. Once all these things had run their course, the only one to benefit from Blavatsky was the Indian brotherhood. There is considerable significance for the present time in the fact that a certain sum of occult knowledge has entered the world one-sidedly, with an Indian colouring. This knowledge has entered the world; it now exists. But the world has remained more or less unconscious of it because of the paralysis I have described.

Those who reckon with such things always count on long stretches of time. They prepare things and leave them to develop. These are not individuals, but brotherhoods in which the successor takes over from the predecessor and carries on in a similar direction with what has been started.

On the basis of the two examples I have given you, of occult lodges, you can see that much depended on the actual impulses not being made public. I do not wish to be misunderstood and I therefore stated expressly that the first attempt I described to you was founded on a certain degree of honesty. But it is extremely difficult for people to be entirely objective as regards mankind as a whole. There is little inclination for this nowadays. People are so easily led astray by the group instinct that they are not objective as regards mankind as a whole but pay homage to one group or another, enjoying the feeling of ‘belonging.’ But this is something that is no longer really relevant to the point we have reached in human evolution. The requirement of the present moment is that we should, at least to some degree, feel ourselves to be individuals and extricate ourselves, at least inwardly, from group things, so that we belong to mankind as human individuals. Even though, at present, we are shown so grotesquely how impossible this is for some people, it is nevertheless a requirement of our time.

For example, let me refer to what I said here a few days ago. A nation as a whole is an individuality of a kind which cannot be compared with human individualities, who live here on the physical plane and then go through their development between death and a new birth. Nations are individualities of quite a different kind. As you can see from everything we find in our anthroposophical spiritual science, a folk spirit, a folk soul, is something different from the soul of an individual human being. It is nonsense to speak in a materialistic sense, as is done today, of the soul of a nation while at the back of one's mind thinking of something resembling the soul of an individual—even though one, of course, does not admit this to oneself. Thus you hear people speak of ‘the French soul’; this has been repeatedly said in recent years. It is nonsense, plain nonsense, because it is an analogy taken from the individual human soul and applied to the folk soul. You can only speak of the folk soul if you take into account the complex totality described in the lecture cycle on the different folk spirits. But to speak in any other sense about the folk soul is utter nonsense, even though many, including journalists, do so—and they may be forgiven, for they do not know what they are talking about. It is mere verbosity to speak—as has been done—for instance of the ‘Celtic soul and the Latin spirit’. Maybe such a thing is just about acceptable as an analogy, but there is no reality in. We must be clear about the meaning of the Mystery of Golgotha. So often have we said that the Mystery of Golgotha was accomplished in such a way that what has been united with earth evolution ever since is there for all mankind, but that if an individual speaks of a mystical Christ within him, this is no more than idle talk. The Mystery of Golgotha is an objective reality, as you know from much that has been said here. It took place for mankind as a whole, which means for every individual human being. Christ died for all human beings, as a human being for human beings, not for any other kind of being. It is possible to speak about a Christian, about one whose attitude of mind is Christian, but it is complete nonsense to talk of a Christian nation. There is no reality in this. Christ did not die for nations, nations are not the individualities for whom He died. An individual who is close to the Being of the Mystery of Golgotha can be a Christian, but it is not possible to speak of a Christian nation. The true soul of a nation, its folk soul, belongs to planes on which the Mystery of Golgotha did not take place. So any dealings and actions between nations can never be interpreted or commented upon in a Christian sense.

I am pointing out these things simply because it is necessary that you in particular, my dear friends, should understand just how important it is today to arrive at clear-cut concepts. This can only be done by applying spiritual science, and yet mankind as a whole strives to fish in muddy waters with concepts that are utterly nonsensical and obscure. So the important thing is, above all, to arrive at clear-cut concepts, to see everything in relation to clear-cut concepts, and also to understand that in our time certain occult, spiritual impulses have been working, chiefly through human beings. This is fitting for the fifth post-Atlantean period.

Now if Blavatsky had been able to speak out at that time, certain secrets would have been revealed, secrets I have mentioned as belonging to certain secret brotherhoods and connected with the striving of a widespread network of groups. I said to you earlier that definite laws underlie the rise and evolution of peoples, of nations. These laws are usually unknown in the external, physical world. This is right and proper, for in the first place they ought to be recognized solely by those who desire to receive them with clean hands. What now underlies the terrible trials mankind is undergoing at present and will undergo in the future is the interference in a one-sided way, by certain modern brotherhoods, with the spiritual forces that pulse through human evolution in the region in which, for instance, nations, peoples, come into being. Evolution progresses in accordance with definite laws; it is regular and comes about through certain forces. But human beings interfere, in some part unconsciously, though if they are members of secret brotherhoods, then they do so consciously.

To be able to judge these things you need what yesterday I called a wider horizon; you need the acquisition of a wider horizon. I showed you the forces of which Blavatsky became the plaything, in order to point out how such a plaything can be tossed about, from West to East, from America to India. This is because forces are at work which are being managed by human beings for certain ends, by means of utilizing the passions and feelings of nationality, which have, however, in their turn first been manufactured. This is most important. It is important to develop an eye for the way in which a person who, because of the type of passions in her—in her blood—can be put in a certain position and be brought under the sway of certain influences. Equally, those who do this must know that certain things can be achieved, depending on the position in which the person is placed. Many attempts fail. But account is taken of long periods of time and of many possibilities. Above all, account is taken of how little inclination people have to pay attention to the wider—the widest, contexts.

Let us stop here and turn to yesterday's story. It tells us about the time around the tenth century, when the constitution of souls was still that of the fourth post-Atlantean period. We saw how the spiritual world intervened in the life of Emperor Otto of the Red Beard. His whole life is transformed because the spiritual world makes him aware of Gerhard the Good. From Gerhard the Good he is to learn the fear of God, true piety, and that one must not expect—for largely egoistic reasons—a blessing from heaven for one's earthly deeds. So he is told by the spiritual world to seek out Gerhard the Good. This is the one side: what plays in from the spiritual world.

Those who know that age—not as it is described by external history, but as it really was—are aware that the spiritual world did indeed play in through real visions such as that described in connection with Emperor Otto the Red, and that spiritual impulses definitely played a meaningful part. The one who wrote down this story says expressly that in his youth he had also written many other stories, as had other contemporaries of his. The man who wrote down the story of Gerhard the Good was Rudolf von Ems, an approximate contemporary of Wolfram von Eschenbach. He said he had written other stories as well but that he had destroyed them because they had been fairy tales. Yet he does not consider this story to be a fairy tale but strictly historical, even though externally it is not historical—that is it would not be included in today's history books which only take physical maya into account. In the way he tells it, it cannot be compared with external, purely physical history; and yet his telling is more true than purely physical history can be for, on the whole, that is only maya. He tells the story for the fourth post-Atlantean period.

You know, for I have repeatedly said this, that I am not taking sides in any way but simply reporting facts which are to provide a basis on which judgements may be formed. Only those who do not wish to be objective will maintain that what I shall attempt to say is not objective. Someone who does not wish to be objective cannot, of course, be expected to find objectivity in what is, in fact, objective. The fact that the spiritual world plays into human affairs is not the only important aspect of the story of Gerhard the Good. It is also significant that a leading personality receives from the spiritual world the impulse to turn to a member of the commercial world, the world of the merchant. It is indeed a historical fact that, in Central Europe, at that time the members of the ruling dynasty to which Otto the Red belonged did start to patronize the merchant classes in the towns. In Europe this was the time of the growth of commerce.

We should further take into account that at that time there were as yet no ocean routes between Orient and Occident. Trade routes were definitely still overland routes. Merchants such as Gerhard the Good who, as you know, lived in Cologne, carried their trade overland from Cologne to the Orient and back again. Any use of ships was quite insignificant. The trade routes were land routes. Shipping connections were not much more than attempts to achieve with the primitive ships of those days what was being done much more efficiently by land. So in the main the trade routes were overland, while shipping was only just beginning. That is what is characteristic of this time, for comprehensive shipping operations only came much later.

We have here a contrast arising out of the very nature of things. So long as Orient and Occident were connected by land routes, it was perfectly natural that the countries of Central Europe should take the lead. Life in these Central European countries was shaped accordingly. Much spiritual culture also travelled along these routes. It was quite different from what came later. As the centuries proceeded, the land routes were supplanted by ocean routes. As you know, England gradually took control of all the ocean connections which others had opened up. Spain, Holland and France were all conquered as far as their sea-faring capacities were concerned, so that in the end everything was held under the mighty dominance which encompassed a quarter of the earth's dry land, and gradually also all the earth's oceans.

You can see how systematic is this conquering, this almost exterminating, of other seafaring powers when you remember how I told you some time ago that in the secret brotherhoods, especially those which grew so powerful from the time of James I onwards, it was taught as an obvious truth that the Anglo-Saxon race—as they put it—will have to be given dominance over the world in the fifth post-Atlantean period. You will see how systematic the historical process has been when you consider what I have also mentioned and what was also taught: that this fifth post-Atlantean race of the English-speaking peoples will have to overcome the peoples of the Latin race.

To start with, the main thing is the interrelation between the English-speaking peoples and those whose languages are Latin in origin. Recent history cannot be understood without the realization that the important aim—which is also what is being striven for—is for world affairs to be arranged in such a way that the English-speaking peoples are favoured, while the influence of any peoples whose language is based on Latin fades out. Under certain circumstances something can be made to fade out by treating it favourably for a while, thus gaining power over it. This can then make it easy to engulf it.

In those secret brotherhoods, about which I have spoken so often, little significance is attached to Central Europe, for they are clever enough to realize that Germany, for instance, owns only one thirty-third of the earth's land surface. This is very little indeed, compared with a whole quarter of the land surface plus dominance over the high seas. So not much importance is attached to Central Europe. A great deal of importance was attached, however—especially during the period when present events were being prepared—to the overcoming of all those impulses connected with the Latin races.

It is remarkable how short-sighted the modern historical view is and how little inclination there is to go more deeply into matters which are quite characteristic of situations. I have already pointed out that what has so long been practised as a pragmatic view of history is not important, reporting as it does on one event, followed by another, and another, and yet another. What is important is to recognize the facts characterized by the many interrelationships in the events which follow one another. What matters is to point out what is characteristic about the facts, namely, what reveals the forces lying behind maya. Pragmatic history must today give way to a history of symptoms.

Those who see through things in this way will be in a position to form judgements about certain events which differ considerably from those of people who reel off the events of world history—this fable convenue—one after the other, as is done in historical science today. Consider some of the things you know well in connection with some others about which I shall tell you. First of all, a simple fact: In 1618 the Thirty Years War began because certain ideas of a reformative kind developed within the Czech Slav element. Then certain aristocrats belonging to these Slav circles took up the movement and rebelled against what might be called the Counter-Reformation, namely, the Catholicism from Spain which was favoured by the Habsburgs. The first thing usually told about the Thirty Years War is the story of the rebels going to the town hall in Prague and throwing the councillors Martinitz and Slavata and the secretary Fabrizius out of the window. Yet this is quite insignificant. The only interesting point is perhaps that the three gentlemen did not hurt themselves because they fell onto a dunghill. These are not things which can bring the Thirty Years' War to life for us or show us its real causes.

The reformative party elected Frederick, Elector Palatine of the Rhine, as counter-King of Bohemia in 1619. Then followed, as you know, the battle of the White Mountain. Up to the election of the Elector Palatine, all the events were caused by the passionate feelings of these people for a reform movement, by a rebellion against arbitrary acts of power such as the closure or destruction of Protestant churches at Braunau and Kloster Grab. There is not enough time for me to tell you the whole story. But now think: Frederick, Elector Palatine of the Rhine, is elected King. Up to this point the events are based on human passions, human enthusiasm, it is even justified to say human idealism—I am quite happy to concede this.

But why, of all people, was the Elector Palatine of the Rhine chosen as King of Bohemia? It was because he was the son-in-law of James I, who stands at the beginning of the renewal of the brotherhoods! Here, then, we may discern an important finger in the pie if we are trying to look at history symptomatically. Attempts were being made to steer events in a particular direction. They failed. But you see that there is a finger in the pie. The most significant sign of what kind of impulses were to be brought to bear in this situation is that the son-in-law of one of the most important occultists, James I, was thrown into this position.

You see, the fact is that the whole of recent history has to do with the contrast between the ancient Roman-Latin element and that element, not of the English people—for they would get on perfectly happily with the world—but that element which, as I have described sufficiently, is to be made out of the English people if they fail to put up any resistance. It is the conflict between these two elements that is at work.

Meanwhile something else is manipulated, for a great deal can be achieved in one place by bringing about events in another.

Let us look at a later date. You might pick up a history book and read the history of the Seven Years War. Of course the history of this war is read just as thoughtlessly as any other. For to understand what is really going on and investigate what forces of history are playing a part, you have to look properly at the various links between the different circumstances. You have to consider, for instance, that at that time the southern part of Central Europe, namely Austria, was linked with every aspect of the Latin element and even had a proper alliance with France, whereas the northern part of Middle Europe—not at first, but later on—was drawn to what was to be made, by certain quarters, into the English-speaking, fifth post-Atlantean race.

When you look closely at the alliances and everything else that went on at that time—those things which were not maya, of course—you discover a war that is in reality being waged about North America and India between England and France. What went on in Europe was really only a weak mirror image of this. For if you compare everything that took place on the larger scale—do extend your horizons!—then you will see that the conflict was between England and France and that North America and India were already starting to have their effect. It was a matter of which of these two powers was cleverer and more able to direct events in such a way that dominion over North America or India could be snatched away from the other. At work in this were long-term future plans and the control of important impulses. It is true: The influence snatched by England from France in North America was won on the battle fields of Silesia during the Seven Years' War!

Watch how the alliances shift when the situation becomes a little awkward and difficult; watch the alliances from this point of view!

Now, another story. It is necessary to look at these things, and once one is not misunderstood, once it is assumed that one's genuine purpose is to gain a clear picture of what is going on in the world, once one strives to be objective, it will not be taken amiss when such stories are told; instead it will be understood that our concern is for comprehension and not for taking sides. In fact, it is precisely those people who feel they are affected by a particular matter who ought to be particularly glad to learn more about it. For then they are lifted above their blindness and given sight, and nothing is better for a person than real insight into how things work in the world. So let us now take an example which can show you a different side of how things work.

Through circumstances which you can look up in a history book, the kingdoms of Hanover and England were once linked. The laws of succession in the two countries were different—we need not go into this in detail—and as a result of this, when Victoria came to the throne of England, Hanover had to become separate. Another member of the English royal house had to take the throne of Hanover. The person elected, or rather the person jostled onto the throne of Hanover was Ernst August, Duke of Cumberland, who had previously been connected with the throne of England. So this Ernst August came to the throne of Hanover at the age of sixty-six. His character was such that, after his departure to become the king of Hanover, the English newspapers said: Thank goodness he's gone; let's hope he doesn't come back! He was considered a dreadful person because of the whole way he behaved. When you look at the impression he made on his contemporaries and those who had dealings with him, a certain type of character emerges which is striking for one who understands characters of this kind. The Hanoverians could not understand him. They found him coarse. He was indeed coarse, so coarse that the poet Thomas Moore said: He surely belonged to the dynasty of Beelzebub. But you know the saying: The German lies if he is polite. So they had a certain understanding for coarseness, but they did presuppose that someone who is coarse is at least honest. Ernst August, however, was always a liar as well as being coarse, and this the Hanoverians could not understand. He had other similar traits as well.

First, Ernst August repealed the Hanoverian constitution. Then he dismissed the famous ‘seven professors’ of Göttingen University. He had them sent straight out of the country, so that it was not until they reached Witzenhausen, which lay beyond his majesty's borders, that their students were permitted to take leave of them. I need not tell you the whole story. But what is the explanation? Those who seek no further for an explanation of this extraordinary mask merely find Ernst August coarse and dishonest. He even cheated Metternich, which is saying much indeed, and so on. But there is something remarkably systematic in all this. And the systematic aspect is not changed by the fact that he lived most of his life up to the age of sixty-six in England, where he was an officer of the Dragoons.

An explanation may be found in the fact that in his whole manner he was manifesting the impulses one has when one is a member of the so-called ‘Orange Lodge’. His whole manner was an expression of the impulses of the Orange Lodge, of which he was a member.

What we must do is learn to understand history symptomatically and widen our horizons. We need to develop a sense for what is important and what really gives insight. So I told you the tale of Gerhard the Good in order to demonstrate how, through such phenomena as the Orange Lodge, and so on, what had been Central Europe was quite systematically drawn over to the West. I am not uttering any reproach, for it was a historical necessity. But one ought to know it and not apply moral judgements to such things. What is essential is to develop the will to see things, to see how human beings are manipulated, to see where there might be impulses by which people are manipulated. This is the same as striving for the sense for truth. I have often stressed that this is not something that enables one to say: But I really believed it, it was my honest and sincere opinion! No indeed. One who possesses the sense for truth is one who unremittingly strives to find the truth of the matter, one who never ceases to seek the truth and who takes responsibility for himself even when he says something untrue out of ignorance. For, objectively, it is irrelevant whether something wrong is said knowingly or unknowingly. Similarly it is irrelevant whether you hold your finger in the candle flame through ignorance or on purpose; either way you burn it.

At this point we must understand what happened at the transition from the fourth post-Atlantean period-when commerce was still just under the influence of the spiritual world, as is indicated in the story of Gerhard the Good—to the fifth period, when everything commercial was drawn over into the occult sphere which is guided by the so-called ‘Brothers of the Shadow’. These brotherhoods guard certain principles. From their point of view it would be extremely dangerous if these principles should be betrayed. That is why they were so careful to prevent Blavatsky from making them public or causing them to pass over into other hands. They were, in fact, to be passed over from the West to the East; not to India but to the East of Russia.

Someone with a sense for what lies behind maya can understand that external institutions and external measures can have differing values, differing degrees of importance in the total context. Consider an incident in recent history. I have told you so many occult, spiritual things that I have, in a way, ‘done my time’ and am now free to go on and give you some indications out of more recent history. No one should say that I am taking this time away from that devoted to occult matters; these things are also important.

So let us take an example from more recent history. In 1909 a meeting was arranged between the King of Italy and the Tsar of Russia. So far there had not been much love lost between these two representatives, but from then on it was considered a good thing to manoeuvre them into each other's company. So the meeting at Racconigi took place. It was not easy to arrange. In the description of all the measures he had to take to prevent ‘incidents of an assassinatory nature’ you can read how difficult it was for poor Giolitti, who was Prime Minister at the time.

Then there was the question of finding a suitable personage who would pay Rome's homage to the Tsar. This had to be a personage of a particular kind. Such things have to be prepared well in advance so that when the right moment arrives they can be set in train on the spot. For a really ‘juicy’ effect to be achieved, not just any personage would do for the purpose of paying Rome's homage to the Tsar—the homage of the Latin West to the self-styled Slav East. It would have to be a special personage, even one who might not easily be persuaded to undertake this task. Now ‘by chance’, as the materialists would say, but ‘not by chance’, as those who are not materialists would say, a certain Signor Nathan—what a very Italian name!—was at that time the mayor of Rome. For many reasons his attitude was rather democratic and not at all one that would make him inclined to pay homage to the Tsar, of all people. He had only taken Italian citizenship shortly before becoming mayor of Rome. Before that he had been an English citizen. The fact that he was of mixed blood should be taken into account; he was the son of a German mother and had assumed the name of Nathan because his father was the famous Italian revolutionary Mazzini. This is a fact.

So persuading him to pay homage to the Tsar made it possible to say: See how thoroughly democracy has been converted. Here was someone who was not an ordinary person but one who had been anointed with all the oils of democracy, but—also someone who had been well prepared. From that moment onwards certain things start to become embarrassing. Today it is known, for example, that from that moment onwards all the correspondence within the Triple Alliance was promptly reported to St Petersburg! Human passions also played some part in the matter, since a special role was carried out in this reporting by a lady who had found a ‘sisterly’ route between Rome and St Petersburg. Such things can obviously be ascribed to coincidence. But those who want to see beyond maya will not ascribe them to coincidence but will seek the deeper connections between them. Then, when one seeks these deeper connections, one is no longer capable of lying as much, is no longer capable of deceiving people in order to distract them from the truth, which is what matters.

For instance—I am saying this in order to describe the truth—it would obviously have been most embarrassing for the widest circles if people's attention had been drawn to the fact that the whole invasion of Belgium would not have taken place if that sentence I have already mentioned, which could have been spoken by Lord Grey—Sir Edward Grey has now become a lord—if that sentence had really been spoken. The whole invasion of Belgium would not have taken place. It would have been a non-event, it would not have happened. But instead of speaking about the real cause, in so far as this is the cause because it could have prevented the invasion, it was obviously more comfortable to waste people's time by telling them about the ‘Belgian atrocities’. Yet these, too, would not have happened if Sir Edward Grey had taken this one, brief measure. In order to hide the simple truth something different is needed, something that arouses justified human passions and moral indignation. I am not saying anything against this. Something different is needed. It is a characteristic of our time, even today when it is particularly painful, to make every effort to obscure the truth, to blind people to the truth.

This, too, had to be prepared carefully. Any gap in the calculation would have made it impossible. The whole of the periphery, which had prudently been created for this very purpose, was needed.

But these things were very carefully prepared, both politically and culturally. Every possibility was reckoned with; and this was certainly necessary, since the most unbelievable carelessness sometimes prevailed, even in places where such a thing would be least expected. Let me give you an example, an objective fact, which will allow us to study this carelessness.

At one time Bismarck had a connection with a certain Usedom in Florence and Turin. I have told you before: Modern Italy came into being by roundabout means and actually owes her existence to Germany; but this is connected with all sorts of other things. What I am saying has profound foundations, and in politics all sorts of threads interweave. Thus at one time threads were woven which were to win over the Italian republicans. In short, at a certain time one such link existed between Bismarck and Usedom in Florence and Turin. Usedom was a friend of Mazzini and of others who enjoyed a certain prominence in nationalistic circles. Usedom was a man who posed very much as a wise person. He employed as his personal secretary somebody who was supposed to be a follower of Mazzini. Later it turned out that this personal secretary, of whom it had been said that he was initiated into Mazzini's secret societies, was nothing but an ordinary spy. Bismarck tells this tale quite naively and then adds, as an excuse for having been so mistaken: But Usedom was a high-grade Freemason. Many things could be told in this way and often it would turn out that those involved are totally innocent because the ones who pull the strings remain in the background.

You cannot maintain that there is no point in asking why such things are permitted to happen by the wise guides of world evolution—why human beings are, to a large degree, abandoned to such machinations, by making the excuse that there is no way of getting to the bottom of these things. For, indeed, if one only seeks them honestly, there are many ways of finding out what is going on. But we see, even in our own Society, how much resistance is put up by individuals when there is a question of following the simple path of truth. We see how many things which should be taken objectively in pursuit of knowledge, when they would best serve the good of mankind, are instead taken subjectively and personally. There are—are there not?—within our Society groups who have studied very attentively an essay of, I believe, 287 pages which they have taken utterly seriously and about which they are still puzzling, as to whether the writer—who is well enough known to us—might be right. In short, within our own circles we may sometimes discover why it is so difficult to see through things. Yet it is, in fact, not at all difficult to see through things if only one strives honestly for the truth. For years so much has been said within our Society. If you were to bring together all that has been said since 1902 you would see that it contains much that could help us to see through a great deal that is going on in the world. Yet our anthroposophical spiritual science has never been presented as belonging to a secret society. Indeed the most important things have always been dealt with in public lectures open to anybody. This is a contrast which should be noted.

I might as well say now: If certain streams within our Anthroposophical Society continue to exist and if, for the sake of human vanity, they continue to interpret to their own advantage certain things which have been said behind closed doors—for no more reason than one would exclude first-year students in a university from what is told to those in their second year—then, eventually there will be nothing esoteric left. If things are not taken perfectly naturally, if people continue to stand up and say: This is secret, that is very esoteric, this is occult, and I am not allowed to speak about this!—if this policy continues to be followed by certain streams in our Society, if they continually fail to understand that any degree of vanity must stop, then everything mankind must be told about today will have to be discussed in public. Whether it is possible to make known certain things, the needs of the moment will tell. But the Anthroposophical Society is only meaningful if it is a ‘society’, that is, if each individual is concerned to make a stand against vanity, against folly and vanity and everything else which clothes things in false veils of mysticism, serving only to puzzle other people and make them spiteful. The mysteriousness of certain secret brotherhoods has nothing to do with our Society, for we must be concerned solely with bringing about what is needed for the good of mankind. As I have often said, our enemies will become more and more numerous. Perhaps we shall discover what our enemies are made of by the manner in which they quarrel with us. So far we have had no honest opponents worth mentioning. They would, in effect, only be to our advantage! The kind of opposition we have met hitherto is perfectly obvious through their ways and means of operation. We might as well wait patiently to discover whether further opponents will be from within our circle, as is frequently the case, or from elsewhere! I have just had news of opposition from one quarter which will empty itself over us like a cold shower. A forthcoming book has been announced during some lectures. The author, a conceited fellow, has never belonged to our Society but has been entertaining the world with all sorts of double egos and such like. He has now used the opportunity of the various national hatreds and passions to mount an attack on our Anthroposophy of a kind which shows that his hands are not clean.

So we must not lose sight of these things and we must realize that it is up to us to hold fast to the direction which will lead to truth and knowledge. Even when we speak about current issues it must only be in pursuit of knowledge and truth. We must look things straight in the eye and then each individual may take up his own position in accordance with his feelings. Every position will be understandable, but it must be based on a foundation of truth.

This is a word which must occupy a special place in our soul today. So much has taken place in our time which has puzzled people and which should have shown them that it is necessary to strive for a healthy judgement based on the truth. We have experienced how the yearning for peace only had to make itself felt in the world for it to be shouted down. And we still see how people actually get angry if peace is mentioned in one quarter or another. They are angry, not only if one of the combatants mentions peace, but even if it is mentioned in a neutral quarter.

It remains to be seen whether the world will be capable of sufficient astonishment about these things. Experience so far has been telling, to say the least. In April and May 1915 a large territory was to have been voluntarily ceded, but the offer was rejected so that war could be waged. Since world opinion failed to form an even partially adequate judgement about this event, there seems to be really nothing for it but to expect the worst. We might as well expect the worst, because people seem bent on telling, not the truth, but what suits their purposes. Their thinking is strange and peculiar to a degree. Yet to tackle things properly the right points have to be found.

Let me read you a short passage written by an Italian before the outbreak of the present war, at a time when the Italians were jubilant about the Tripoli conflict—which I am not criticizing. I shall never say anything against the annexation of Tripoli by Italy, for these things are judged differently by those who know what is necessary and possible in the relationships between states and nations. They do not form judgements based on lies and express opinions steeped in all kinds of moralistic virtues. But here we have a man, Prezzolini, who writes about an Italy which pleases him, which has evolved out of an Italy which did not please him. He starts by describing what this Italy had come to, how it had gone down in the world, and he then continues—directly under the impression of the Tripoli conflict:

‘And yet, totally unaware of this economic risorgimento, Italy underwent at the same time the period of depression described above. Foreigners were the first to notice the reawakening. Some Italians had also expressed it, but they were windbags carrying on about the famous and infamous “primacy of Italy”. The book by Fischer, a German, was written in 1899, and that by Bolton-King, an Englishman, in 1901. To date no Italian has published a work comparable to these, even to celebrate the fiftieth anniversary of “unification”. The exceptional good sense of these foreigners is notable for, truly, outsiders have neither wanted, nor do they now want, to know anything about modern Italy. Then, as now, people's judgement, or rather prejudgement of Italy amounted to saying: Italy is a land of the past, not the present; she should “rest on her past glory” and not enter into the present. They long for an Italy of archives, museums, hotels for honeymooners and for the amusement of spleen and lung patients—an Italy of organ-grinders, serenades, gondolas—full of ciceroni, shoe-shiners, polyglots and pulcinelli. Though they are delighted to travel nowadays in sleeping cars instead of diligences, they nevertheless regret a little the absence of Calabrese highwaymen with pistol and pointed velvet hat. Oh, the glorious Italian sky, defaced by factory chimneys. Oh, la bella Napoli, defamed by steamships and the unloading thereof; Rome filled with Italian soldiers; such regret for the wonderful days of Papal, Bourbon and Leopoldine Rome! These philanthropic feelings still provide the basis for every Anglo-Saxon and German opinion about us. To show how deeply they run, remember that they are expressed by people of high standing in other directions, such as Gregorovius and Bourget. The Italy who reformed herself and grew fat, the Italy who is seen to carry large banknotes in her purse—this is the Italy who has at last gained a proper self-confidence. We should forgive and understand her if she now reacts by going a little further than she ought in her enthusiasm. Ten years have hardly sufficed for the idea of the future and strength of Italy to pass from those who first saw it, to the populace at large who are now filled and convinced by it. It would have been in vain had our great thinkers piled up volumes of journals, statistical papers, philosophical works and books of modern art.’

This is the attitude, my dear friends! ‘It would have been in vain had our great thinkers piled up volumes of journals, statistical papers, philosophical works and books of modern art.’ All this would be worthless, he thinks, to raise up a people. This modern man has no faith in the worth and working of culture and spiritual values!

‘It would have been in vain had our great thinkers piled up volumes of journals, statistical papers, philosophical works and books of modern art; neither the people nor the foreigners would ever have been convinced, at least not before the passage of very many years.’

So this man has no confidence in creating spiritual culture in this way.

‘A great and brutal force was needed to smash the illusion and give every last and miserable village square a sense of national solidarity and upward progress.’

To what does he attribute the capacity to achieve what no spiritual culture could produce? He says:

‘It is the war which has served to do this.’

There you have it! This is what people believed. Tripoli was there and it had to be there. Moreover, they also said: War is needed to bring the nation to a point which it was not found necessary to reach by means of spiritual culture.

Indeed, my dear friends, such things speak to us when we place them side by side with another voice which says: We did not want this war; we are innocent lambs who have been taken by surprise. Even from this side comes the cry: To save freedom, to save the small nations, we are forced to go to war. This man continues:

‘We young people born around the year 1880 entered life in the world with the new century. Our land had lost courage. Its intellectual life was at a low ebb.’

These were the people born around the year 1880.

‘Philosophy: positivism. History: sociology. Criticism: historical method, if not even psychiatry.’

This may indeed be said in the land of Lombroso!

‘Hot on the heels of Italy's deliverers came Italy's parasites; not only their sons, our fathers, but also their grandsons, our elder brothers. The heroic tradition of risorgimento was lost; there was no idea to fire the new generation. Among the best, religion had sunk in estimation but had left a vacuum. For the rest it was a habit. Art was reeling in a sensuous and aesthetic frenzy and lacked any basis or faith. From Carducci, whom papa read to the accompaniment of a glass of Tuscan wine and a cheap cigar, they turned to d'Annunzio, the bible of our elder brothers, dressed according to the latest fashion, his pockets full of sweets, a ladies' man and vain braggart.’

Yet this marionette—of whom it is said here that he was ‘dressed according to the latest fashion, his pockets full of sweets, a ladies' man and vain braggart’—this marionette had made clear to the people at Whitsuntide in 1915 that they needed what no work of the spirit could give them!

When times are grave it is most necessary to make the effort to look straight at the truth, to join forces with the truth. If we do not want to recognize the truth we deviate from what may be good for mankind. Therefore it is necessary to understand that precisely in these times serious words need to be spoken. For we are in a position today in which even one who is seven-eighths blind should see what is happening when the call for peace is shouted down. Someone who believes that you can fight for permanent peace while shouting down the call for peace might, conceivably, hold worthwhile opinions in some other fields; but he cannot be taken seriously with regard to what is going on. If, now that we are faced with this, we cannot commit ourselves to truth, then the prospects for the world are very, very bad indeed.

It is for me truly not a pleasant task to draw attention to much that is going on at present. But when you hear what is said on all sides, you realize the necessity. We must not lose courage, so long as the worst has not yet happened. But the spark of hope is tiny. Much will depend on this tiny spark of hope over the next few days. Much also depends on whether there are still people willing to cry out to the world the utter absurdity of such goings on—as has been done just now, even in the great cities of the world.

The world needs peace and will suffer great privation if peace is not achieved. And it will suffer great privation if credence continues to be given to those who say: We are forced to fight for permanent peace; and if these same people continue to meet every possibility for peace with scorn, however disguised in clever words. But we have reached a point, my dear friends, when even a Lloyd George can be taken for a great man by the widest circles! We may well say: Things have come a very long way indeed!

Yet these things are also only trials to test mankind. They would even be trials if what I permitted myself to express at the end of the Christmas lecture were to happen, namely, if it were to be recorded for all time that, in the Christmas season of the nineteen hundred and sixteenth year after the Mystery of Golgotha, the call for ‘peace on earth among men and women who are of good will’ was shouted down on the most empty pretexts. If the pretexts are not entirely empty, then they are indeed more sinister still. If this is the case, then it will be necessary to recognize what is really at work in this shouting down of every thought of peace: that it is not even a question of what is said in the periphery, but of quite other things. Then it will be understood that it is justified to say that what happens now is crucial for the fortune or misfortune of Europe.

I cannot go further tonight because of the lateness of the hour. But I did want to impress these words on your heart!

In September and October of this year, we held courses at the Goetheanum in Dornach that attempted to apply the anthroposophical perspective to a wide range of academic subjects and to various areas of practical life. The aim of these college courses was not merely to discuss anthroposophy as such, but rather to bring together experts from a wide range of scientific fields, artists and also practitioners of commercial, industrial and other practical life. was precisely that they should show how the anthroposophical point of view, the anthroposophical way of examining life and the world, can be used to fertilize the most diverse scientific and practical areas of life.

You are aware that today, despite the great triumphs fully recognized by spiritual science, in particular in the field of natural science, the scientist everywhere comes up against certain limits wherever questions arise that cannot be answered at all with the methods and means of observation recognized by official science today. Then one is inclined to say: Well, there we have insurmountable limits to human knowledge, to human cognitive power, and man simply cannot transcend these limits. Anthroposophical spiritual science is intended to show precisely how the research methods, the way of thinking and looking at things, which the more materialistically oriented scientific and life attitude of modern times has brought about, can be fertilized when one moves on to a completely different way of knowing, to a completely different way of looking at things.

And here I touch upon the point that still earns anthroposophy the most opponents and even enemies in the present day. Opposition to anthroposophy does not arise so much from certain logical foundations or from scientifically well-tested objections, but this opposition comes from a quarter that recently - whole books are now appearing, almost every week one, to refute anthroposophy - a licentiate in theology described it in the following way: He said that anthroposophy makes one angry, that it is unpleasant and unsettling. So it is not from logical grounds that a certain antagonism arises, but, one might say, from feeling. And this stems from the fact that anthroposophy does not simply accept the knowledge that has been developed by mankind to date, which is simply structured in such a way that one says: Man has inherited certain abilities for his cognition; he gradually brings these to light through his natural development; through ordinary education he is then further trained to become a useful member of human society - and so on, and so on. With what one acquires on one side, one now also approaches knowledge itself, scientific life. One then tries to develop different methods: methods of observation, methods of experimentation, logical methods, and so on. But if one looks at the whole methodology of today's science, it is based on the assumption that one has once achieved something in the normal in terms of cognitive power, and that is not exceeded. No matter how much one is armed with the microscope, the telescope, the X-ray apparatus and so on, one does not go beyond a certain level of cognitive ability, which is regarded today as the average human being. Scientific progress is made by developing this ordinary method of knowledge in a complicated way or in exact detail, but above all, it is not thought of in the way that anthroposophy does. It starts from what I would call 'intellectual modesty'. And that is precisely where it becomes provocative for people of the present day, who, to a certain extent, do not want to hear anything like that from the outset. But one cannot help but present the facts in an unembellished way.

You see, if a five-year-old child is given a volume of Goethe's poetry, all they might know how to do with it is tear it up. When the child is ten years older, they will do something completely different with the volume of Goethe's poetry. They will delve into what is written on the individual pages. Something has grown with the child. The child has matured. The child has brought forth from its depths something that was not there ten years ago. A real, not merely a logical process has taken place. The child has, as it were, become a different being.

Intellectual modesty, I said, must be shown by anyone who wants to become a spiritual researcher in the anthroposophical sense. At a certain moment in their lives, they must be able to say to themselves: just as a real process takes place with the child between the ages of five and fifteen, and just as soul forces that have not revealed themselves before actually do so after ten years, so can one further develop what the cognitive faculty and the soul forces are in ordinary life. One can move away from the scientific point of view that one once accepts as the normal one; one can undergo a real process in one's knowledge. One can also develop further that which most people today already regard as the end of the cognitive faculty and at most further develop in science logically or through experimental arrangements - one can develop this further by bringing forth further powers from within the soul. And the anthroposophical method is based on this bringing forth of the forces slumbering in the soul. It is based on the fact - I will characterize it quite concretely right away - that one completely subordinates to the will that which otherwise exists as thinking merely in reference to the external world.

So how do we actually think in everyday life? How do we think in science? We think in science in such a way that we abandon ourselves to the external world or to our experiences. We think, so to speak, along the thread of our experiences or of appearances. To a certain extent we apply our will to our thinking, in judgment and in drawing conclusions; but something entirely different arises when that which otherwise lives only instinctively as a thought in man, when that, if I may use the comparison, is taken up by man inwardly in self-education into his hand.

When a person has practised for years the art of placing easily comprehended ideas in his consciousness, when he has brought certain ideas (and I emphasize the term “easily comprehended”) into the centre of his consciousness entirely through his own will and not through stimuli from the outside world, and when he has then, again with the application of his full will, on such inner visualization, inwardly resting, diverting attention from everything else and inwardly resting on a complex of ideas that he himself has placed at the center of his consciousness, he can exercise the powers of the soul in a different way than one does in ordinary life and also in science. And just as a muscle acquires a certain strength when it is exercised, so the soul powers acquire a definite power through exercise. They are trained in a very definite direction when one applies these inner methods, these intimate soul methods that I have described, to oneself as a spiritual researcher. I have described these methods in detail in my book 'How to Know Higher Worlds', in my 'Occult Science' and in other books; there one can read in full detail what I now only want to characterize in principle. I have called meditation and concentration that which the soul undertakes with itself, which is an inward, intimate spiritual-scientific method. But I would like to make it very clear that these things cannot be mastered in a short time. It is rather the case that spiritual scientific research takes no less time than research in clinics, in chemical laboratories or at the observatory. Just as in these fields one must acquire methods through years of practice, so too must one, and with a strong inner power of concentration, greater conscientiousness, still bring the soul faculties out of the soul itself.

And then, when such methods are applied to the soul, the capacity for knowledge expands. Then one certainly comes to see how man can recognize quite different things than he can perceive through his sensory eyes and through the combination of appearances presented by the sensory eyes or the senses in general.

That is one way. It goes through concentration, through the power of imagination, and through this one arrives at inner beholding, at what I have called in my book 'Mysteries of the Soul', the human being's power of beholding, of beholding cognition.

One can also develop the soul powers in another way, indeed one must do so if one really wants to achieve something. We must also train that faculty, which you all know well in its simplest manifestation: attention. We do not relate to external life and internal phenomena merely by surrendering to them passively, but we direct our power of observation, our attention, to something in particular, which I might call, we carve out of our surroundings. Even when we are doing scientific research, we have to focus on something in particular and link the other things to it. Then, when you train this attentiveness through inner will, through the application of the most active soul powers, when you do exercises that make you aware of the power you use when you pay attention to something, when one practices this power of focusing, this ability to concentrate one's soul life on something isolated from life, over and over again, then one makes a remarkable discovery. Then one makes the discovery that one gradually develops more and more the soul power that otherwise only comes to us in what we call interest in the world around us. We pay more or less interest to the one object and less to the other. This reveals a gradation in our soul's behavior towards the inner world. This interest is accompanied by an enormous liveliness; it becomes such a liveliness that one can truly say: it becomes something quite different from what it is in ordinary life and in science. It becomes what one can call: one feels at one with things. The soul's powers gradually permeate the essence of things. And this experience of an increased power of interest goes even further. It now goes so far as to develop a special power that is otherwise only brought to bear in another area of life, but which, through anthroposophical spiritual science, becomes a power of knowledge.

We have arrived at a point where, if we express the realities that are within Anthroposophy and reveal themselves as such, we are quite understandably considered to be amateurs or fantasists when compared to the views of today. What at first is attention in itself is transformed into the power of interest with which one experiences so clearly how the whole human being can be drawn out of the world; how one does not first have to prove and hypothesize whether this or that wave vibration underlies red or blue, but rather one grows with red and blue; where that is further developed, which Goethe so ingeniously developed in the chapter “Sensual-moral effect of color” in his theory of colors, where man really feels his soul life flowing out into the world, so that his cognitive faculty becomes like a flowing out of his soul life into the world phenomena. And his power of knowledge is transformed into that which we otherwise call love in life. Love, through which we become one with another being, is present in ordinary life, I would say only in its beginning; through the soul exercises I have indicated, it becomes such a soul power that recognizes itself in the whole environment.

And so one can say – I can only hint at all this, in my books it is presented in more detail – by developing the imagination on the one hand, and on the other hand the power of attention, the power of interest, the power of love, which underlie the life of the will, new powers of knowledge develop, and the human being experiences an expansion of his knowledge. What is otherwise called the limit of knowledge and what is often described as insurmountable, especially by contemporary researchers, can only be transcended through the development of the soul's inner powers - not by arming the eye with the microscope and telescope or with the X-ray apparatus, but only by training the human soul itself, by developing that power of knowledge that takes us beyond the sensual and the combination of the sensual through the mind. What now reveals itself to the human being is not a second edition of the sensory world, but the real spiritual world. And by awakening in this way what works in him supernaturally as spiritual life – for that is awakened by these two powers that I have mentioned – by awakening this in himself and bringing it to real exactness, in a way that otherwise only mathematics can achieve, he is led beyond the world of the senses, not through speculation about atoms and molecules, but through direct experience and observation of what the senses present. And man comes to recognize that which underlies him as a supersensible world just as his physical body underlies him as a physical thing. Man comes to know the spiritual world.

The anthroposophical spiritual science that emanates from the Goetheanum in Dornach is not to be confused with the many attempts today to study the mind by imitating the methods that are otherwise used in laboratories. There are certain people — just think of spiritualism — who believe that today, through external actions, through external experiments, they can penetrate deeper into the essence of things; they would like to recognize the supersensible through sensory research. That is precisely the essential point: that the supersensible can only be recognized with supersensible powers. And since these supersensible powers are slumbering in man at first - because, as he is once constituted between birth and death, he must first become proficient in the sensory world - he must get to know through the development of supersensible powers that which goes beyond death and birth, that which belonged to him even before he entered into this existence through birth, that which he retains when he passes through the gate of death.

I will just briefly mention how, in fact, when man penetrates to this supersensible faculty of knowledge, regions are opened up that cannot be opened up in any other way, namely, precisely that which is beyond birth and beyond death. Today it is almost entirely left to the faith of the creeds to teach people anything about what is beyond death. But even our language testifies to the fact that we are actually proceeding in a fundamentally one-sided way in this respect. We have the word 'immortality'. Admittedly, it does not come from knowledge, but from faith. But this immortality only wants to speak of the life that is beyond death. Spiritual science shows, by opening up the supersensible worlds, that man was also present in the spiritual world before birth, or let us say before conception. And the fact that we do not have the word “unborn” testifies that we have not recognized a real spiritual science in the present. As soon as man penetrates into the supersensible world through knowledge, not merely through faith, not only the prospect of the immortality of his being opens up to him, but also of the unborn of his being.

I can only briefly touch on all this, because my task today is to show how this anthroposophical spiritual science – which is intended to be modelled on a very exact science, but which is also taken entirely from the human soul: mathematics – can actually lead to cognitive insights into spiritual and supersensible life. We draw mathematics from the inner being, and if one person is familiar with the Pythagorean theorem, thousands or millions of people could come and deny it, he would know the truth of the mathematical field simply by having this content in his consciousness. It is the same with the inner experiences of the supersensible, as they come to light through spiritual science. This spiritual science is already developed in many details today, and, as I indicated in my introduction, it can have a fruitful effect on individual sciences as well as on practical life. Although this spiritual science is already being actively researched in the field of medical therapy, for example, I myself held a course for doctors and medical students in Dornach this spring, in which I tried to show how spiritual scientific observations can lead to a much more rational therapy than the one we have today.

We have also founded institutions for practical life, such as the Futurum in Dornach, which is intended to be a purely practical undertaking and to found an association in which various branches of industry are united in order to make further progress in rational administration than time has brought us, which has led us so much into an economic catastrophe. Everything in practical life today testifies that humanity is at a boundary that must be crossed.

Now, I do not have to spread out today over the other areas in which spiritual science is already proving its fertility through the practice of life itself; I have to speak primarily about the fertilization that education, the pedagogical art, can experience through this spiritual science.

First of all, it should be noted that the knowledge and understanding that is gained in the way I have just described is not the kind that has been brought to humanity in particular in the last three to four centuries. This knowledge of the last three to four centuries, although based on experiment and observation, is essentially knowledge that is developed by the intellect and speaks only to the intellect. It is essentially head knowledge. The knowledge and insight that is gained through anthroposophical spiritual science speaks to the whole person. It not only engages the intellect, but it spreads out in such a way that what can be recognized there also permeates our emotional life. We do not draw a conclusion from our feelings — that would be an ambiguity, a nebulous mysticism. Knowledge is attained through vision. But what is attained in this way then has an effect on the human emotional life, it stimulates the human will, it leads the human being to develop this knowledge, this insight, into their daily life, so that it permeates them like a soul blood, which in turn communicates itself to the physical body's functions, impulses and practical life. And so we can say that the whole human being is affected.

And it is precisely for this reason that this anthroposophical spiritual science, when it permeates the individual, is a foundation for what the educator, the teacher, has as a task in relation to the developing human being. As you know, it is always emphasized today that the art of education must be based on psychology, on the study of the soul. But if we look around at what is considered psychology by our contemporaries, we have to say that the many judgments and discussions that take place show how much it is all just empty words, how little this contemporary science, which has achieved such great triumphs in its research into the external world, can penetrate into the actual knowledge of the human being. This is the peculiarity of anthroposophical spiritual science: it does not acquire this knowledge through external experimental psychology – although nothing should be said against this, because its results only become truly fruitful when they are also fertilized by anthroposophically oriented spiritual science. What one must penetrate in the science of the soul, if one wants to become an educator, a teacher, one acquires by allowing oneself to be seized by anthroposophical spiritual science. One learns to recognize what actually lives in the human being as body, soul and spirit when one approaches the anthroposophical methods and through them inwardly grasps the human being.

I have already described how anthroposophical spiritual science strives to inwardly grasp what lives in our environment by means of its special methods of knowledge. But we must penetrate to the core of the human being, especially if we want to treat him pedagogically. And here it is a matter of the fact that our time cannot at all build a bridge between the soul-spiritual on the one hand and the physical-bodily on the other. All manner of psychological hypotheses have been put forward, ranging from the interaction of body and soul to 'psychophysical parallelism', in order to explain the mystery that lies before us in the relationship between body and soul or the spiritual-soul and the physical-bodily. But our psychology, because it does not use spiritual scientific methods for research, is not at all so far advanced that it could provide any basis for real pedagogy, for the real art of teaching. And I must point out something here that I only hinted at in my book 'Von Seelenrätseln' ('On Soul Mysteries'), but which is the result of thirty years of research by me. I would not have allowed myself to express it earlier, what I now have to say and what I hinted at in that book after thirty years of research. It is that today it is commonly believed that mental life is mediated only by the nervous system. The nervous system is regarded as the sole physical basis of human mental life. It is not! It can be shown in detail – and I have also hinted at such details in my book 'Von Seelenrätseln' – that only what we call the life of thinking has the nerve sense system as its physical basis and that the actual organ of the life of feeling in man is not the nerve sense system, but directly the rhythmic system, the respiratory system, the blood circulation system. Just as the nervous system underlies the life of thinking, so the rhythmic system underlies the life of feeling in the human being, and the life of will is based on the metabolic system.

These three systems, however, comprise all the inner processes that a person undergoes. The human being is a threefold creature. But we must not imagine that these three parts of the human being - the nervous-sensory system, the rhythmic system and the metabolic system - are juxtaposed. No, they are interwoven, and we have to separate them from each other in a spiritual-soul-like way if we want to see through the essence of the human being at all; because, of course, the nerves also need to be nourished. The metabolic system also plays a role in the nervous system, and also in the organs of the rhythmic system; but the organs of the rhythmic system serve only the will insofar as the metabolism plays a role in them; whereas insofar as they represent actual rhythmic movements, they serve the emotional life. And again, when our rhythmic being encounters something, when our breathing rhythm, for example, encounters our nervous system indirectly through the cerebral fluid, the interaction between the life of feeling and of imagination arises. In short, the human being is a more complex creature than is usually believed. Even that which one can ultimately have as the correct physical view of a person cannot be achieved with today's scientific methods, but only through inner vision, through growing together with the person himself in such an insight as I have described.

When one grows together with the being of a person in this way, when one sees the soul's activity in the physical body, then the growing person also presents himself in a new light. For someone who does not grasp things with a sober, dry intellect, but who can recognize the world through feeling, the growing child is a wonderful mystery as it reveals more and more of its inner life from day to day, from week to week, from month to month, from year to year. That which we cannot observe merely with the abstract faculty of knowledge, that which we can only observe if we ourselves can inwardly immerse ourselves in what is revealed on the face, what is revealed in the movements, what is revealed in the development of speech and so on, that can only be truly grasped with a knowledge that inwardly penetrates the outer world.

And such knowledge reaches us not only by grasping our intellect – with this intellect we then want to recognize externally the tasks that we should apply to educate and teach the child – no, anthroposophical spiritual science encompasses the whole human being. And in that it reveals the developing child to the whole human being in the interaction of body, soul and spirit, anthroposophical knowledge permeates our minds and our will — I would say in a way that is as natural as the blood, enlivened by the breath, permeates the human body. We are not only inwardly connected with the child through our intellect, we are also connected through our soul. We are connected through our will, in that we know directly: when we recognize how the child develops, we know what we have to do in this or that year of the child's development. Just as the air sets our blood in motion, just as the organism comes into its functions through what the outside world invigorates in it, just as it is seized by what the outside world accomplishes in it, so our soul and spirit are seized by such a living knowledge as we receive through anthroposophical spiritual science. And then, that which is developing within the human being as his individuality reveals itself to us, and we learn in an inward way to treat this individuality in an educational and teaching way.

Do not expect anthroposophical spiritual science to establish new educational principles. Educational principles, beautiful ones – I am completely serious when I say this – deeply penetrating pedagogical rules: the great educators have found them, and no spiritual science would dare to object to the genius of the great educators of the 18th and 19th centuries. But there is something here that needs to be pointed out very clearly.

You see, people say today, and have been saying for decades, that education should not be about just introducing something to the child; rather, one should develop what is in the child, his or her inner individuality. One should draw everything out of the child. In an abstract form, spiritual science must also say this. But precisely for this reason, spiritual science is misunderstood. If I want to make myself understood, I would like to recall something that I am using for comparison. It was in 1858 when the socialist Proudhon was accused of disrupting society. After the judges had reproached him with various things, he said that it was not at all his aim to disrupt human society, but rather to lead human society towards better conditions. The judges then said: Yes, that is what we all want, we want exactly the same as you. So spiritual science says: We want to develop human individuality. It has also been said in a certain abstract form for a long time that human individuality should be developed. But the point at issue is not to express such a principle in abstract forms; the point at issue is to really see this human individuality developing in a living contemplation, to really grasp the human being inwardly.

And now I would like to illustrate how the developing human being presents himself to spiritual science. First of all, we have clearly definable stages of life in a human being. We have a stage of life that begins at birth and lasts until about the age of seven, when the teeth change. Then, if one is able to observe correctly, a very intense change takes place in the human being – physically, mentally and spiritually. Then the development continues again until about sexual maturity, when a new change takes place. Within these individual stages of life, there are smaller stages. I would like to say that in each of these stages, we can distinguish three smaller stages that can only be properly obtained through observation that penetrates into the inner being of the human being. That is what it is about. Because what we want to know about the human being is at the same time the driving force for pedagogy, in that pedagogy should become art.

First of all, the first phase of life up to the age of seven shows us, above all, how the human being, as a spiritual, soulful and bodily creature, is entirely inclined to be an imitative being. If you study the human being in this phase of life and see how strongly he is predisposed to devote himself entirely to his surroundings, to carry out within himself what is presented to him in his surroundings, then you understand the human being. But one must be able to observe this concretely. One must then see how, for example, in the first two and a quarter years of life - these are, of course, all approximate figures - what occurs in the human being does not yet show itself as a real imitation, how organizing forces prevail inwardly, but But then, as the human being progresses in the third year of life, they show themselves in such a way that the human being becomes more attentive to his fellow human beings with these forces, so to speak directing these forces to what emanates from his fellow human beings. And then, around the fifth year, the time begins when the human being actually becomes an imitative being. And now one must be able to observe in the right intimate way what the relationship is like from person to person, and thus also between educator and child. One must know that this is profound for the whole human development, that this phase of life tends towards imitation.

For those who work with such things, I would say professionally, some of the complaints of a mother or father, for example, are on a par with that. They come and say: my child has stolen! - Well, one asks: Yes, what has the child actually done? He opened the drawer in the cupboard, took out some money, and - I am telling you a specific case - didn't even use this money to buy something for himself, but even distributed what he had bought among his fellow pupils! You have to say: Yes, my dear woman, at this age it cannot be called theft at all, because the child has clearly seen how you go to the cupboard every day and open the drawer; the child has done nothing other than try to do the same. It imitates that. In the first seven years, there is no other way to approach the child than to set an example for the child and let it imitate intimately what is to be brought to the child through education. Therefore, it is of such great importance for the first seven years of life that the educator, the parents, not only act as role models for the child in their outer actions, so that everything can be imitated, but that they also think and feel only what the child can think and feel. There is no boundary between the person with the child in his or her environment and the child itself. Through mysterious powers, our innermost thoughts are also transferred to the child. A person who is moral, who is truthful, makes different movements, has a different expression, walks differently than a person who is untruthful. This is something in the outer appearance, which is completely blurred in later life – but it is there for the child. The child does not merely see the morality of those around it through its ideas, but the child sees, through its movements, not with intellectual knowledge but through a subconscious knowledge that rests deep within, if I may use the paradoxical word, from mysterious hints in the way the person expresses themselves, what it should imitate. There are imponderables not only in nature, but also in human life.

Then, when the child has passed the age of imitation, what the child brings to school comes into play, and here it is particularly important to ensure that teaching and education really do help the developing human being to grow in terms of his or her individuality, humanity and human dignity. We have already made a practical attempt in this direction. The Waldorf School has existed for more than a year in Stuttgart, and there the lessons are taught entirely according to the principles that arise from this anthroposophical worldview and scientific method.

The Waldorf School in Stuttgart is not a school of any particular worldview. We are not interested in introducing anthroposophy to children in the same way that we would a religion. Oh no, that is not what we consider to be the main focus. We leave the parents and the children themselves entirely free, because it could not be otherwise in the present situation. Those who wish to be taught in the Protestant faith are taught by the Protestant pastor, those who wish to be taught in the Catholic faith are taught by the Catholic pastor; those who wish to have free religious education in line with their parents' beliefs or their own will receive such education from us. We cannot help the fact that the number of the latter - but not by our will, but in accordance with the current circumstances - is overwhelmingly large, especially in the Waldorf School. We have no interest in making the Waldorf school a school of direct world view, but we want to let what the anthroposophical knowledge gives flow into the art of education, into the practice of this educational art. How we do it with the child, not what we bring to the child, that is what matters to us.

And so we see that, as the child passes the change of teeth and crosses a significant point in life, the power of imitation continues to have an effect into the seventh or eighth year. The power of imitation continues to have an effect until about the age of eight. It is particularly strong in the child during this time, which is an element of will in the human being.

When a child starts school, we should not focus on the intellectual side of things, but rather take the whole person into account. I would like to explain this in relation to something specific. We take this into account in Waldorf schools. We don't start by teaching children to write by teaching them the letters of the alphabet. These letters, as they are written today, actually only speak to the intellect. They have become conventional signs. The head has to be strained on one side. We therefore teach writing by starting from drawing or even from painting visible forms. We first introduce the child to something that is artistic and then develop the forms of the letters from the artistic, from drawing, from painting. It is not so important to go back to the study of primitive peoples and their writing, which has developed in a similar way. Rather, one can trace the individual letters back to what one can make of them in terms of painting and drawing. But the essential thing is that one methodically starts from that which takes hold of the whole person, which is not just to be thought about, but where the will comes to expression. In what the child accomplishes through painting, the whole human being lives, so to speak, the whole human being becomes one with what the child can create. Then, on the one hand, what should interest the head can also be developed from what engages the whole person.

So we start from that which initially affects the child's will. And even what is expressed in an intellectualistic way in writing lessons, we first develop out of the will. Then the soul is particularly involved. The child feels something by first developing the form, and then letting the forms merge into the existing signs. Only then do we develop reading more out of what writing has become. So that, as I said, we appeal to the whole person, not just to the head. And it becomes clear when we carry out something like this, what a difference it makes whether you simply teach people from the point of view of the current external social life in that to which they have no reference, or bring them to that which you extract from their inner whole person, which is inherent in them.

During this time from the age of seven to sexual maturity, we see how the child's inner development is not focused on imitation – which continues to play a role until after the age of eight with the particular application of the will – but we now gradually see a completely different force entering the child's life. This is what I would call the natural sense of authority. This is something that is perhaps more or less mentioned today, but it is not properly considered. Just as a plant must have its growth forces if it is to develop flowers at a certain time and in a certain way, so the child must develop an elementary sense of authority within itself from the change of teeth to sexual maturity, because this belongs to its physical, mental and spiritual growth forces. It must rely on the teacher and educator, and it must accept the things that it then believes, that then approach it, that become the content of its feeling, its will, it must accept them, just as it in imitation, now it must accept them on the basis that it sees them in the behavior of the teacher, that it hears them expressed by the educator, and that the child looks up to its educator in such a way that what lives in the educator is a guiding force for it. This is not something that one can hope for through anything else, let us say in a more free-spirited time than today, which one is supposed to long for. No, one cannot replace what simply grows up with us through this elementary sense of authority, through devotion to the educator or instructor, with anything else. And throughout one's entire life, it has an enormous significance whether, between the ages of seven and fourteen, one has been at the side of teachers or educators in relation to whom one has developed a natural sense of authority.

This touches on a point where the materialistic view goes too far astray, for example when it says: after all, what does the individuality of the teacher do in its effect on the child! We should teach the child primarily through observation; we should lead it to think and feel for itself. I need hardly say that in some methods this has been reduced to the absurdity that we should only bring to the child what it already understands, so that it can analyze it in its own observations. I would like to draw attention to the following: In this phase of life, which I am now talking about, it is of particular importance what we accept on authority, what we take in out of a sense of authority, even if we do not immediately understand it, and that we do not just acquire what is tangible. For just as willpower underlies the imitation instinct in the first seven years of life, so between the seventh year and the year of sexual maturity everything that is memorized underlies the child's expressions. The child wants to memorize things under the influence of the sense of authority. And precisely what is said against the memory-based appropriation shows that, basically, all possible life practices are built on theories today, without taking the whole of human life into account.

Those who want to trace everything back to intuition fail to take two things into account: firstly, there are very broad areas of the world that cannot be made vivid. These are the realms of the beautiful; but above all, they are the moral and religious realms. Those who want to base everything on intuition do not take into account the fact that the most valuable thing, without which man cannot be, the moral and religious and its impulses, cannot be brought to man intuitively - especially not in these years of life - but that it must take hold of man supersensibly. In these years of life, when it is time, it can only do so through a sense of authority. That is one thing.

The other thing, however, is this. If you look at the whole of human life, not just a period of life in theory, then you know what it means when you are thirty-five or forty years old and look back on something you experienced in childhood, assuming it without understanding it at the time, because you said to yourself: the person who lives next to you as a teacher knows, it must be so. You accept it. You are in much older decades – it comes up again. Now you are mature enough to understand it. It has become a force of life. It is a wonderful thing in human life when you see something emerging from the depths of the human soul, for which you are ripe in later human life, but which has already been implanted in youth. It is a remedy against growing old; it is a life force. One has an enormous amount of what one has absorbed in childhood.

It is not a matter of demanding something out of some prejudice, of taking something on the authority of someone else, or of accepting something literally on mere authority, but it is a matter of demanding this for the sake of human salvation. Why do people today grow old so quickly? Because they have no life forces within them. We must know in detail what forces we must implant in the child if we want to see these forces emerge in a rejuvenating way in the later decades of life.

I will now give another example. Anyone who has a good understanding of how children play in the first years of life, up to around the age of five, and who pleasantly arranges their play according to the child's individuality, prepares something in the child that will in turn be expressed in much later life. To do this, one must understand human life in its totality. The botanist looks at the plant in its totality. What today wants to be “psychology” only ever looks at the moment. Anyone who observes a person at around the ages of twenty-five, twenty-six, twenty-seven, twenty-eight – or a little earlier – when they are supposed to find their way into life experience, find a relationship with life practice, become a skillful person, a purposeful person, anyone who can be properly and accurately observed, it can be seen how, in childhood play — between birth and about five years of age — the nature of the playing has announced the way in which, in one's twenties, the person finds their way into life as a practical person, as a skillful, purposeful person. In earliest childhood we bring forth what later comes as a flower, I might say at the root of development. But this must be understood from such an inner knowledge as anthroposophy offers, which delves into human nature. This must be recognized by observing the whole human being. We must, so to speak, if we want to be teachers and educators, feel the whole burden of the human being on us. We must feel what we can learn from each individual, what we can find in the child.

And so we know that up to the age of nine, a child cannot yet distinguish between subject and object in the right way. The outer world merges with the inner. Therefore, in these years, only that which lives, I would say, more in the form of fantasy, in images, should be brought to the child – so [should] everything [be designed] that one wants to bring as teaching in these years. Observation of plants, simple natural science, history can only be taught to the child from the ninth year onwards. Physical or historical facts that are not biographical but concern the context of historical epochs can only be taught to children after the age of twelve because only then can they be built upon something related in the child's nature. And again, one should not stick to the abstract principle of developing individuality, but one must really be able to observe this individuality from week to week.

This has proved to be a fruitful method in Waldorf schools and must be so by its very nature. When the teacher is imbued and enkindled by all that can be awakened in his soul and will, he enters into a quite different relationship with his pupils. I will again make this clear by means of an example. It is not only the rough line that extends from the educator to the child or from the teacher to the child, which is the result of the external materialistic way of observing, but there are always imponderables at play. Let us assume that the child is to be taught the idea of immortality at a suitable age. Now this idea of immortality can be very easily conveyed in pictures, and up to the age of nine one should actually teach quite pictorially. Everything should be transformed into pictures. But if you first develop the picture with your mind, if you proceed abstractly in developing the picture, then you do not stand in the picture. For example, you can say to a child: Look at a butterfly chrysalis; the butterfly crawls out of the chrysalis. Just as the butterfly visibly crawls out of the butterfly chrysalis here, so the human being's immortal soul escapes from the body. But if I have first created this image from my inner abstraction, if I am not present myself, if I am only adjusting everything for the child, I am not teaching the child anything. It is a peculiar secret that when one regards the whole of nature as spiritualized, as is natural in spiritual science, one does not merely adjust the image, but knows: What higher level than immortality is not conceived by my intellect but is modeled on things themselves; for example, the butterfly struggling out of its chrysalis is an image presented by nature itself. I believe in what I tell the child. I am of the same faith and conviction that I wish to instill in the child. Anyone who is observant can see that it makes a completely different impression on the child if I teach it a belief that I can believe in myself, that I do not merely present to the child intellectually and have stated because I am so clever and the child is still so stupid.

This shows what imponderables are at play. And I would like to mention one more thing. During the time at primary school, the situation is such that, initially, up to about the age of nine, what remains is the tendency to imitate what the predominant will is. But then something occurs for the child that teaches it to distinguish itself from its environment. Anyone who is really able to observe children knows that it is only between the ages of nine and ten that the child really begins to distinguish between subject and object, between itself and its environment. Everything must be organized with this in mind. But one would look at many things in life differently than one does, and in particular shape them differently than one does, if one were to see that in the same phase of life in which the child between the ages of nine and ten really learns to distinguish between its surroundings, in this phase of life it is indispensable for the whole moral life of the human being in the future that he can attach himself with the highest respect and with the highest sense of authority to someone who is his teacher or educator.

If a child crosses this Rubicon between the ages of nine and ten without this feeling, it will have a deficiency in its whole life and can later, at best with great effort, conquer from life itself what should be transmitted to the child in a natural way at this point in life. Therefore, we should organize our education and teaching in such a way that, especially in the class where the child crosses the Rubicon between the ninth and tenth year, we stand before the child in such a way that we really have something to offer the child through our own inner morality, through what we have in the way of inner truthfulness, of inner soul content, we can really be something for the child, that we do not just act as a model for it, that everything we say to it is felt by it as the truth. And one must establish in it the feeling that must exist in social life between the maturing child and the adult and the old person. The fact that this child goes through its reverence at this point in life between the ages of nine and ten is also the basis of what moral religious education is. Developing intellectuality too early, not taking into account the fact that the will must be influenced by images – especially from primary school onwards – and that one must not immediately penetrate into the abstract of writing and reading , nor does such an understanding of the human being provide those feelings and sensations that become useful when we want to teach the child moral maxims, ethical principles, when we want to instill religious feelings in it. They do not take effect later, nor do they work through a sense of authority, if we are not able to use the individual predisposition of the whole human being from the age of seven, for example, from the age of seven.

And so we can follow the development of the child in a very real way. Teachers and educators become pedagogical artists when they allow the knowledge they can gain about the human being through anthroposophical spiritual science to take effect in them. We do not want to create new, abstract educational principles, but we do believe that the human being's entire personality is stimulated by what anthroposophy can give as a spiritual-soul breath of life. Just as blood invigorates the organism as a matter of course, so spiritual science should invigorate those whose profession it is to educate and teach in such a way that they truly become one with the child and education and teaching become a matter of course. We would like those who enter the gates of their class to do so with such an attitude before the children in the Waldorf school.

Not because we want to add our two cents in every possible field, we also talk about pedagogical art, we also cultivate pedagogical art, but because we have to believe from our insights that a new fertilization is actually also necessary there. The phenomena of life have led to such terrible times that they demand a new fertilization. Not out of some foolish attitude or ideology, or because it wants to agitate for something, but out of the realization of the true needs of our time, anthroposophy also wants to have a fertilizing effect on the art of education. It wants to understand and feel correctly that which must underlie all real education and all real teaching. A true sense of this can be summarized in the words with which I want to conclude today, because I believe that if anthroposophy shows that it has an understanding for these words, the most inner, truest understanding, one will also not deny it its calling to speak into the pedagogical art, into the science of education. She does not want this out of some revolutionary sentiment, she wants this out of the needs of the time, and she wants this out of the great truths of humanity, which lie in the fact that one says: Oh, in the hand of the educator, in the hand of the teacher, the future of humanity, the near future, the future of the next generation, is given. The way in which education is provided, the way in which the human being is introduced to life as a becoming, depends, firstly, on the inner harmonious strength with which he can lead his life to his inner satisfaction as an individual. And this determines how he will become a useful and beneficial member of human society. A human being can only fulfill his destiny if, first, he has inner harmony and strength, so that he cannot be complacent about himself, but can always draw from this harmony the strength to work, the strength to be active and to feelings for his surroundings, and if, on the other hand, through his diligence, through his growing together with the needs of the time and the humanity surrounding him, he is a useful, a salutarily effective member of the whole of society. Anthroposophical spiritual science would like to contribute to making him such, for the reason that it believes that one can find a very special understanding of the human being in its way and thereby also a very special art of treating people.

Answering Questions

Rudolf Steiner: First of all, a written question has been received:

In what way should the individuality of the child be influenced by play?

The spiritual science referred to here should be completely realistic and never work as an abstraction and from theories; therefore, those questions that one is otherwise accustomed to answering, I might say, briefly, in a nutshell, cannot be answered briefly for spiritual science. But one can always point to the direction in which spiritual science sees. One will indeed come across it in the play of the youngest children. Play is most characteristic up to about the age of five. Of course children play afterwards too, but then all kinds of other things get mixed into the game, and the game loses the character, completely, I would like to say, of flowing out of the arbitrariness of the inner being. Now, if you want to guide the game appropriately, you will, above all, have to keep an eye out for what is called the child's temperament and other things that are related to temperament. The usual approach is to think that a child who, for example, shows a phlegmatic character should be guided towards the right path by something particularly lively that will excite them; or a child who shows a tendency towards a more introverted nature, such as a melancholic temperament – even if this does not yet appear in the child as such, but it may be there in the disposition – one would like to bring it, in turn, onto the right path by means of something uplifting. This is basically, especially as far as play is concerned, not very well thought out, but on the contrary, it is a matter of trying to study the child's basic character – let us say whether he is a slow or a quick child – and then one should also try to adapt the game to this. So, for a child who is slow, one should try to maintain a slow pace in the game, too, and for a child who is quick, maintain a quick pace in the game and only seek a gradual transition. One should give the child just what flows from his inner being. The worst educational mistakes are made precisely because one thinks that the same should not be treated the same, but the opposite should be treated by the opposite. There is one thing that is always particularly missed.

There are excited children. Of course, you want to calm these excited children down, and you think that if you buy them toys in darker colors, i.e., the less exciting colors, blue and the like, or if you buy them clothes in blue, it would be good for the child. In my little booklet 'The Education of the Child from the Point of View of Spiritual Science', I pointed out that this is not the case, that one should make the toys reddish for the excited child, and blue and violet for the careless child, the child who is not lively. Through all these things one will find out what is suitable for the child according to his or her particular individual disposition. There is an extraordinary amount to be considered. You see, it is commonly believed – as I said – that if you have a lively child, too lively a child, you should approach him with dark colors, with blue or violet; but you can see for yourself that if you look at red, at a red surface, and then look away at a white one, you have the tendency to see the so-called complementary color as a subjective form. So it is the complementary color that is inwardly stimulated. The dark colors are inwardly experienced by the light ones. Therefore, when a child is excited, it is good to keep its toys and clothes in light colors so that it is inwardly stimulated. So these things, too, may only be considered in such a way that one penetrates, as it were, into the inner nature of human nature and being.

Then I would like to point out that, as a rule, one does not meet the individuality of a child, or any individuality at all, if one listens too intently to the combinative aspects of the games. Therefore, from his point of view, the humanities scholar must actually consider everything that is a game of combinations, building blocks and the like, to be of lesser value because it is too much like an intellectual exercise for children; on the other hand, anything that brings more life to the child – appropriately varied according to their individuality – will make a particularly good toy. I have long endeavored to somehow bring about a movement for this - but it is so difficult in the present day to inspire people for such little things, seemingly little things - that more would be reintroduced the movable picture books for children. There used to be such picture books, which had pictures and you could pull on strings at the bottom; the pictures moved, whole stories were told by the pictures. This is something that can have a particularly favorable effect on children when it is varied in different ways. On the other hand, anything that remains static and requires a particular combination, such as a building-block story, is not really suitable for children's play, and building blocks are just one manifestation of our materialistic age.

Then I would also like to point out that when it comes to games, it is important to consider how much the child's imagination is involved. You can kill the most beautiful powers in a person by giving them, the developing human, a “beautiful” clown as a boy or a very “beautiful” doll as a girl - after all, they are always hideous from an artistic point of view, but people strive for “beautiful dolls”. The child is best served when the imagination itself is given the greatest possible leeway when it comes to such toys. The child is happiest when it can make a doll or a clown out of a handkerchief that is tied at the top to form a little head. This is something that should be encouraged. The activity of the soul should be able to be set in motion. If we have an eye for temperament, we will get it right, for example, by giving a particularly excited child the most complicated toys possible and a slow child the simplest toys possible, and then, when it comes to handling, proceeding in the same way. What the child does with himself is also of particular importance in later years. You can also tell by letting a child run fast or slow: you let an excited child run fast, and you force a casual child, a child who is lazy in thinking, to run slowly in games and the like. So it is a matter of treating like with like when adapting the game to the individuality, and not with the opposite. This will go a long way for those who really strive in this direction to treat children accordingly.

Question: What about introducing fairy tales to children? If we bring, for example, the image of the butterfly pupa and the butterfly, then we ourselves can believe in it; but if we tell stories such as about the Easter Bunny or Santa Claus, stories that we ourselves do not believe in but that make children so happy, does that have a damaging effect on the child, or is it harmless simply as an image?

Rudolf Steiner: It is only a matter of approaching these things in the right way. Of course, there are some things that you have to tell the child in his childlike way, and that will be the case with such things because the image is somewhat far removed from what it is about. But I certainly can't say, for example, that I don't believe in the Easter Bunny! So it's just a matter of finding the way to this belief. You'll forgive me for making such a frank confession. But I don't know of anything, especially in this area, that I couldn't believe if only I could find the way to it. The point is that where things are not as simple as with the butterfly, but more complicated, one must then also undergo a certain more complicated mental process in order to have within oneself the frame of mind that brings this to the child in the right, credible way. There is a meaning to the legend that lives on in certain parts of the Orient that when the Buddha died he was transported to the moon and there he looks down on us in the form of a hare. These things, which are originally contained in the deeper legends, point to the fact that deep natural secrets underlie things.

I would like to draw your attention to the fact that today such things are extremely difficult to judge. There is a very famous philosopher of nature, Ernst Mach. Most of you will know the name. Mach claims that it is no longer appropriate to teach children fairy tales or the like; this is not appropriate for such an enlightened time as ours. He assures us that he raised his children without fairy tales and the like. Now Mach has also given us a remarkable example of his inability to get to the human ego at all. Mach once said – I don't want to say anything against his importance in a limited area, where he has it; but we live in a time in which even a person like that can say something like this – he said: self-knowledge is actually something that is very far from a person, because he was once he was quite tired – he was a university professor – walking along, a bus had just come along, so he jumped in and saw a strange man getting in on the other side – as if the bus could have been boarded from the other side as well. He was amazed at that, but he just saw a man approaching, and he thought to himself: What kind of a neglected schoolmaster gets on there! Only then did he realize that there was a mirror on the other side and that he knew so little about his own outward appearance that he had not recognized his reflection. Another time, the same thing happened to him: he was walking along the sidewalk on the street and there was a mirror that was slightly askew, so that he also saw himself there, without immediately recognizing himself.

In this instance, he offers this as a kind of explanation of how little a person actually penetrates to his or her true self. He also regards this self-knowledge only from an entirely external point of view. He rejects fairy tales out of the same impulse. Now, of course, the fact is that, as the fairy tales are widely available today, it seems that one cannot cling to the fairy tales as an adult with inner involvement and a certain inner conviction; but that is something deceptive. If you go back to what is actually experienced, then you come to something completely different.

In this respect, it is truly regrettable that certain beginnings, which, according to spiritual science, have been pending for a long time, have not been developed at all. My old friend Ludwig Laistner had written his two-volume work “The Riddle of the Sphinx” in the 1880s. x», in which he proves what a foolish idea it is to believe that myths, sagas and legends came about because people made up something about clouds, something about the sun, earth and the like; that spring myths came about because the popular imagination invented them. Ludwig Laistner – in this respect his book is, of course, imperfect because he knows nothing of the actual state of mind of earlier people, which was more directed towards the real observation of reality – attributes everything to dreams, but at least he goes so far as to ascribe an experience, even if a dream experience, to every mythical construct.

Now, let us look at the dream. It certainly does not correspond to the kind of knowledge we have during the day, when we approach things through our senses; but anyone who studies the dream life intimately – of course, there is no need to stray to the side of the dream books – will see that the dream life is also an expression of a reality. You dream of a tiled stove, feel the heat radiating on you – and wake up with a pounding heart. The dream has symbolized an inner process for you. You dream – I am telling you real things – of snakes that represent all kinds of things to you; you wake up and have some kind of pain in your intestines; the pain in the intestines is symbolized by the snakes. Every dream is basically indicative of a person's inner processes, and a person's inner processes are in turn an expression of the great soul processes. Truly, the world is much deeper than we think in our so-called enlightened times. And anyone who actually studies fairy tales will find such significant psychology in them, for example, that there is already a way to believe in fairy tales, so that the degree of inner soul mood that I use to teach the child something from “Snow White” or “The Easter Bunny” or “St. Nicholas” is such that it can give rise to the very feeling that has a belief in me. I just have to be inwardly imbued with a relationship to the thing. Take 'St. Nicholas': St. Nicholas is definitely what leads back to the old Germanic Wotan, is actually the same as the old Germanic Wotan, and then we come to the World Tree, and we have a clue in the branch that St. Nicholas carries. It is this branch – the Christmas tree is hardly a hundred and fifty years old, it is still quite young – that gradually grows into the Christmas tree. You can see that there are inner connections everywhere. It is only necessary to find one's way into these inner connections, but it is already possible. And then there are quite different imponderables that extend from the mind of the teacher and educator to that of the child. I am not sure whether my answer quite meets the point of your question; it is something like this.

Question (not recorded verbatim): What is the relationship between psychoanalysis and spiritual science?

Rudolf Steiner: You see, in relation to many things, anthroposophical spiritual science is in a position where it has to speak. There are small circles and it forms a large circle; the small circle lies within the large one, but the large one does not lie within the small one, and mostly those people who have the small circles are the most fanatical. Anthroposophy is absolutely the opposite of any fanaticism. Isn't it true that there is a quarter or half truth in psychoanalysis? They try to extract the soul provinces and so on from within, the isolated soul provinces and so on. There is a truth in this, but you have to dig deeper if you want to find the actual basis. So that one can say, as we find with very many views, “Yes, but the other person does not return the same love for us, he finds that because one has to present it more comprehensively, one contradicts him.

I will remind you only of the shining example that is almost always given in most books of psychoanalysis. You will remember it if you have studied the material: a lady is invited to an evening party. The lady of the house – not the invited guest – is supposed to leave for a spa that very evening, leaving the master of the house at home alone. Now the evening party is taking place; the lady of the house is sent off to the spa, the master is back again, the evening party breaks up. The people are walking on the street. Around the corner rushes a droshky – not a car, a droshky. The evening party moves aside to the left and right, but one lady runs in front of the horses, always away, running, running, running, as the others also try and the coachman curses and swears, but she runs until she comes to a stream. She knows very well that you can't drown in the stream – she throws herself into it and is of course now saved. The people don't know what else to do: she is taken back to the house where she just came from, where the master of the house is, in which the lady of the house has just been sent to the bathroom.

Now, a real Freudian – I followed this from the beginning, was very well acquainted with Dr. Breuer, who together with Freud founded psychoanalysis – yes, a real Freudian looks for some hidden complex of the soul: In her seventh or eighth year, when the lady was still a child, she was followed by a horse; this is now a suppressed complex of the soul, and it is coming out. But things are not that simple. I must now apologize, but things are such that the subconscious can sometimes be quite sophisticated. This subconscious has been working in the lady the whole time: if only she could be with the man after the other one has been sent to the bathroom! And now she is getting everything ready – in her conscious mind, of course, the lady would be terribly ashamed to do this, she would not be trusted to do this in her conscious mind, but the deeper, the subconscious mind is much more sophisticated, much worse – she knows how to arrange everything, knows very well in advance: If she runs ahead of the horse and throws herself into the water, she will be carried back into the house because the others know nothing of her real intention.

Sometimes you have to look at completely different things. There is far too much artifice in the method of psychoanalysis today, although it basically points to part of the truth. It is simply an experiment with inadequate means, which is understandable from the materialistic spirit of the age, where one also seeks the spiritual first with materialistic methods.

Many people who are naturally fitted to receive Anthroposophy in our present age will find it necessary to clear away various contradictions that may arise in their minds. In particular, the soul can be brought up against a certain contradiction when it wants to take seriously the memories of such a season of festival as that which includes Christmas and the New Year. When we take these memories seriously, then it becomes clear to us that at the same time as we try to gain knowledge, we must penetrate into the spiritual history of mankind if we are to understand rightly our own spiritual evolution. We need only take a certain thought, and we shall find it on the one hand full of light, while on the other it makes us disturbingly aware of how contradictions, difficulties, must pile up before the soul of anyone who wants to accept in the right sense our anthroposophical knowledge concerning man and the evolution of the world.

Among the varied forms of knowledge that we try to reach through our anthroposophical studies we must of course include knowledge of the Christ; knowledge of the fundamentally important impulse—we have called it the Christ Impulse—which came in at the beginning of our era. And we are bound often to ask ourselves how we can hope to penetrate more effectively, with deepened anthroposophical knowledge, into the course of human evolution, in order to understand the Christ Impulse, than those who lived at the time of the Mystery of Golgotha were able to do. Was it not much easier for them to penetrate into this Mystery, whose secret is specially bound up with the evolution of humanity, than it is for us, at this great distance in time? That might be a troublesome question for persons who want to seek an understanding of Christ in the light of Anthroposophy. It might become one of those contradictions which have a depressing effect just when we want to take most earnestly the deeper principles of our anthroposophical knowledge. This contradiction can be cleared away only when we call up before our souls the whole spiritual situation of humanity at the beginning of our era.

If we try—at first without any kind of religious or similar feeling—to enter into the psychic disposition of man at that time, we can make a most peculiar discovery. We can say to ourselves that we will rely on what cannot be denied even by minds most given over to externals; we will draw on the old tradition as found in history, but we will try to penetrate into that part of it which embraces the purest spiritual life. In this way we may hope to lay hold of essential elements in the evolution of humanity. Let us therefore try to enter quite historically into the endeavours that were made by men, say two hundred years before the Mystery of Golgotha and a hundred and fifty years after it, to deepen their thinking in order to understand the secrets, the riddles, of the world. Then we realise that during the centuries before and after the Mystery of Golgotha a change of far-reaching significance occurred in the souls of men with regard to the life of thought. We find that a large part of the civilised world received the influence of that which Greek culture and other deepened forms of thinking had achieved some centuries previously.

When we consider what mankind had accomplished in this way by its own efforts, not in response to any impulse from without, and how much had been attained by men called “sages” in the Stoic sense (and a good many personalities in Roman history were so ranked), then we are bound to say: These conquests in the realm of thought and ideas were made at the beginning of our era, and Western life has not added very much to them. We have gained an endless amount of knowledge concerning the facts of Nature and have been through revolutions in our ways of thinking about the external world. But the thoughts, the ideas themselves, through which these advances have been made, and with which men have tried to discern the secrets of existence in external, spatial terms, have really developed very little since the beginning of our era. They were all present—even those of which the modern world is so proud, including the idea of evolution—in the souls of that period. What might be called an intellectual laying hold of the world, a life of ideas, had reached a certain summit, and not only among particular individuals, such as the pupils of Socrates a little earlier; it had become popular in a limited sense and had spread widely over Southern Europe and other regions. This deepening of thought is truly astonishing.

An impartial history of philosophy would have to pay special attention to this triumph of human thinking at that time.

But if we now take these highly significant advances in the realm of ideas, and on the other hand the secrets bound up with the Mystery of Golgotha, we become aware of something different. We realise that as the story of the event on Golgotha became known in that age, an immense wrestling of thought with that Mystery occurred. We see how the philosophies of the period, especially the Gnostic philosophy in its much profounder form, struggled to bring all the ideas it had gained to bear on this one purpose. And it is most important to let this struggle work upon us. For we then come to recognise that the struggle was in vain; that the Mystery of Golgotha appeared to human understanding as though it were dispersed through far-distant spiritual worlds and would not unveil itself.

Now from the outset I would like to say that when in these lectures I speak of the Mystery of Golgotha, I do not wish to invest this term with any colouring drawn from religious traditions or convictions. We shall be concerned purely with objective facts that are fundamental to human evolution, and with what physical and spiritual observation can bring to light. I shall leave aside everything that individual religious creeds have to say about the Mystery of Golgotha and shall look only at what has happened in the course of human evolution. I shall have to say many things which will be made clear and substantiated later on.

In setting the Mystery of Golgotha by the side of the deepest thought of that time, the first thing that strikes one is what I expressed by saying: The nature of this Mystery lies far, far beyond what can be reached by the development of thinking. And the more exactly one studies this contrast, the more is one brought to the following recognition. One can enter deeply into the thought-world that belongs to the beginning of our era; one can try to bring livingly before one's soul what thinking meant for those men of Greece and Rome; one can call up before one's soul the ideas that sprang from their thinking, and then one comes to the feeling: Yes, that was the time when thought underwent an unprecedented deepening. Something happened with thought; it approached the human soul in a quite new way. But if then, after living back into the thought-world of that time and recreating it in one's soul, one brings clairvoyant perception to bear on this experience, then suddenly something surprising emerges. One feels that something is happening far, far away in the spiritual worlds and that the deepening of thought is a consequence of it.

We have already called attention to the fact that behind our world lie other worlds—the Astral, the Devachanic, and the Higher Devachanic. Let us first remind ourselves that these three worlds lie behind our own! Then, if the clairvoyant state of soul is raised to full activity within oneself, the impression is received that neither in the Astral world nor in the lower Devachanic world can a complete explanation of the deepening of thought at that time be found. Only if one could place one's soul in the higher Devachanic world—so says clairvoyant insight—would one experience what it is that streams through the other two worlds and penetrates right down into our physical world.

On this physical plane there is no need to be aware, while steeping oneself in that past world of ideas, of anything told concerning the Mystery of Golgotha. One can leave that quite out of account and ask simply: No matter what happened over there in Palestine, what does external history indicate? It shows that in Greece and Rome an infinite deepening of thought took place. Let us put a circle round this Greek and Roman thought-world and make it an enclosed island, as it were, in our soul-life—an island shut off from everything outside; let us imagine that no report of the Mystery of Golgotha has reached it. Then, when we inwardly contemplate this world, we certainly find there nothing that is known to-day about the Mystery of Golgotha, but we find an infinite deepening of thought which indicates that here in the evolution of humanity something happened which took hold of the innermost being of the soul on the physical plane. We are persuaded that in no previous age and among no other people had thinking ever been like that! However sceptical anyone may be, however little he may care to know about the Mystery of Golgotha, he must admit one thing—that in this island world that we have enclosed there was a deepening of thought never previously known.

But if one places oneself in this thought-world, and has a clairvoyant faculty in the background, then one feels truly immersed in the individual character of this thought. And then one says to oneself: Yes, as this thinking flowers into idea, with Plato and others, as it passes over into the world we tried to enclose, it has a quality which sets the soul free, which lays hold of the soul and brings it to a loftier view of itself. Whatever else you may apprehend in the external world or in the spiritual world makes you dependent on those worlds; in thinking you take hold of something which lives in you and which you can experience completely. You may draw back from the physical world, you may disbelieve in a spiritual world, you may refuse to know anything about clairvoyant impressions, you may shut out all physical impressions—with thoughts you can live in yourself; in your thinking you lay hold, as it were, of your own being!

But then—and it cannot be otherwise if one enters with clairvoyant perception into this sea of thought, as I might call it—a feeling of the isolation of thought comes over one; a feeling that thought is still only thought; that it lives first of all only in the soul, and that one cannot draw from it the power to go out into a world where the ground of the rest of our being—the ground of what else we are—is to be found. In the very moment when one discerns the grandeur of thought, one discerns also its unreality. Then one can see also how in the surrounding world that one has come to know through clairvoyance, there is fundamentally nothing to sustain thought.

Then why should thought be there at all? The physical world can do nothing but falsify it. Those who wish to be pure materialists, who refuse to ascribe to thought any primal reality of its own, should really prefer to prohibit it. For if the natural world is the only real world, thought can only falsify it. It is only because materialists are illogical that they do not embrace the only theory of cognition that goes with monistic Materialism—the refrain-from-thinking, think-no-more theory. But to anyone who immerses himself with clairvoyant perception in the world of thought there comes this disquieting awareness of the isolation of thought, as though he were standing quite alone with it. And then only one thing remains for him; but it does remain. Something comes towards him, even though it be from a far spiritual distance, separated from him by two worlds; and it becomes apparent—so the clairvoyant soul says to itself—that in this third world lies the true origin, the fountain-head, of that which is in the life of thought. For clairvoyant souls in our time it could be a powerful experience to immerse themselves, alone with their thinking, in the time when thought underwent its deepening; to shut out everything else, including knowledge of the Mystery of Golgotha, and to reflect how the thought-content on which we still nourish ourselves came forth in the Graeco-Roman world.

Then one should turn one's gaze to other worlds and feel rising over the Devachanic world a star that belongs to a higher spiritual world; the star from which rays out the power that makes itself felt in the thought world of Graeco-Roman antiquity. Then one feels oneself here on Earth, but carried away from the world of today and plunged into the Graeco-Roman world, with its influence spreading out over other regions at that time, before the Mystery of Golgotha. But as soon as one lets the spiritual world make its impression on one, there appears again, shining over Devachan, the star (I speak symbolically), or the spiritual Being of whom one says to oneself: Yes, the experience of the isolation of thought, and of the possibility of thought having undergone such a deepening at the beginning of our era—this is a consequence of the rays that shine out from this star in the higher spiritual world. And then comes a feeling which at first knows nothing of the historical tradition of the Mystery of Golgotha but can be expressed thus: Yes, you are there in the Graeco-Roman world of ideas, with all that Plato and others were able to give to the general education of mankind, with what they have imparted to the souls of men—you feel yourself living in the midst of that. And then you wait ... and truly not in vain, for as though deep in the background of spiritual life appears the star which sends forth its rays of power; and you can say that what you have experienced is a result of that power.

This experience can be gone through. And in going through it one has not relied on any kind of tradition, but has quite impartially sought the origin of what took place in the Graeco-Roman world. But one has also had the experience of being separated by three worlds from understanding the root-causes of that Graeco-Roman world.

And then, perhaps, one turns to the men of that time who tried in their own way to understand the change. Even the external scholarship of today has come to recognise that in this period of transition at the beginning of our era some religious-philosophic geniuses lived. And they can best be encountered by looking at Gnosticism. The Gnosis is known in the most varied ways. Externally, remarkably little is really known about it, but from the available documents one can still get an impression of its endless depth. We will speak of it only in so far as it bears on our present considerations.

Above all we can say that the Gnostics had a feeling for what I have just described; that for the causes of what happened in that past epoch one must look to worlds lying infinitely far away in the background. This awareness was passed on to others, and if we are not superficial we can, if we will, see it glimmering through what we may call the theology of Paul, and in many other manifestations also.

Now, anyone who steeps himself in the Gnosis of that period will have great difficulty in understanding it. Our souls are too much affected and infected by the fruits of the materialistic developments of the last few centuries. In tracing back the evolution of the world they are too readily inclined to think in terms of the Kant-Laplace theory of a cosmic nebula, of something quite material. And even those who seek for a more spiritual conception of the world—even they, when they look back to the beginning of time, think of this cosmic nebula or something similar. These modern people, even the most spiritual, feel very happy when they are spared the trouble of discerning the spiritual in the primal beginnings of cosmic evolution. They find it a great relief, these souls of today, when they can say to themselves: “This or that rarefied form of material substance was there to start with, and out of it everything spiritual developed side by side with everything physical.” And so we often find souls who are greatly comforted when they can apply the most materialistic methods of inquiry to the beginning of the cosmos and arrive at the most abstract conception of some kind of gaseous body.

That is why it is so difficult to enter into the thoughts of the Gnosis. For what the Gnosis places at the beginning of the world carries no suggestion of anything at all material. Anyone thoroughly attuned to modern education will perhaps be unable to restrain a slight smile if he is invited to think in the sense of the Gnosis that the world in which he finds himself, the world he explains so beautifully with his Darwinism, bears no relation to a true picture of how the world began! Indeed, he will hardly be able to help smiling when he is asked to think that the origin of the world resides in that cosmic Being who is beyond all concepts, not to be reached by any of the means that are applied nowadays to explaining the world. In the primal Divine Father—says the Gnosis—lies the ground of the world, and only in what proceeds from Him do we find something to which the soul can struggle through if it turns away from all material conceptions and searches a little for its own innermost depth. And this is Silence: the eternal Silence in which there is neither space nor time, but silence only.

It was to this duality of the primal Father and the Silence preceding time and space that the Gnostic looked up; and then, from the union of the primal Father with the Silence, as it were, he conceived other existences proceeding: one can equally well call them Worlds or Beings. And from them others, and again others, and again others—and so on through thirty stages. And only at the thirtieth stage did the Gnostic posit a condition prior to our present mentality—a condition so delightfully explained by Darwinism in terms of that mentality. Or, strictly speaking, at the thirty-first stage, for thirty of these existences, which can be called Worlds or Beings, precede our world. “Aeon” is the name generally given to these thirty Beings or Worlds that precede our own.

One can get a clear idea of what is meant by this Aeon-world only by saying to oneself: To the thirty-first stage there belongs not only what your senses perceive as the external world, but also the way in which your thinking as physical man tries to explain the sense world. It is easy enough to come to terms with a spiritual conception of the world if one says: Yes, the external world is certainly Maya, but with thinking we penetrate into a spiritual world—and if one hopes that this thinking really can reach the spiritual world. But according to the Gnostic this is not so; for him, this thinking belongs to the thirty-first Aeon, to the physical world. So not only sense perception, but human thinking, lies outside the thirty Aeons, who can be looked up to through the stages of spiritual evolution, and who reveal themselves in ever-mounting perfection.

One can easily imagine the smile that comes to a Monist, standing at the summit of his time, if he is asked to believe in thirty preceding worlds—thirty worlds with a content entirely different from anything his thinking can conceive. But that was the view of the Gnostics. And then they asked themselves: How is it with this world?

We will disregard for a while what we have ourselves said about the world in the sense of the early twentieth century. What I am now telling you must not be taken as offering a convincing world-picture. In the Anthroposophy of the twentieth century we have naturally to get beyond the Gnosis, but just now we want to sink ourselves in it.

Why is this surrounding world, including the human faculty of thinking about it, shut off from the thirty Aeons? We must look, said the Gnostic, to the lowest but still purely spiritual Aeon. And there we find the Divine Sophia, the Divine Wisdom. She had evolved in a spiritual way through the twenty-nine stages, and in the spiritual world she looked up to the highest Aeon through the ranks of spiritual Beings or Worlds. But one day, one cosmic day, it became evident, to her that if she was to maintain a free vision into the spiritual world of the Aeons, she had to separate something from herself. And she separated from herself that which existed in her as desire. And this desire, being no longer present in the Divine Sophia, the Divine Wisdom, now wanders through the realms of space and permeates everything that comes into being in the realms of space. Desire does not live only in sense perception, but also in human thinking, and in the longing that looks back to the spiritual world; but always as something cast out into the souls of men. As an image, but as an image of the Divine Sophia cast out from her, lives this desire, Achamod, thrown out into the world and permeating it.

If you look into yourself, without raising yourself into spiritual worlds, you look into the desire-filled world of Achamod. Because this world is filled with desire, it cannot disclose within itself that which is revealed by looking out into the world of the Aeons. Far, far away in the world of the Aeons—so thought the Gnosis—the pure spirituality of the Aeons engenders what the Gnostics called the Son of the Father-God, and also what they called the pure Holy Spirit. So we have here another generation, as it were, another evolutionary line, different from that which led to the Divine Sophia. As in the propagation of physical life the sexes are separate, so in the progression of the Aeons another stream took its origin from a very high level in the spiritual world: the stream of the Son and the Holy Spirit stemming from the Father. So in the world of Aeons there was one stream leading to the Divine Sophia and another to the Son and the Holy Spirit. If one rises through the Aeons, one comes eventually to an Aeon from whom there arose on the one hand the succession leading to the Divine Sophia, and on the other the succession leading to the Son and the Holy Spirit. And then we ascend to the Father-God and the Divine Silence.

Because the human soul is shut off with Achamod in the material world, it has in the sense of the Gnosis a longing for the spiritual world, and above all for the Divine Sophia, from whom it is separated through being filled with Achamod. This feeling of being separated from the Divine, of not being within the Divine—this feeling is actually experienced, according to the Gnostic, as the material world. And the Gnostic sees originating from the divine-spiritual world, but bound up with Achamod, what one might call (to borrow a Greek word) the Demiurgos, the cosmic Architect.

This Demiurgos is the real arch-creator and sustainer of that which is permeated with Achamod and the material. The souls of men are woven into his world. But they are imbued also with longing for the Divine Sophia. As though in the far distance of the Aeon-world appear the Son and the Holy Spirit in their pure divine spirituality, but they appear only to someone who has—in the sense of the Gnosis—raised himself above everything in which is embodied Achamod, the desire that pervades space.

Why is there this longing in the souls that have been drawn into the world of Achamod? Why, after their separation from the divine-spiritual world, do they feel a longing for it? The Gnostics also asked themselves these questions, and they said: Achamod was cast out from the Divine Wisdom, the Divine Sophia, but before Achamod had completely become this material world, where men now live, there came to her something like a brief raying-out of light from the Son of God; and then immediately the light vanished again. For the Gnostic this was an important concept: that Achamod—the same Achamod that lives in the souls of men—had been granted in the primal remote past a glimpse of Divine light, which had then immediately disappeared. But the memory of it lives on today in human souls, however deeply enmeshed in the material world the soul may be. “I live in the world of Achamod, the material world”, such a soul might have said. “I am surrounded with a sheath drawn from the material world, but when I sink into my inner being, a memory comes to life within me. The element that holds me bound to the material world longs after the Divine Sophia, the Divine Wisdom; for the being of Achamod, which lives in me, was once illuminated by a. ray from the Son of God, who dwells in the world of the Aeons.”

We should try to picture clearly to ourselves such a soul as this, a disciple of the Gnosis. There were such souls: they are not a hypothetical invention. Anyone who studies history with understanding will come to realise through the external documents that many souls of this kind lived in that period.

. We need to see clearly why there are such strong objections nowadays to what I have been saying. What will a thoroughly level-headed man of today have to say about the Gnosis? We have already had to listen to the view that the theology of Paul gives an impression of rabbinical subtleties, far too intricate for a sensible Monist to concern himself with—a Monist who looks out proudly over the world and draws it all together with the simple concept of evolution or with the still simpler concept of energy, and says: “Now at last we have grown up; we have acquired the ideas which give us a picture of the world based on energy, and we look back at these children, these poor dear children, who centuries ago built up the Gnosis out of childishness—they imagined all sorts of spirits, thirty Aeons! That is what the human soul does in its time of nursery play. The grown-up soul of today, with its far-reaching Monism, has left such fancies far behind. We must look back indulgently at these Gnostic infantilisms—they are really charming!”

Such is the prevailing mood today, and it is not easily teachable. One might say to it: Yes, if a Gnostic, with his soul born out of the Gnosis, were to stand before you, he might also take the liberty of expressing his outlook, somewhat like this: “I understand very well how you have become so proud and arrogant, with your ideas of evolution and energy, but this is because your thinking has become so crude and simple and primitive that you are satisfied with your nebulae and your entirely abstract concepts. You say the words ‘evolution’ and ‘energy’ and think you have got something, but you are blind to the finer spiritual life that seeks its way up into that which rises through thirty stages above anything you have.”

But for us the antithesis mentioned at the beginning of this lecture becomes all the sharper. We see on the one hand our own time, with its quite crude and primitive concepts, and on the other the Gnosis. And we have seen how the Gnosis employs endlessly complicated concepts—thirty Aeons—in order to find in the course of evolution the Son of God and the Holy Spirit, and to find in the soul the longing for the Divine Sophia and the Holy Spirit.

Then we ask ourselves: Is it not from the deepening of thought in the Graeco-Roman world that we have gained what we have carried so splendidly far in our thoughts about energy and evolution? And in this Gnosis, with its complicated ideas, so unsympathetic to the present day, are we not looking at something quite strange? Are not these colossal contrasts? Indeed they are. And the contradiction, lying like a weight on the soul, becomes even greater if we reflect on what was said about clairvoyant souls: that they can transpose themselves into the thought-world of the Greeks and Romans, and then see the world with the star, of which we have spoken. And mingled everywhere with this deepening of Greek thought we find that other deepening which the Gnosis exemplifies. Yet when we look at this with the aid of what Anthroposophy should give us today, and are yet powerless to understand what the star should signify, separated as we are from it by three worlds—and if we ask the Gnostics: Have you understood what happened at that time in the historical evolution of humanity? ... then, standing on the ground of Anthroposophy, we cannot take the answer from the Gnostics, for it could never satisfy us; it would throw no light on what is shown to the clairvoyant soul.

It is not my wish that you should treat our considerations today as offering an explanation of anything. The more you feel that what I have told you is not an explanation; the more you feel that I have put before you contradiction after contradiction and have shown you only one occult experience, the perception of the star, the better will you have understood me for today. I would wish you to see clearly that at the beginning of our era there appeared in the world something which influenced human understanding and was yet far, far from being understood; I would like you to feel that the period at the beginning of our era was a great riddle. I want you to feel that in human evolution there happened something which seemed at first like a deepening of thought, or a discovery of thought; and that the root causes of this are a profound enigma. You must seek in hidden worlds for that which appeared in the Maya of the physical sense-world as a deepening of Graeco-Roman thought. And it is not an explanation of what we have heard, but the setting out of a riddle, that I wished to give you today. We will continue tomorrow.

My dear friends,

When people encounter the world conception of Spiritual Science their chief desire is to have an answer to their questions, a solution of their problems. That is quite natural and understandable, one might even say justifiable. But something else must be added if the spiritual scientific-movement is really to become the living thing it must be, in accordance with the general course of evolution of earth and humanity. Above all, a certain feeling must be added, a certain perception that the more one strives to enter the spiritual world, the more the riddles increase. These riddles actually become more numerous for the human soul than they were before, and in a certain respect they become also more sacred. When we come into the spiritual scientific world concept, great life problems, the existence of which we hardly guessed before, first appear as the riddles they are.

Now, one of the greatest riddles connected with the evolution of the earth and mankind is the Christ-riddle, the riddle of Christ-Jesus. And with regard to this, we can only hope to advance slowly towards its actual depth and sanctity. That is to say, we can expect in our future incarnations gradually to have an enhanced feeling in what a lofty sense, in what an extraordinary sense this Christ-riddle is a riddle. We must not expect just that regarding this Christ-riddle much will be solved for us, but also that much of what we have hitherto found full of riddles concerning the entry of the Christ-Being into humanity's evolution, becomes still more difficult. Other things will emerge that bring new riddles into the question of the Mystery of Golgotha, or if one prefers, new aspects of this great riddle.

There is no question here of ever claiming to do more than throw some light from one or other aspect of this great problem. And I beg you to be entirely clear that only single rays of light can ever be thrown from the circuit of human conception upon this greatest riddle of man's earthly existence, nor do these rays attempt to exhaust the problem, but only to illumine it from various aspects. And so something shall here be added to what has already been said that may bring us again some understanding of one aspect of the Mystery of Golgotha.

You remember the pronouncement of the God Jahve, radiating from the far distance, which stands at the beginning of the Bible, after the Fall had come about. The words announced that now men had eaten of the Tree of the Knowledge of Good and Evil they must be banished from their present abode, so that they might not eat also of the Tree of Life. The Tree of Life was to be protected, as it were, from being partaken of by men who had already tasted of the Tree of Knowledge.

Now behind this primordial two-foldness of the eating of the Tree of Knowledge of Good and Evil on the one hand and the eating of the Tree of Life on the other hand, there lies concealed something which cuts deep into life. Today we will turn our attention to one of the many applications to life of this pronouncement: we will bring to mind what we have long known: i.e., that the Mystery of Golgotha, in so far as it was accomplished within the evolution of earthly history, fell in the Fourth Post-Atlantean epoch, in the Graeco-Latin age.

We know indeed that the Mystery of Golgotha lies approximately at the conclusion of the first third of the Graeco-Latin age and that two-thirds of this age follow, having as their task the first incorporation of the secrets of the Mystery of Golgotha into human evolution.

Now we must distinguish two things in regard to the Mystery of Golgotha. The first is what took place as purely objective fact: in short, what happened as the entry of the Cosmic Being ‘Christus’ in the sphere of earthly evolution. It would be-hypothetically possible, one might say, it would be conceivable, for the Mystery of Golgotha, that is, the entry of the Impulse of Christ into earthly evolution, to have been enacted without any of the men on earth having understood or perhaps even known what had taken place there. It might quite well have happened that the Mystery of Golgotha had taken place, but had remained unknown to men, that no single person would have been able to think about solving the riddle of what had actually occurred there.

This was not to be. Earthly humanity was gradually to reach an understanding of what had happened through the Mystery of Golgotha. But none the less we must realise that there are two aspects: that which man receives as knowledge, as inner working in his soul, and that which has happened objectively within the human race, and which is independent of this human race—that is to say, of its knowledge. Now, men endeavoured to grasp what had taken place through the Mystery of Golgotha. We are aware that not only did the Evangelists, out of a certain clairvoyance, give those records of the Mystery of Golgotha which we find in the Gospels; an attempt was also made to grasp it by means of the knowledge which men had before the Mystery of Golgotha. We know that since the Mystery of Golgotha not only have its tidings been given out, but there has also arisen a New Testament theology, in its various branches. This New Testament theology, as is only natural, has made use of already existing ideas in asking itself: What has actually come about with the Mystery of Golgotha, what has been accomplished in it?

We have often considered how, in particular, Greek philosophy that which was developed for instance as Greek philosophy in the teachings of Plato and Aristotle—how the ideas of Greek philosophy endeavoured to grasp what had taken place in the Mystery of Golgotha, just as they took pains to understand Nature around them. And so we can say that on the one hand the Mystery of Golgotha entered as objective fact, and on the other hand, confronting it, are the different world-conceptions which had been developed since antiquity, and which reach a certain perfection at the time in which the Mystery of Golgotha took place, and then go on evolving.

Whence were these concepts derived? We know indeed that all these concepts, including those which live in Greek philosophy and which approached the Mystery of Golgotha from the earth, are derived from a primeval knowledge, from a knowledge which could not have been at man's disposal if, let us say, an original revelation had not taken place. For it is not only amaterialistic, but an entirely nonsensical idea that the attenuated philosophy which existed at the time of the Mystery of Golgotha could at its starting point have been formed by human beings themselves. It is primeval revelation, which as we know was founded in an age when men still had the remains of ancient clairvoyance; primeval revelation which in ancient times had been given to man for the most part in imaginative form and which had been attenuated to concepts in the age when the Mystery of Golgotha entered, the Graeco-Latin age. Thus one could see an intensive stream of primeval revelation arise in ancient times, which could be given to men because they still had the final relics of the old clairvoyance that spoke to their understanding and which then gradually dried up and withered into philosophy.

Thus a philosophy, a world-conception existed in many, many shades and nuances, and these sought in their own way to comprehend the Mystery of Golgotha. If we would find the last stragglers of what was diluted at that time to a world-concept of a more philosophic character; then we come to what lived in the old Roman age.

By this Roman age I mean the time that begins approximately with the Mystery of Golgotha, with the reign of the Emperor Augustus, and flows on through the time of the Roman Empire until the migration of nations that gave such a different countenance to the European world. And what we see flare up in this Roman age like a last great light from the stream flowing from revelation—that is the Latin-Roman poetry, which plays so great a role in the education of youth even up to our own day. It is all that developed as continuation of this Latin-Roman poetry till the decline of ancient Rome. Every possible shade of world-conception had taken refuge in Rome. This Roman element was no unity. It was extended over numberless sects, numberless religious opinions, and could only evolve a certain common ground from the multiplicity by withdrawing, as it were, into external abstractions.

Through this, however, we can recognise how something withered comes to expression in the far-spread Roman element in which Christianity was stirring as a new impulse. We see how Roman thought is at great pains to seize with its ideas what lay behind the Mystery of Golgotha. We see how endeavour was made in every possible way to draw ideas from the whole range of world conception in order to understand what hid behind this Mystery of Golgotha. And one can say, if one observes closely: it was a despairing struggle towards an understanding, a real understanding of the Mystery of Golgotha. And this struggle as a matter of fact continued in a certain current throughout the whole of the first millennium.

One should see, for instance, how Augustine first accepts all the elements of the old withered world-conception, and how he tries through all that he so accepts to grasp what was flowing in as living soul-blood, for he now feels Christianity flow like a living impulse into his soul. Augustine is a great and significant personality—but one sees in every page of his writings how he is struggling to bring into his understanding what is flowing to him from the Christ Impulse. And so it goes on, and this is the whole endeavour of Rome: to obtain in the western world of idea, in this world of world-conception, the living substance of what comes to expression in the Mystery of Golgotha.

What is it, then, that makes such efforts, that so struggles, that in the Roman-Latin element overflows the whole civilised world? What is it that struggles despairingly in the Latin impulse, in the concepts pulsating in the Latin language, to include the Mystery of Golgotha? What is that? That is also a part of what men have eaten in Paradise. It is a part of the Tree of the Knowledge of Good and Evil. We can see in the primeval revelations when the old clairvoyant perceptions could still speak to men, how vividly alive concepts were in this ancient time, concepts which were still imaginations, and how they more and more dry up and die and become thin and poor. They are so thin that in the middle of the Middle Ages, when Scholasticism flourished, the greatest efforts of the soul were necessary to sharpen these attenuated concepts sufficiently to grasp in them the living life existing in the Mystery of Golgotha. What remained in these concepts was the most distilled form of the old Roman language with its marvellously structured logic, but with its almost entirely lost life-element. This Latin speech was preserved with its fixed and rigid logic, but with its inner life almost dead, as a realisation of the primeval divine utterance: Men shall not eat of the Tree of Life.

If it had been possible for what had evolved from the old Latin heritage to comprehend in full what had been accomplished in the Mystery of Golgotha, had it been possible for this Latin heritage, simply as if through a thrust, to gain an understanding of the Mystery of Golgotha, then this would have been an eating of the Tree of Life. But this was forbidden, after the expulsion from Paradise. The knowledge which had entered humanity in the sense of the ancient revelation was not to serve as a means of ever working in a living way. Hence it could only grasp the mystery of Golgotha with dead concepts.

‘Ye shall not eat of the Tree of Life’: this is a saying which also holds good through all aeons of earthly evolution with regard to certain phenomena. And one fulfilment of this saying was likewise the addition: ‘The Tree of Life will also draw near in its other form as the Cross erected on Golgotha—and life will stream out from it. But this older knowledge shall not eat of the Tree of Life.’

And so we see a dying knowledge struggling with life, we see how desperately it strives to incorporate the life of Golgotha in its concepts.¹

Now there is a peculiar fact, a fact which indicates that in Europe, confronting as it were the starting point of the East, a kind of primordial opposition was made. There is something like a sort of archetypal opposition set against the primeval-revelation² decreed to mankind. Here, to be sure, we touch upon the outer rim of a very deep-lying secret, and one can really only speak in pictures of much that is to

There exists in Europe a legend concerning the origin of man which is quite different from the one contained in the Bible. It has gone through later transformations no doubt, but its essentials are still to be recognised. Now the characteristic feature is not that this legend exists, but that it has been preserved longer in Europe than in other parts of the earth. But the important thing is that even while over in the Orient the Mystery of Golgotha had been accomplished, this different legend was still alive in the feelings of the inhabitants of Europe. Here, too, we are led to a tree, or rather to trees, which were found on the shore of the sea by the gods Wotan, Wile and We. And men were formed from two trees, the Ash and the Elm. Thus men were created by the trinity of the gods, (although this was Christianised later, it yet points to the European original revelation) by fashioning the two trees into men: Wotan gives men spirit and life; Wile gives men movement and intelligence, and We gives them the outer figure, speech, the power of sight and of hearing.

The very great difference that exists between this story of creation and that of the Bible is not usually observed—but you need only read the Bible—which is always a useful thing to do—and already in the first chapters you will remark the very great difference that exists between the two Creation legends. I should like but to point to one thing, and that is, according to the saga, a threefold divine nature flowed into man. It must be something of a soul-nature that the Gods have laid within him, which expresses itself in his form and which in fact is derived from the Gods. In Europe, therefore, man was conscious that inasmuch as one moves about on earth, one bears something divine within; in the Orient, on the contrary, one is conscious that one bears something Luciferic within one. Something is bound up with the eating of the Tree of the Knowledge of Good and Evil which has even brought men death, something that has turned all men away from the Gods and for which they have earned divine punishment. In Europe man is aware that in the human soul a threefold nature lives, that the Gods have sunk a force into the human soul. That is very significant.

One touches with this, as I have said, the edge of a great secret, a deep mystery. But it will be readily understood: it looks as if in this ancient Europe a number of human beings had been preserved who had not been taken away from sharing in the Tree of Life, in whom there lived on, so to say, the tree or the trees of Life; ash and elm. And with this the following fact stands in intimate harmony. European humanity (and if one goes back to the original European peoples this would be seen with great clarity in all details) actually had nothing of the higher, more far-reaching knowledge that men possessed in the Orient and in the Graeco-Latin world.

One should imagine for once the immense, the incisive contrast between the naive conceptions of European humanity, who still saw everything in pictures, and the highly evolved, refined philosophical ideas of the Graeco-Latin world. In Europe all was ‘Life’; over there all was ‘Knowledge of Good and Evil.’ In Europe something was left over, as it were, like a treasured remnant of the original forces of life; but it could only remain if this humanity were, in a way, protected from understanding anything that was contained in such marvellously finely wrought Latin concepts. To speak of a science of the ancient European population would be nonsense. One can only speak of them as living with all that germinated in their inner soul nature, that filled it through and through with life. What they believed they knew was something that was direct experience. This soul nature was destined to be radically different from the mood that was transmitted in the Latin influence. And it belongs to the great, the wonderful secrets of historical evolution, that the Mystery of Golgotha was to arise out from the perfected culture of wisdom and knowledge, but that the depths of the Mystery of Golgotha should not be grasped through wisdom; they were to be grasped through direct life.

It was therefore like a predetermined karma that—while in Europe up to a definite point life was grasped—the ego-culture appeared purely naively, vitally and full of life where the deepest darkness was; whereas over there where was the profoundest wisdom, the Mystery of Golgotha arose. That is like a predestined harmony. Out of the civilisation based on knowledge which was beginning to dry up and wither ascends this Mystery of Golgotha: but it is to be understood by those who, through their whole nature and being, have not been able to attain to the fine crystallisation of the Latin knowledge. And so we see in the history of human evolution the meeting between a nearly lifeless, more and more dying knowledge, and a life still devoid of knowledge, a life unfilled with knowledge, but one which inwardly feels the continued working of the divinity animating the world.

These two streams had to meet, had to work upon one another in the evolving humanity. What would have happened if only the Latin knowledge had developed further? Well, this Latin knowledge would have been able to pour itself out over the successors of the primitive European population: up to a certain time it has even done so. It is hypothetically conceivable, but it could not really have happened, that the original European population should have experienced the after-working of the dried up, fading knowledge.

For then, what these souls would have received through this knowledge would gradually have led to men's becoming more and more decadent; this drying, parching knowledge would not have been able to unite with the forces which kept mankind living. It would have dried men up. Under the influence of the after effects of Latin culture, European humanity would in a sense have been parched and withered. People would have come to have increasingly refined concepts, to have reasoned more subtly and have given themselves up more and more to thought, but the human heart, the whole human life would have remained cold under these fine spun, refined concepts and ideas.

I say that that would be hypothetically conceivable, but it could not really have taken place. What really happened is something very different. What really happened is that the part of humanity that had life but not knowledge streamed in among those people who were, so to say, threatened with receiving only the remains of the Latin heritage. Let us envisage the question from another side. At a definite period we find distributed over Europe, in the Italian peninsula, in the Spanish peninsula, in the region of present France, in the region of the present British Isles, certain remains of an original European population; in the North the descendants of the old Celtic peoples, in the South the descendants of the Etruscan and ancient Roman peoples. We meet with these there, and in the first place there flows into them what we have now characterised as the Latin stream. Then at a definite time, distributed over various territories of Europe, we meet with the Ostrogoths, the Visigoths, the Lombardi, the Suevi, the Vandals, etc. There is an age when we find the Ostrogoths in the south of present Russia, the Visigoths in eastern Hungary, the Langobardi or Lombard's where today the Elbe has its lower course, the Suevi in the region where today Silesia and Moravia lie, etc. There we meet with various of those tribes of whom one can say: they have ‘life’ but no ’knowledge.’

Now we can put the question: Where have these peoples gone to? We know that for the most part they have disappeared from the actual evolution of European humanity. Where have the Ostrogoths, the Visigoths, the Langobardi, etc. gone? We can ask this. In a certain respect they no longer exist as nations, but what they possessed as life exists, exists somewhat in the following way. My dear friends, let us consider first the Italian peninsula, let us consider it still occupied by the descendants of the old Roman population. Let us further imagine that on this old Italian peninsula there had been spread abroad what I have designated Latin knowledge, Latin culture; then the whole population would have dried up.

If exact research were made, it would be impossible not to admit that only incredible dilettantism could believe that anything still persists today of a blood relationship with the ancient Romans. Ostrogoths, Visigoths, Lombardi, marched in, and over these there streamed the Latin heritage—though merely mentally as seed of knowledge—it streamed over-the life-without-knowledge, and this gave it substance for continuing. Into the more southern regions there came a more Norman-Germanic element. Thus there streamed into the Italian peninsula from the European centre and the East a life-bearing population. Into Spain there streamed the Visigoths and the Suevi in order later to unite with the purely intellectual element of the Arabs, the Moors. Into the region of France there streamed the Franks and into the region of the British Isles, the Anglo-Saxon element.

The following statement expresses the truth. If the southern regions had remained populated by descendants of the old Romans, and the Latin culture had gone on working in them, they would have faced the danger of completely losing the power of developing an ego-consciousness. Hence the descendants of ancient Rome were displaced and there was poured into this region where Latinism was to spread, what came from the element of the Ostrogoths and Lombardi. The blood of Ostrogoths and Lombardi as well as Norman blood absorbed the withering Latin culture. If the population had remained Romans they would have faced the danger of never being able to develop the element of the Consciousness-soul. Thus there went to the south in the Langobardi and the Ostrogoths what we can call the Wotan-Element, Spirit and Life. The Wotan-Element was, so to say, carried in the blood of the Langobardi and Ostrogoths and this made the further evolution and unfoldment of this southern civilisation possible.

With the Franks towards the West went the Wile-element, Intelligence and Movement, which again would have been lost if the descendants of the primitive European population who had settled in these regions had merely developed further under the influence of Rome. Towards the British Isles went We, what one can call: Configuration and Speech, and in particular the faculty to see and to hear. This has later experienced in English empiricism its later development as: Physiognomics, Speech, Sight, Hearing.

So we see that while in the new Italian element we have the expression of the Folk Soul in the Sentient-soul, we could express this differently by saying: The Wotan-element streams into the Italian peninsula. And we can speak of the journeying of the Franks to the West by saying: the Wile-element streams West, towards France. And so in respect of the British Isles we can express it by saying: the We-element streams in there.

In the Italian peninsula, therefore, nothing at all is left of the blood of the original European peoples, it has been entirely replaced. In the West, in the region of modern France, somewhat more of the original population exists, approximately there is a balance between the Frankish element and the original peoples. The greatest part of the original population is still in the British Isles.

But all this that I am now saying is fundamentally only another way of pointing to the understanding of what came out of the South through Europe, pointing to the fact that the Mystery of Golgotha was ensheathed in a dying wisdom and was absorbed through a living element still devoid of wisdom.

One cannot understand Europe if one does not bear this connection in mind; one can, however, understand Europe in all details if one grasps European life as a continuous process. For much of what I have said is still fulfilling itself in our own times. So, for instance, it would be interesting to consider the philosophy of Kant, from these two original polarities of European life, and show how Kant on the one hand desires to dethrone Knowledge, take all power from Knowledge, in order on the other hand to give place to Faith. That is only a continuation of the dim hidden consciousness that one can really do nothing with knowledge that has come up from below—one can only do something with what comes down from above as original life-without-knowledge. The whole contrast in pure and practical reason lies in this: I had to discard knowledge to make way for Faith. Faith, for which protestant theology fights, is a last relic of the life-without-knowledge, for life will have nothing to do with an analysed abstract wisdom.³

But one can also consider older phenomena. One can observe how an endeavour appears among the most important leading personalities to create a harmony, as it were, between the two streams to which we have referred. For the modern physiognomy of Europe shows that up to our own day there is an after-working of the Latin knowledge in the European life, and that one can immediately envisage the map of Europe with the Latin knowledge raying out to south and west, and the Life still preserved in the centre. One can then see, for instance, how pains were taken at one time to overcome this dying knowledge. I should like to give an example. To be sure, this dying knowledge appears in the different spheres of life in different degrees, but already in the 8th-9th Century European evolution had so progressed that those who were the descendants of the European peoples with the Life could get no further with certain designations for cosmic or earthly relations which had been created in old Roman times. So even in the 8th-9th Centuries one could see that it had no special meaning for the original life of the soul when one said: January, February, March, April, May, etc. The Romans could make something of it, but the Northern European peoples could not do much with it; poured itself over these peoples in such a way as not to enter the soul, but rather to flow merely into the language, and it was therefore dying and withering. So an endeavour was made, especially towards Middle and Western Europe (over the whole stretch from the Elbe to the Atlantic Ocean and to the Apennines) to find designations for the months which could enter the feelings of European humanity. Such month-names were to be:

1. Wintarmanoth
2. Hornung
3. Lenzinmanoth
4. Ostarmanoth
5. Winnemanoth (also Nannamanoth)
6. Brachmanoth
7. Henimanoth (using the word Hay)
8. Aranmanoth (Aran = harvest)
9. Widumanoth (Wide = what is left when one has gone over the field)
10. Windumemanoth (vintage)
11. Herbistmanoth
12. Heiligmanoth

He who was at pains to make these names general was Charlemagne.

It shows how significant was the spirit of Charlemagne, for he sought to introduce something which has not up to now found entrance. We still have in the names of the months the last relics of the drying-up Latin cultural knowledge. Charlemagne was altogether a personality who aimed at many things which went beyond the possibility of being realised. Directly after his time, in the 9th Century, the wave of Latinism drew completely over Europe. It would be interesting to consider what Charlemagne desired to do in wishing to bring the radiation of the Wile-element towards the West. For the Latinising only appeared there later on.

Thus we can say that the part of mankind which has been race, which, as race, was the successor of the old Europe,—of the Europe from which the Roman influence proceeded and which itself became the successor of Rome, wholly for the south, largely for the north—has simply died out. Their blood no longer persists. Into the empty space left, there has poured in what came from Central Europe and the European East. One can therefore say: the racial element both of the European South and West is the Germanic element which is present in various shadings in the British Isles, in France, in Spain and in the Italian peninsula, though in this last completely inundated by the Latin influence.

The racial element therefore moves from East to the West and South, whereas the knowledge-element moves from South to North. It is the race-element which moves from the East to the West and South and along the West of Europe to the North, and gradually flows away towards the North. If one would speak correctly, one can talk of a Germanic race-element,-but not a Latin race. To speak of a Latin race is just as sensible as to speak of wooden iron; because Latinism is nothing that belongs to race, but something that has poured itself as bloodless knowledge over a part of the original European people. Only materialism can speak of a Latin race, for Latinism has nothing to do with race.

So we see how, as it were, the Bible saying works on in this part of European history, how the destiny of Latinism is the fulfilment of the words: ‘Ye shall not eat of the Tree of Life.’ We see how the Life given to the earth with the Mystery of Golgotha cannot come to full harmony with the old knowledge; but rather how into what remained of the ebbing original wisdom, new life had to enter. If we are to give a concrete answer to the question: Where does that remain, which from such new life has not been preserved in its own special character, but has disappeared in history, the element of the Visigoths, the Suevi, the Langobardi, the Ostrogoths, etc.? we must give as answer: It lives on as life within the Latin culture. That is the true state of affairs. That is what must be known regarding the primeval Bible two-fold utterance and its working in early times in the development of Europe, if we are to understand this European evolution.

I had to give you this historical analysis today because I shall have things to say which assume that one does not hold the false ideas of modern materialism and formalism with regard to historical evolution.

• 1. See ‘The Christmas Thought and the Mystery of the Ego. The Tree of the Cross and the Golden Legend’—Rudolf Steiner.
• 2. See Genesis 3:3—The creation of man
• 3. Gap left between these sentences

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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