| 233a. The Easter Festival in the Evolution of the Mysteries: Lecture I
19 Apr 1924, Dornach Rudolf Steiner |
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| If, therefore, as has been said on appropriate occasions, we as anthroposophists must cherish the Michael idea as a heralding thought, and must deepen our understanding of the Christmas idea, so too must our experience of the Easter idea be particularly festive. For it is anthroposophy's task to add to the thought of death that of resurrection, to become an inner celebration of the resurrection of the human soul, imbuing our philosophy with an Easter mood. |
| 233a. The Easter Festival in the Evolution of the Mysteries: Lecture I
19 Apr 1924, Dornach Rudolf Steiner |
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Easter is felt by many to be associated on the one hand with the deepest feelings and sensibilities of the human soul, and on the other, with cosmic mysteries and enigmas. The connection with cosmic mysteries becomes clear when we consider that Easter is a so-called movable feast, the date of which is fixed each year with reference to a specific constellation in the heavens. We will have more to say about this in the lectures to come. As for Easter's connection with the human soul, if we examine the customs and rites that have become associated with it through the centuries, we cannot fail to observe the great significance with which a large part of mankind has come to invest this festival. For Christianity, Easter was not important initially, but it became so during the first few centuries. It is linked to Christianity's basic tenet, the Resurrection of Christ, and to the fundamental impulse to become a Christian provided by that fact. Easter is therefore a celebration of the Resurrection, but as such it points back to times and festivals predating Christianity. These earlier festivals centered around the spring equinox, an event which, though not identical with Easter, enters into the calculation of its date, and celebrated nature's reawakening in the new life burgeoning forth from the earth. And this leads us directly to the heart of our subject, which is the Easter festival as a stage in the evolution of the Mysteries. For Christians Easter commemorates the Resurrection. The corresponding pagan festival in a sense celebrated the resurrection of nature, the reawakening of what, as nature, had been asleep throughout the winter. However, there the similarity ends. It must be emphasized that with regard to its inner meaning, the Christian Easter festival in no sense corresponds to the pagan equinox celebrations. Rather, a serious examination of ancient pagan times reveals that Easter, in the Christian sense, is related to festivals that grew out of the Mysteries and that were celebrated in the fall. This most curious fact demonstrates what serious misunderstandings regarding matters of the highest importance have occurred in the course of humanity's development. In the early Christian centuries, nothing less happened than the confusion of Easter with a completely different festival, with the result that Easter was moved from fall to the spring. With this we touch upon something of enormous importance in the development of humanity. Consider for a moment the essential content of Easter. First, the figure central to Christian consciousness, Christ Jesus, experiences death, as commemorated by Good Friday. He then remains in the grave for three days, symbolizing his union with earthly existence. Christians observe this interval, the one between Good Friday and Easter Sunday, as a period of mourning. Finally, on Easter Sunday, the central being of Christianity arises from the grave. In essence, then, Easter involves Christ's death, lying in the grave, and resurrection. Let us now turn to one of the many forms of the corresponding pagan festival, for only in doing so can we grasp the relation of Easter to the Mysteries. Among many ancient peoples we find celebrations whose rituals enact a content strongly resembling that of the Christian Easter festival. One of these was the festival of Adonis, which was observed by certain Near Eastern peoples over long spans of pre-Christian antiquity. At the center of this festival stood a likeness of the god Adonis, who represented all that manifests itself in human beings as vigorous youth and beauty. The ancients in many respects undoubtedly confused the god's image with what is represented; hence their religions frequently bordered on fetishism. Many indeed took the image of Adonis to be the actually present god, the god of beauty and youthful strength, of an unfolding seminal power that reveals in splendorous outer existence all the inner nobility and grandeur of which humanity is capable. To the accompaniment of songs and rites portraying humanity's deepest grief and sorrow, the god's likeness was immersed for a period of three days in the sea if the Mystery site was near the sea, in a lake if it was near a lake, or otherwise in an artificial pond that was dug nearby. For three days a profound and solemn silence took hold of the entire community. When after that time the idol was lifted from the water, the laments gave way to songs of joy and hymns to the resurrected god, the god who had come back to life. This was an external ceremony, one that profoundly stirred the souls of a great number of people. Even as it did so, however, it hinted at what happened within the sacred Mysteries to every person aspiring to initiation. In those times every candidate for initiation was led into a special chamber. It was dark and gloomy and its walls were black. The chamber contained nothing but a coffin or at least something like it. Laments and dirges were sung around this coffin by those who had led the neophyte into the chamber. The latter was treated as if he were about to die. His teachers made it clear to him that by being laid in the coffin he was to undergo the experience of death and of the three days following. The candidate was to achieve total inner clarity regarding those experiences. On the third day, in a spot visible to the occupant of the coffin, a branch appeared, signifying life's renewal. The earlier laments gave way to hymns of joy, and the initiate arose from his grave with transformed consciousness. A new language, a new script were revealed to him, the language and script of the spiritual world. He was permitted to see, and did see, the world from the viewpoint of the spirit. Compared with these procedures enacted deep within the Mysteries, the external, public rites were symbolic, resembling in their form the initiation ceremonies of the select few. At the proper time these rites, of which the Adonis festival may be taken as typical, were explained to their participants. The rites took place in the fall, and participants were instructed in somewhat the following way: “Behold, autumn is now upon us; the earth loses its mantle of plants and leaves. All is withering. In place of the greening, burgeoning life that began to cover the earth in spring, snow will now come, or at least a desolating drought. Nature is dying. And as it dies all around you, you shall experience that part of yourself that is similar to nature. Human beings die as well. Each of us has his autumn. And although when life comes to an end it is fitting that the souls of those remaining should be filled with deep sorrow, it is not enough to meet death only when it actually happens. In order that you be confronted with death's full solemnity, that you be able to remind yourselves of death again and again, you are shown each fall the death of that divine being who stands for beauty, youth, and human grandeur. You see that he too goes the way of all nature. Yet, precisely when nature becomes barren and begins to die, you must remember something else. You must remember that although human beings pass through the portal of death, although in this earthly existence they experience only things that are like those that die in autumn, at death they are drawn away from the earth and live their way out into the vast cosmic ether, where for three days they feel their being expand until it encompasses the whole world. Then, while the eyes of those on earth are focused only on death's outer aspect, on what is transitory, in the spirit world the immortal human soul awakens after three days. Three days after death it arises, born anew for the spirit land.” In a process of intense inner transformation, the candidate for initiation into the Mysteries actually experienced this dying and reawakening within his own soul. The profound shock inflicted upon people by this old method of initiation—we shall see that in our day completely different methods are necessary—awakened within them latent powers of spiritual vision. They knew henceforth that they stood not merely in the world of the senses, but in the spiritual world as well. What the students of the Mysteries received as timely instruction might be summed up in the following words: “The Mystery ritual is an image of events in the spiritual world, of what occurs in the cosmos; the public rituals in turn are a likeness of the Mysteries.” No doubt was left in the students' minds that the Mysteries encompassed procedures representing what human beings experience in forms of existence other than the earthly, that is, in the vastness of the astral and spiritual cosmos. Those who could not be admitted to the Mysteries because they were deemed not mature enough to receive directly the gift of spiritual vision were taught appropriate truths in the cultic rituals, which symbolized what occurred in the Mysteries. These rituals, such as the Adonis cult, that took place amid autumn's withering, when all of nature seemed to speak only of the transience of earthly things, of the inexorability of death and decay, served to instill in people the certainty, or at least the idea, that death as experienced by nature in the fall must also overtake human beings, overtake even the god Adonis, representative of all the beauty, youthfulness, and grandeur of the human soul. The god Adonis also dies. He disappears into the earthly representative of the cosmic ether, into water. But just as he is lifted out of it, so too is the human soul raised from the waters of the world, the cosmic ether, about three days after it has passed through the portal of death. The secret of death itself was thus portrayed in the ancient Mysteries through the corresponding autumnal festivals. These festivals coincided in their first half with the withering and decay of nature, and in their second half with the opposite, namely, with the eternal essence of the human being. Humanity was to contemplate the dying of nature in order to recognize that human beings die as well, but that in accordance with their inner nature they arise anew in the spiritual world. The purpose of these ancient pagan Mystery festivals was thus to reveal the true meaning of death. As humanity developed, the time came when a particular being, Christ Jesus, carried down into bodily nature the process of death and resurrection that the candidate for initiation had achieved in the Mysteries only on the level of the soul. People familiar with the ancient Mysteries can peer into them and perceive that neophytes were led through death to resurrection within their souls, that is, they awakened to a higher consciousness. It is important to note that their souls, not their bodies, died and that they did so in order to rise again on a higher level of consciousness. What aspirants to initiation experienced only in their souls, Christ Jesus passed through in the body, that is, on a different level. Because Christ was not of the Earth, but rather a sun-being in the body of Jesus of Nazareth, he could undergo on Golgotha in the entirety of his human nature what initiates had formerly experienced only their souls. Those who still possessed intimate knowledge of the old Mystery initiation, from that time on to our own, understood the event at Golgotha most profoundly of all. They knew that for thousands of years people had gained knowledge of the spiritual world's secrets through the death and resurrection of their souls. During the process of initiation body and soul had been kept apart, the soul being led then through death to eternal life. What a number of select people had thus undergone in their souls was experienced all the way into the body by the being who descended from the sun into Jesus of Nazareth at the time of his baptism in the Jordan. An initiation process repeated over many, many centuries became in this way a historical fact. That was the essence of what people familiar with the Mysteries knew. They knew that because a sun-being had taken possession of the body of Jesus of Nazareth what had formerly occurred for the neophyte only at the level of the soul and its experiences could now take place on the plane of the body as well. In spite of Christ's bodily death, in spite of his dissolution into the mortal earth, the Resurrection could be brought about because Christ ascended higher in soul and spirit than was possible for a candidate for initiation. The neophyte was incapable of bringing the body into such profoundly subsensible regions as Christ did, so that he could not rise as high in resurrection. Except for this difference in cosmic magnitude, however, it was the ancient initiation process that appeared in the historic deed on sacred Golgotha. In the first Christian centuries very few people knew that a sun-being, a cosmic being, had lived in Jesus of Nazareth, or that the earth had actually been made fruitful by the coming of a being previously visible only in the sun for students of initiation. And for those who accepted it with genuine knowledge of the old Mysteries, Christianity consisted essentially in the fact that Christ, who could be reached in the old Mysteries by ascending through initiation to the sun, had descended into a mortal body. He had come down to earth, into the body of Jesus of Nazareth. A mood of rejoicing, even of holy elation, filled the souls of those who understood something of this Mystery when it occurred. Living awareness then gradually gave way, through developments we shall discuss presently, to a festival in memory of this historical event on Golgotha. While this memory was taking shape, awareness of Christ's identity as a sun-being grew dimmer and dimmer. Those familiar with the ancient Mysteries could not be mistaken about that identity. They knew that genuine initiates, by being made independent of the physical body and experiencing death in their souls, had ascended to the sphere of the sun and there found the Christ. From the Christ they received the impulse to resurrection. Having raised themselves up to him, they were cognizant of his true nature. From the events on Golgotha they knew that the being formerly accessible only in the sun had descended to mankind on earth. Why? Because the old rite of initiation, through which neophytes had risen to Christ in the sun, could no longer be performed. Over time human nature had changed. Evolution had progressed in such a way as to make initiation by means of the old ritual impossible. Human beings on earth could no longer find Christ in the sun. For this reason he came down to enact a deed to which earthly humanity could now turn its gaze. This secret is among the holiest things of which we may speak here on earth. What was the situation then for those living in the centuries immediately following the Mystery of Golgotha? If I were to draw it, I would have to sketch something like this:  In the old initiation center (red, at right), neophytes gazed up to the sun and through initiation became aware of the Christ. To find him they looked out into space, so to speak. In order to show later developments, I must here represent time in terms of the earth proceeding along a line from right to left—its subsequent positions from year to year represented by arcs beneath the line—even though the earth does not actually move this way through space. At the left, let us say, is the eighth century; the Mystery of Golgotha (cross, at center) had already taken place. Human beings, instead of seeking Christ in the sun from a Mystery temple, now look back toward the turning point of time, to the beginning of the Christian era. They look back in time (yellow arrow in figure) toward the Mystery of Golgotha, and there find Christ performing an earthly deed. The significance of the Mystery of Golgotha was that it changed a previously spatial perception into perception through time. Furthermore, if we reflect upon what transpired in the Mysteries during initiation, remembering that initiation was an image of human death and resurrection, and then consider the form taken by the cult—the festival of Adonis, for example—which was itself a picture of the Mysteries, then these three things appear raised to the ultimate degree, unified and concentrated, in the historical deed on Golgotha. The profoundly intimate rites of the Mystery sanctuaries now stood forth as an external, historical event. All humankind now had access to what was previously available only to initiates. No longer was it necessary to immerse an image in the sea and symbolically resurrect it. Instead human beings were to think of, to remember, what actually took place on Golgotha. The physical symbol, referring to a process experienced in space, was to be supplanted by the internal, immaterial thought, by the memory of the historical deed on Golgotha experienced within the soul. A remarkable development began to take place during the centuries that followed. Human beings were less and less cognizant of spiritual realities, so that the substance of the Mystery of Golgotha could no longer gain a foothold in their souls. Evolution tended toward the development of a sense for material reality. Human beings could no longer grasp in their hearts that precisely where nature presents itself as ephemeral, as dying and desolate, the spirit's vitality can best be witnessed. The autumnal festival thus lost its meaning. It was no longer understood that the best time to appreciate the resurrection of the human spirit was when outer nature was dying, that is, during the fall. Autumn simply became an unsuitable time for the festival of resurrection, for it could no longer turn people's minds to spiritual immortality by underscoring nature's transience. People began to depend upon material symbols, upon enduring elements of nature, for their understanding of immortal things. They focused upon the seed's germinating force, which, though buried in the fall, sprouts forth again in spring. People adopted material symbols for spiritual things because matter could no longer stimulate them to perceive the spirit in its reality. Human souls lacked the strength to receive autumn's revelation of the spirit's permanence in contrast to the impermanence of nature. Help from nature, in the form of an outwardly visible resurrection, was now necessary. People needed to see plants sprouting from the ground, the sun gaining strength, light and warmth increasing, in other words, a resurrection of nature, in order to celebrate the idea of resurrection itself. But this meant that the immediate connection to the spirit present in the festival of Adonis, and potentially present in the Mystery of Golgotha, disappeared. An intense inner experience that was possible in ancient times at every human death gradually faded out. In those times people had known that although a departed soul's first experiences beyond the gate of death were indeed a matter for solemn reflection, after three days the living could rejoice, for they knew that then the departed soul arose out of earthly death into spiritual immortality. Thus the power inherent in the festival of Adonis disappeared. It lay in humanity's nature that this power should at first arise with great intensity. Ancient peoples beheld the death of the god, the death of human beauty, grandeur, and youthful vigor. This god was immersed in the sea on a day of mourning. The mood was somber, for people were at first to develop a feeling for the ephemeral. This mood, however, was to yield in turn to a different one, to that evoked by the human soul's super-sensible resurrection after three days. When the god—or rather his likeness—was raised out of the water, rightly instructed believers saw in it an image of the human soul as it exists a few days after death. The fate of departed souls in the spiritual world was placed before them in the image of the risen god of beauty and youth. Thus each year in the fall human minds were awakened to a direct contemplation of something deeply connected with human destiny. At that time it would have been deemed inappropriate to convey this by means of outer nature. Truths that could be experienced spiritually were represented in the cult's symbolic rituals. However, when the time came for the ancient, physical idol to be replaced with the inner experience of the unseen Mystery of Golgotha, a Mystery that embodied the same truth, humanity at first lacked the strength, for the spirit had retreated into deeply hidden regions of the human soul. The need to look to nature for symbols of the spirit has continued into our own time. Nature, however, provides no complete image of our destiny in death; and while the idea of death has survived, that of resurrection has increasingly disappeared. Even though resurrection is spoken of as a tenet of faith, the fact of resurrection is not a living one for people of more recent times. It must, however, once more become so through anthroposophical insight that awakens a feeling for the true concept of resurrection. If, therefore, as has been said on appropriate occasions, we as anthroposophists must cherish the Michael idea as a heralding thought, and must deepen our understanding of the Christmas idea, so too must our experience of the Easter idea be particularly festive. For it is anthroposophy's task to add to the thought of death that of resurrection, to become an inner celebration of the resurrection of the human soul, imbuing our philosophy with an Easter mood. Anthroposophy will be able to achieve this when people understand how the ancient Mystery concepts can live on in the true concept of Easter, and when once again a proper view prevails of the body, soul, and spirit of the human being and of the fates of these in the physical, soul, and divine-spiritual worlds. |
| 300c. Faculty Meetings with Rudolf Steiner II: Fifty-Second Meeting
25 Apr 1923, Stuttgart Translated by Ruth Pusch, Gertrude Teutsch Rudolf Steiner |
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| Do not consider it an impossibility that we have to stop all art instruction at Christmas. Other people make fun of our things. A teacher asks about religious instruction for the twelfth grade. |
| 300c. Faculty Meetings with Rudolf Steiner II: Fifty-Second Meeting
25 Apr 1923, Stuttgart Translated by Ruth Pusch, Gertrude Teutsch Rudolf Steiner |
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Dr. Steiner: Unfortunately, our main problem is that we must give up the Waldorf School ideal for the twelfth grade. We cannot base the twelfth-grade curriculum upon our principles. We simply have to admit that we must take all the subjects in other high schools into account during the final year. I am looking with some horror at the last semester, when we will have to ignore everything except the subjects required for the final examination. It’s inconceivable that we can work any other way if the students are to pass the final examination. This is really a problem. After thinking about it a long time, I do not think there is much to say about the curriculum for that class except those things we already considered, such as chemical technology and such. The students are about eighteen, and at that age it is best if they attain an overall understanding of history and art. We should give them an understanding of the spirit of literature, art, and history without, of course, teaching them about anthroposophy. We must try to bring them the spirit in those subjects, not only in the content but also in the way we present them. With the students, we should at least try to achieve what I have striven for with the workers in Dornach, pictures that make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside. In general, the cosmos creates islands and continents, their forms and locations. That is certainly the case with firm land. Such things are the result of the cosmos, of the stars. The Earth is a reflection of the cosmos, not something caused from within. However, we need to avoid such things. We cannot tell them to the students because they would then need to tell them to their professors in the examinations, and we would acquire a terrible name. Nevertheless, that is actually what we should achieve in geography. In physics and chemistry, we should try to cover every principle that reveals the whole system of chemistry and physics as an organism, a unity, and not simply an aggregate as most people assume. With the twelfth grade, we have a kind of conclusion, and we must draw conclusions everywhere. We must give answers to the questions that arise, for instance, in mineralogy, where the five Platonic solids manifest. We should do that when we study minerals and crystals. In art, we can only continue what we previously did in music, sculpture, and painting. That can never be concluded. Unfortunately, we can do none of that. The only new thing we can do is one hour of chemical technology. Elsewhere, we will need to make sure that we simply bring the students far enough along that they can answer the questions on the final examination. This is terrible, but there is nothing we can do to avoid it. However, we should follow our curriculum as exactly as possible until the students are fourteen. As far as possible, I would ask you to consider up to that year all the things that have fallen by the way. We need to strictly carry out the curriculum until the students are fourteen. I am telling you all this so that you will know how you would need to think were it possible to apply the principles of the Waldorf School with eighteen-year-old students. Eighteen-year-olds need to understand the various historical periods in a living way, particularly regarding the “getting younger” of humanity. That would have an important influence upon people. In the oldest periods of humanity, people could feel the development of their souls until the age of sixty. Following the Mystery of Golgotha, they could feel it only until the age of thirty-three, and today that is possible only until twenty-seven. Students need to comprehend this ongoing decrease before they begin their studies at an institution of higher learning. It is something that belongs in the general education in a Waldorf school and would have a tremendously beneficial effect upon the students’ souls. The situation is as follows. When we look at the learning goals of the twelfth grade, we need to imagine that the students will continue at a college, and we also need to imagine that they have completed their general education. We can find our teaching goals in the following circumstances. Today, you can represent anthroposophy to the world such that people with sound human feeling can understand it. (Sound human understanding does not exist today.) They can understand it through feeling. Today, however, if those who have gone through a modern high-school education do not have a particular predisposition, it is impossible for them to comprehend certain anthroposophical truths. Today, they have hardly any possibility of understanding such things. If you consider Kolisko’s chemistry, it is clear that it is unimaginable for modern chemists. You can teach students that kind of imaginative capacity until the age of eighteen or nineteen, that is, until the completion of the moon cycle, which then begins again. If people are to comprehend certain concepts, they must achieve a particular development during that period. Compared to other people today, you are all a little crazy. You all have something that sets you apart from the current general development, something that is present to a greater or lesser extent in each of you. You have a certain kind of eccentricity. You are, in a certain way, not quite normal. Those who are normal, that is, “normal people,” cannot understand some things. Chemists with a normal education cannot understand Kolisko’s chemistry. They simply have no concepts for it. Our goal should be to make that understanding possible for our students. However, we cannot achieve that when we are forced to work toward ruining brains in exactly the same way that modern schools work toward that goal. Souls cannot be ruined. They undergo a self-correction before the next earthly life, although if things remain as they are today and continue into the next earthly life, humanity will degenerate. We cannot do these things. It is simply impossible. Even people like Herman Grimm could maintain themselves upon their islands only by brusquely brushing away certain concepts. People like him simply went past others, but they were the last who had such concepts. Those people, who were quite old during the 1890s, were the last who had them, and that possibility died with them. It is particularly difficult with today’s youth. Today’s young people, as we have seen quite clearly in our anthroposophical youth movement, have a tendency to reject all ideas. They are not interested in ideas and, therefore, to the extent that they do not accept anthroposophy, become disorganized. Today’s young people are forced into a terrible tragedy, particularly if they are academically inclined and have gone through our college preparatory schools. We can achieve more for those students who go into practical life at the age of fourteen. It is impossible, for example, to develop a spatial concept as I described it in the recent teachers’ course in Dornach, that is, the three dimensions, up-down, left-right, front-back. That is why it is so difficult to give people an understanding of anthroposophical truths. No one today is interested in things for which there should be broad public interest. I have said that everything connected with the will works three-dimensionally in the earthly realm. Everything connected with feeling is not three-dimensional, but two-dimensional, so that when you move from willing to feeling in your soul, you have to project the third dimension onto the plane in a direction that corresponds with front to back. We need to remember that we cannot simply—we can reduce it to the symmetry of the human being, but we cannot limit it to only that. This plane is two-dimensional everywhere—thinking then leads to one dimension and the I to zero dimensions. When we do that, the situation becomes quite clear. Now I ask you, how can such elementary things be presented in a lecture? There is simply no possibility of making that plausible to the modern public. No one is interested in it. It would certainly be wonderful if, for example, in addition to the normal perspective of orthogonals, planes, and centers, people understood perspectives of three dimensions to two, from two dimensions to one, and then from one to the zero dimension. It would be wonderful if people could do that so that we could differentiate a point in many ways. I am telling you all these things so that you can see how things need to be in the future and how we should form a school that would really educate people. Today, so-called educated people are really very undeveloped because today’s students are required to know many things in a certain way, but they really need to know them in a quite different way. I think we should try to do as much of that as possible in the lower grades, but in the upper grades, we must be untrue to our own principles, at least for the most part. We can only include one thing or another here and there. Even someone like J.W. can say to me that she would take the final examination if she thought she would pass. I told her that would be sensible only if she is certain she will pass. If she failed, it would not be good for the school. The worst thing is that if we could convince the state to accept our reports, our students could very well follow a course of study at the university with what they would learn from our curriculum. Everything connected with the final examination, which causes such misery in modern school life, is absolutely unnecessary for studying at the university. Students could take up Kolisko’s chemistry as a subject. They would at first be surprised by chemical formulas, of course, but they could learn that later. It is much more important that they understand the inner processes of materials and the relationships between them. These are the things I wanted to say. I would like to discuss this whole question further. I would have completed the curriculum, but it has no meaning for the twelfth grade. We already know what we must do. The students need to complete all the practical subjects insofar as possible. That is something you will feel after a time. So that the children have some sense of security, I would like to ask them about these subjects. I had the impression a while ago that the children thought the questions were unusual when you stated them poorly. A teacher: Could we split the classes? Dr. Steiner: We would need to have parallel classes from the age of fourteen, but we do not have enough teachers. The problem is financial. I would like to know how the finances are now. We should always keep that in mind. There is some discussion about the financial situation. Dr. Steiner: Well, the important thing is not that we have a financial report, but that we always have what we need in the bank. We can certainly continue, but we will have to do something. Otherwise, it will be impossible to do what needs to be done. For now, we cannot consider such a split. At the college level, we cannot reach our goals for a very long time. The Cultural Committee might have done that, but they fell asleep after a few weeks. We might be able to achieve the things we want so much if we had the situation that existed in Austria for many private high schools. There many parochial high schools had the right to give and grade the final examinations, and technical schools could provide an accepted final report. I believe there are no such institutions in Germany. We would need a state official to be present, but the teachers would actually do the testing. A state official, while certainly causing many difficulties in our souls, in the end would have little effect on the grades if the final examination was held by our teachers. A teacher: I believe we should speak to the students who will not be able to pass the final examination. Dr. Steiner: That depends. People will say the faculty is at fault if more than a third of the class do not achieve the learning goals. If it is less than a third, the fault is thought to be the students’, but when a third or more do not achieve what they should, then it is seen as the faculty’s problem. You know that, don’t you? In general, no one who has had good grades fails. The problem is, that is not taken into account. A further point is whether we could avoid using those really unpedagogical textbooks. The teacher could, of course, use them for preparation. Most of those texts are simply extracts from various scientific books. I have noticed that the questions come from such books and that there are readings from them, also. That can, however, cause many problems. We need to get away from using such references. We can use Lübsen’s books since they are quite educational, although the last editions have been somewhat ruined. His books are very pedagogical through all the editions before those made by his successor. Imagine for a moment the wonderful value of calculus in pedagogy. His analytical geometry is also pedagogically wonderful, at least the older edition, as well as his volumes on algebra and analysis. He has, for example, a collection of problems that are extraordinarily good because the methods required to solve them are very instructive. A teacher: Should we throw out all the textbooks? Dr. Steiner: For translation, they are not so bad. However, for German readings, you should not use normal textbooks. They are quite tasteless. Perhaps we should write down our lesson plans for the following teachers, so they could at least have some material for reading. There are so many people here who can type. Why can’t we prepare documents that people can read? The offices are filled with people, but I have no idea what they do. A teacher: The students in the twelfth grade would like an additional hour of French. Dr. Steiner: I would like to make everything possible. It is terrible that the twelfth-grade students will not receive an introduction to architecture. If everyone teaching languages helped, it might be possible. An English teacher asks about prose readings for the twelfth grade, about Carlyle’s On Heroes, Hero Worship, and the Heroic in History, and about the English art and literature magazine The Athenaeum. Dr. Steiner: The Athenaeum is edited very practically. You should not give it to the students, but instead use some individual essays. You could also use it in the eleventh grade. We do not have such well-edited magazines in Germany anymore. This is an old magazine, a humanistic magazine par excellence. There was a terrible German imitation called Literary News. Zarnck’s Literarisches Zentralblatt (Literary journal) was also a terrible imitation. It was a magazine for people who do not exist even in England. A teacher: We have done enough of Tacitus and Horace. Should we take up Sallustius? Dr. Steiner: Sallustius and Tacitus. I think the Germania would be enough. You could have them read a larger piece from that and then give them a test. A teacher asks about music for the twelfth grade. Dr. Steiner: A feeling for style, as such, an awareness of how Bach differs from others, is the main thing for the twelfth grade. At worst, you will have a problem at Christmastime if we see that we cannot continue all of the art instruction. Do not consider it an impossibility that we have to stop all art instruction at Christmas. Other people make fun of our things. A teacher asks about religious instruction for the twelfth grade. Dr. Steiner: You should go through religious history and give an overview of religious development. Begin with the ethnographic religions and then go on to folk religions and finally universal religions. Begin with the ethnographic religions such as the Egyptian regional gods, where the religions are still quite dependent upon the various tribes. There are also regional gods throughout Greece. You need to do this in stages. At first, we have the religions that are fixed at a given location, the holy places. Then, during the period of wandering, the tent replaces the holy places, the religion becomes more mobile, and folk religions arise. Finally, we have universal religions, Buddhism and Christianity. We cannot call any other religions universal. In the ninth grade, read the Gospel of Luke, which is a pouring out of the Holy Spirit. A teacher asks about the Apocrypha. Dr. Steiner: The children are not yet mature enough to go through the Apocrypha. The Apocrypha contains many things that are more correct than what is written in the Gospels. I have always extended the Gospels by what we can verify from the Apocrypha. Sometimes there are strong conflicts. When they take up the Gospels, the children must grasp them. It is difficult to explain the contradictions, so if they took up the Apocrypha nothing would make sense anymore. I would simply study the Gospels. A teacher asks about religion in the tenth grade. Dr. Steiner: Following St. John’s Gospel, a number of paths are possible. You could do either the Gospel of St. Mark or Augustine, selecting some sections from the Confessions where he speaks more about religion. A teacher asks if they should teach zoology and botany in the twelfth grade. Dr. Steiner: Those subjects need to be included if our reports are to be officially recognized. We study zoology in the fifth grade, then the human being, then zoology again. If we did not have this problem of final examinations, I think it would be wonderful to present zoology to the children in the course of three weeks. That would be eighteen mornings to handle the twelve groups of animals. In the twelfth grade, we should limit zoology to categorization; the same is true of plants. The students already know about skeletal structure, since you have already done anthropology. The most important thing is that they gain an overview about how we classify animals. You should begin with single-celled animals, then go through the worms. You will have twelve if you consider the vertebrates as one class. A teacher asks about how continents swim. Dr. Steiner: Usually people do not think about how it looks if you move toward the center of the Earth. You would soon come to regions where it is very fluid, whether it is water or something else. Thus, according to our normal understanding, the continents swim. The question is, of course, why they don’t bump into one another, why they don’t move back and forth, and why they are always the same distance from one another, since the Earth is under all kinds of influences. Why don’t they bump into one another? For instance, why is a channel always the same width? We can find no explanation for that from within the Earth. That is something that comes from outside. All fixed land swims and the stars hold it in position. Otherwise, everything would break apart. The seas tend to be spherical. A teacher asks for more details. Dr. Steiner takes a teacher’s notebook and draws the following sketch in it while giving an explanation.  Dr. Steiner: The contrast is interesting. The continents swim and do not sit upon anything. They are held in position upon the Earth by the constellations. When the constellations change, the continents change, also. The old tellurians and atlases properly included the constellations of the zodiac in relationship to the configuration of the Earth’s surface. The continents are held from the periphery; the higher realms hold the parts of the Earth. In contrast, the Earth holds the Moon dynamically, as if on a leash. The Moon goes along as if on a tether. A teacher asks about drawing exercises for fourteen- and fifteenyear- olds. Dr. Steiner: You should have the children paint the moods of nature. The continuation students in Dornach have done wonderful work in painting. I had them paint the difference between sunrise and sunset, and some of them have done that wonderfully. They should learn those differences and be able to paint them. Those are the kinds of things you could work with, for example, the mood of rain in the forest. In addition, they should learn the differences between painting and sculpting. In the lower grades, take care, when things get out of hand and you cannot get through the material, that you do not rashly reach for a substitute and simply tell the children a story to keep them quiet. I hope to be here again tomorrow morning. |
| 346. Lectures to Priests The Apocalypse: Lecture I
05 Sep 1924, Dornach Translator Unknown Rudolf Steiner |
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| [ 7 ] This time, as you gather again in this place, bathed in the light and warmth that came to us from the spiritual world through the Christmas Conference, we will have important questions to discuss, so to speak, as a spiritual counterweight to the earthly losses that were caused by the flames. |
| 346. Lectures to Priests The Apocalypse: Lecture I
05 Sep 1924, Dornach Translator Unknown Rudolf Steiner |
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[ 1 ] My dear friends! If I have something to say in reply to these kind words, it is this: You were fully justified in saying these words on behalf of the priesthood, and one cannot always say that what is spoken by people with the best of intentions is fully justified. In this case it could be said. This is said for the reason that, in addition to everything that comes from the inner spiritual impulse that is to go out from the Goetheanum through the anthroposophical movement, there is always something that goes far beyond not only all theoretical understanding, but all understanding at all. It is something that approaches what one can express as follows: Today, the tasks for humanity are becoming great again. They are becoming great because the forces of those times are exhausted, when it was possible for humanity to turn away more or less from the impulses of the old mysteries. [ 2 ] The impulses of the old mysteries have, after all, developed divine substances and divine powers on Earth in full reality. Humanity had to develop in such a way that a time came when it was more or less left to its own devices, and that during this time the divine substances and forces could not work directly through people on earth. The forces that have gone through humanity on earth during this interim period of human development have been exhausted. And this is perhaps the most significant, if not the highest, then at least an important and deeply incisive occult truth: that the forces which were allowed to become effective within human evolution without the Mysteries have been exhausted, and that human evolution will not continue unless the forces of the Mysteries are once more introduced into it. [ 3 ] Under the influence of this truth, it must be felt that today something other than mere understanding is necessary for those who, out of true spirituality, want to work in any branch of the anthroposophical movement. Something must come again that is similar to the work in the old mysteries and that has been described as the sacrificial devotion of the whole human being, with the whole human being absorbed in his task. [ 4 ] If it were not clearly visible – and it is clearly visible – that within your priesthood this impulse is present in pure inwardness, sacrificing the whole person for the cause that you have recognized as sacred, your words would not have the deep truth. But I may say before all the divine powers that brilliantly preside over our cause: Your words, which you have spoken of your enthusiasm and devotion to the cause, are full, pure, sincere truth. It was clearly evident how this priesthood as a whole is inspired by the noblest, most heartfelt aspiration to bring the sacrifices that must be made today to full fruition with the inner spirituality of man. And it may well be said that what you have done is the beginning of what the divine essence can do to satisfy the world. I am saying an important word to you. [ 5 ] Of course, you have remained within Germany with your work. But that was for reasons that will probably be overcome in the not too distant future. For the interest in that religious renewal that flared in your hearts when you came here to me to found your priestly work also takes hold of souls across wide areas outside of Germany. And it will depend only on the inner strength that can be in you how far the possibility exists to go beyond Germany. [6] Of course, one can only think with a deeply moved heart of how the inauguration and initiation of your movement with the Holy Act of Consecration of Man took place here two years ago, at the place where we first had to watch the flames that destroyed our beloved Goetheanum. You see that today, this place has been most deeply excavated. But it has actually been started through your beautiful devotion to transform what happened in the room that was first consumed by the flames into a truly sacred deed of the earth. And if you continue with the holy zeal that first seized you, the impulses within your priesthood will develop in the right way. [ 7 ] This time, as you gather again in this place, bathed in the light and warmth that came to us from the spiritual world through the Christmas Conference, we will have important questions to discuss, so to speak, as a spiritual counterweight to the earthly losses that were caused by the flames. We will have to discuss what can really be suitable to carry forward the impulses of your souls. [ 8 ] This time we will try to let the deep content of the Apocalypse approach us, but starting from the contemplation of the Apocalypse, we will let everything pass before our soul that is of particular importance for your priesthood at this very moment. And it is precisely by contemplating the Apocalypse that we will be able to place at the center of all our work here that which gives meaning to priestly work: the Act of Consecration of Man. And so, on the one hand, we will have the Act of Consecration of Man and, on the other, the Apocalypse. [ 9 ] Today, a few words will be said about how we want to inaugurate this here and now, or how we want to inaugurate your priests' movement through this work. And so we will postpone what will be said over time about the practical work of priests, what will be brought about in terms of this practical priestly work, and what will be achieved in terms of looking back on the past and looking forward to the future. We will save all of this for the time when it follows on from the inner reflection. And today I will begin by telling you how our work here will be organized over the next few days. [ 10 ] So I greet you all from the bottom of my heart on behalf of all the powers that have united you here and of which you know that they are the hosts of the powers that follow Christ. They may give the right religious impulsivity, the right theological insight and the right impulses for the cultic work in the present, which you would like to take over in the deepest Christian sense, religiously, theologically, ceremonially. In this sense we want to be together and from this sense the work is to be formed, which we now undertake together. [ 11 ] We assume that we are pointing to the great thing in our time, to that great thing that must come into being in a completely new position of the human soul to that which passes through priestly work. What is present in the priestly action when the Act of Consecration of Man is performed is something that human beings have always sought as long as there has been a human race on earth. But if we want to see in what light the Act of Consecration of Man must appear to the priest who celebrates it and to the lay person who receives it today, we must first take a look at what the Act of Consecration of Man has been in the course of time in the development of humanity on earth, what it is and what it must become. [ 12 ] But in order to understand what the Act of Consecration of Man is today when it is celebrated, it is necessary to approach it from another side, to imbue oneself with the true content of what John, initiated by Christ Himself, wanted to give to Christian posterity with the Apocalypse. In essence, the two belong together: the right sense in the celebration of the Act of Consecration of Man and the right sense in the inner penetration with the substance of the Apocalypse. [ 13 ] Let us now disregard the special significance that the Apocalypse of John has for Christians. Let us call everything an “apocalypse” that is given as occult truth in order to give humanity the right priestly impulse for its further development. Much falls under the concept of the apocalypse, which is precisely summarized in the Apocalypse of John and is directed towards the Christ. In striving for an apocalypse, there was always an understanding that the deep and full sense for the reception of the apocalyptic must be given in the Act of Consecration of Man. [ 14 ] Much will be able to become clear to us if we first say to ourselves: There were once mysteries that I will call the ancient mysteries. We do not want to dwell on dates in this introduction, but only characterize the four successive stages of the mysteries. There were ancient mysteries, there were semi-ancient mysteries, there was a semi-modern mystery tradition, and we are now at the starting point of a modern mystery tradition. We thus have four stages before us, four stages in the development of the human conception of apocalypse and the human initiation ritual. [ 15 ] If we look at the ancient mysteries that existed among human beings at the first dawn of human development on earth, which had to bring everything that was sacred, true and beautiful to human beings , then we can say: The essential thing about the old mysteries was that in them the gods descended from their seats of power to mankind, and that within the mysteries, in priestly dignity, human beings were in direct contact with the gods, communicating with them as equals. Just as man and man, being with being, communicate with each other today, so in those ancient times the gods communicated with men and men with the gods in the mysteries. [ 16 ] But just as there are natural laws that apply to time, there are also eternal laws, which, however, do not in any way impair human freedom; and among these eternal laws are also those that relate to the communication between the gods and men. These primeval laws were especially taken into account at the time when the gods themselves associated with men in the sacred mysteries of primitive times, and when all human teaching took place between the divine teachers and the men themselves. When what took place in the cult was such that the transcendental powers of the gods were also present among the celebrants, then in those old mysteries was performed that which has always given meaning to the Act of Consecration of Man: transubstantiation. But what was transubstantiation in the old mysteries? [ 17 ] In the ancient mysteries, transubstantiation was that which the gods regarded as the last thing through which they entered into a relationship with human beings. The ceremonies were certainly determined by the eternal laws of which I spoke. From certain constellations of the stars, which one learned in the true old astrology and the coincidence of these constellations with the circumstances that can determine people, the path was paved from the gods to the people and from the people to the gods. [ 18 ] You can see this if you look at the calendars of ancient times: There were different calendars, for example, some that assumed 354 days and others that assumed 365 days. These calendars included leap days or leap weeks to compensate for the discrepancy between human calculations and the true course of the cosmos. What humans could calculate never coincided with the true course of the cosmos. There was always a small remainder somewhere. And it was this small remainder, where human time calculations did not correspond to the cosmic cycle, that the priests of the ancient mysteries paid particular attention to. They determined these certain times when this non-coincidence was particularly noticeable by dividing the year into months and weeks, whereby a certain number of days remained after the lunar months until the beginning of the next year. [ 19 ] To look straight at these times, when people, by inserting such days or weeks, expressed, so to speak, the mismatch between human calculation and the course of the cosmos, and when the priests regarded these times as sacred weeks, is all the more reason for anyone who wants to find their way into the course of human development. In such holy weeks, which made it so very clear that the thinking of the gods is different from that of men, in such times when this difference becomes apparent, the way can be found from the gods to men and from men to the gods, if the hearts of the gods and the hearts of men are in harmony. [ 20 ] This was something that people observed within ancient astrology and that allowed them to see through when the gods came into the mysteries in the right way. There were always sacred times at the end of each year, or at the end of an 18-year lunar cycle, or at the end of other periods, which marked the boundary between human and divine intelligence, and in which the priests of the mysteries could recognize that the gods could find their way to them and that humans could find their way to the gods. [ 21 ] It was also in such times that those ancient priests sought to capture the effects of the sun and moon in the substances with which they celebrated the human consecration ritual, in order to extend what they had received in the sacred times over all the other times of the year in which they had to celebrate. In this way they also preserved what the gods had made out of the substances and forces of the earth in the sacred times. They kept the water of those times, the Mercury element, in order to celebrate the Act of Consecration of Man with it during the rest of the year in such a way that it contained transubstantiation in the same way as it had been done by the gods themselves in those acts of consecration of man that had taken place in the “dead times”, as they were called, but which were precisely the holy times. [ 22 ] Thus in those ancient mysteries, at the times when the cosmic language was valid among men, not the human language, people wanted to connect with the gods , who then descended into the mysteries and each time sanctified anew what the human consecration ritual was, but which also left behind an understanding of the apocalyptic each time for the people who performed this human consecration ritual or took part in it. Thus the great truths were taught in those ancient times, when to stand in the Act of Consecration of Man meant to be imbued with the substance of the Apocalyptic. The Act of Consecration of Man is the path of knowledge; the Apocalypse is the object of sacred knowledge. [ 23 ] We then come to the semi-ancient mysteries, to the mysteries of which at least a small reflection still emerges in history, while of the mysteries that I have characterized as ancient, nothing emerges in history anymore, but can only be investigated through occult science. It was the time when the gods withdrew from men and no longer descended in their own being into the mysteries, but they still sent down their powers. It was the time when the Act of Consecration of Man was to receive through transubstantiation that splendor of the divine that must always radiate over the Act of Consecration of Man. [ 24 ] Transubstantiation was no longer carried out by taking from the astrological observation of cosmic events what substances and forces were to flow into the celebration of transubstantiation, but the secret was sought in a different way. They sought, in particular, the inner essence of that which was still called in ancient alchemy: the ferments. That which has reached a certain age and has passed through the various stages unchanged in terms of its substantial existence, in which it has brought about the transformation of other substances, that is a ferment. If we want to choose a trivial comparison, we only need to remember how to bake bread; it happens according to the same principle. You keep a small part of the old dough and add it to the new dough as a ferment. We imagine how, in the times of the semi-ancient mysteries, ancient substances, which have retained their own inner substance through the transformation of other substances over time, were stored in sacred vessels that were themselves something ancient and sacred in the mysteries. [ 25 ] The substances were taken from the sacred vessels as ferments, with which transubstantiation was performed in the old, still sacred alchemy. In those times, it was known that the initiated priest understands transubstantiation through the powers contained in the substances, and he knew that they radiated with solar splendor in the sacred crystal vessels. What was sought in them and what they were needed for was that one saw in them the organ of knowledge in the celebrants for the reception of that which is Apocalyptic. [ 26 ] During the time of these semi-ancient mysteries, there was this phenomenon: the priest was tested at the moment when he entered the holy place and the ancient ferments began to transform the substances in the sacred crystal vessels in such a way that he could see in the crystal vessel how the substances spread solar radiance. The vessel in which there was a small sun was a monstrance. It was a Holy Sacrament, which today can only be reproduced. At the moment he saw the radiance of the Holy Sacrament, he had become a priest within. Table 1° [ 27 ] Today, anyone who enters a Catholic church can see the Holy of Holies, because it is only a symbol of what it once was. But once upon a time, only the one who saw the Holy of Holies was truly a priest if he saw a radiance in the substances kept there. At that moment, his understanding was open to the apocalyptic. [ 28 ] Then came those mysteries of which the Mass of more recent times is a reflection. For in a very complicated way, the Catholic Mass, the Armenian Mass and other masses have come into being from the semi-new mysteries. Although they have become externalized, these masses still contain the full initiation principle. In these semi-new mysteries, what was perceived by the gods in the ancient mysteries and the powers sent by the gods in the semi-ancient mysteries was replaced by what a person can perceive when the word awakens within him, the magic word, the word in which inwardness resonates, the word that goes to the deepest knowledge of the inner essence of the sound. For in the time of the semi-new mysteries, human language was confronted with the language of worship, that language of worship of which the last remnants still exist in the individual religious denominations, in which everything is based on rhythm, on inner understanding of the sound and on understanding of the inner penetration of the sound from the priest's mouth into the hearts of men. The magic word, the cultic word, spoken in a holy place, was the first step up to the gods, and then to the divine powers. Thus: First time of humanity – ancient mysteries – the gods descend. Second era of humanity – semi-ancient mysteries – the gods send down their powers. Third human era – semi-new mysteries – man learns the magical language and begins to ascend in the intonation of the magical language to the powers of the world of the gods. [ 29 ] That was the meaning of all that was intoned within the Act of Consecration of Man in the third age of the Mysteries. And that was the time when the Kabir element lived within the mysteries as a contemporary religious cult. For the Kabir services, the Kabir sacrifices celebrated in Samothrace, are part of all that is ceremonial in the semi-new mysteries and part of all that belongs to priestly ceremonial. [ 30 ] We visualize the Kabirian altar of Samothrace. The Kabirans, which were standing on it as external monuments, were sacrificial jugs, in which now were not fermenting substances, but substances that human knowledge could find if it could penetrate into the inner spirituality of the substance. The substances in the sacrificial jugs, sacrificial substances, were ignited, the smoke rose, and the magical language worked in such a way that in the rising smoke appeared the imagination of what the word intoned. Thus, in the sacrificial smoke, the path up to the divine powers became visible. In the sacrificial smoke, the priests knew themselves in the atmosphere through which transubstantiation was accomplished. That was the third stage in the development of the mysteries and of what is contained in the Act of Consecration of Man. [ 31] These first stages have indeed entered into decadence, but some external forms of them are still preserved today. A new time of mysteries has now begun, a new time for the Act of Consecration of Man and for the understanding of the apocalyptic, at the moment when you inaugurated the new priesthood of movement for a Christian renewal in the burnt-down Goetheanum. What must now flow through your heart in order to properly perform the fourth stage of the mysteries of the Act of Consecration of Man is what we will begin with tomorrow.  |
| 317. Curative Education: Lecture XII
07 Jul 1924, Dornach Translated by Mary Adams Rudolf Steiner |
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| You can rest assured that the Anthroposophical Movement is ready to foster and encourage any plans with which it has expressed agreement—naturally through the channels that have been provided in accordance with the Christmas Foundation Meeting. And conversely you should keep constantly in mind that whatever you, as a limb or member of the movement, accomplish—you do it for the strengthening of the whole Anthroposophical Movement, for the enhancement of its work and influence in the world. |
| 317. Curative Education: Lecture XII
07 Jul 1924, Dornach Translated by Mary Adams Rudolf Steiner |
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What we have really been endeavouring to do in our talks together here is to delve a little more deeply into Waldorf School pedagogy, in order to find in that pedagogy the kind of education with which we can approach the so-called abnormal child. It will have been clear to you from our discussions that, if you want to educate an abnormal child in the right manner, you will have to form your judgement and estimation of him in quite another way than you do for the so-called normal child—and of course differently again from the way he is regarded in ordinary lay circles, where people are for the most part content merely to specify the abnormality and not trouble themselves to look further and enquire into the causes of it. For there is no denying it, the man of today is not nearly so far on (in his study, for example, of the human being), as Goethe was in his study of the growth and nature of the plant. (And, as we saw, Goethe's work in this direction was a beginning, it was still in its elementary stage.) For Goethe took a special delight in the malformations that can occur in plants; and the passages where he deals with such are among the most interesting in all his writings. He describes, for example, how some organ in a plant, which one is accustomed to find in a certain so-called normal form, may either grow to excess, becoming abnormally large, or may insert itself into the plant in an abnormal manner, sometimes even going so far as to produce from itself organs that would normally be situated in quite another part of the plant. In the very fact that the plant is able to express itself in such malformations, Goethe sees a favourable starting point for setting out to discover the true “idea” of the archetypal plant. For he knows that the idea which lies hidden behind the plant manifests quite particularly in these malformations; so that if we were to carry out a whole series of observations—it would of course be necessary to make the observations over a wide range of plants—if we were to observe first how the root can suffer malformation, then again how the leaf, the stem, the flower, and even the fruit can become deformed, we would be able, by looking upon all these malformations together, to arrive at an apperception of the archetypal plant. And it is fundamentally the same with all living entities—even with beings who live in the spirit. More and more does our observation of the human race lead us to perceive this truth—that where we have abnormalities in man, it is the spirituality in him which is finding expression in these abnormalities. When once we begin to look at the phenomena of life from this aspect, it will at the same time give us insight into the way men thought about life in olden times; and we shall understand how it was that education was regarded as having an extremely close affinity with healing. For in healing men saw a process whereby that in man which has received Ahrimanic or Luciferic form and configuration is made to come nearer to that in him which, in the sense of good spiritual progress, holds a middle course between the two extremes. Healing was, in effect, the establishment of a right balance in the human being between the Ahrimanic and the Luciferic. And then, having a more intimate and deep perception of how it is only in the course of life that man comes into this condition of balance, of how he needs indeed to be brought into it by means of education, these men of an older time saw that there is something definitely abnormal about a child as such, something in every child that is in a certain respect ill and requires to be healed. Hence the primeval words for “healing” and “educating” have the very same significance. Education heals the so-called normal human being, and healing is a specialised form of education for the so-called abnormal human being. If it has become clear to us that the foregoing is a true and fundamental perception, we can do no other than carry our enquiry further along the same road. All the illnesses that originate within the human being have, in reality, to do with the spiritual in him, and ultimately even the illnesses that arise in him in response to an injury from without; for when you break your leg, the condition that presents itself is really the reaction that arises within you to the blow from without—and surgery could certainly learn something by looking at the matter in this light. Starting therefore from this fundamental perception, we find ourselves ready to approach in a much deeper and more intimate manner the question: How are we to deal with children, having regard to the whole relationship of their physical nature to their soul and spirit? In the very young child, physical and spiritual are intimately bound up together, and we must not assume—as people generally do today—that when some medicament or other is given to a child, it takes effect physically alone. The spiritual influence of a substance is actually greater in the case of a very little child than it is with a grown person. The virtue for the child of the mother's milk, for example, lies in the fact that there lives in it what was called in the archaic language of an earlier way of thought the “good mummy” in contrast to the “bad mummy” that lives in other products of excretion. The whole mother lives in the mother's milk. Mother's milk is permeated with forces that have, as it were, only changed their field of action within the organisation. For up to the time of birth, these forces are active in the region that belongs in the main to the system of metabolism and limbs, while after birth they are chiefly active in the region of the rhythmic system. Thus they migrate within the human organisation, moving up a stage higher. In doing so, the forces lose their I content, which was specifically active during the embryonic time, but still retain their astral content. If the same forces that work in the mother's milk were to rise a stage higher still—moving, that is, to the head—they would lose also their astral content and have active within them only the physical and etheric organisation. Hence the harmful effect upon the mother, if these forces do rise a stage higher and we have all the abnormal phenomena that can then show themselves in a nursing mother. In mother's milk we still have therefore astral formative forces that work spiritually; and we must realise what a responsibility rests upon us when the time comes to let the little child make the transition to receiving his nourishment directly for himself. The responsibility is particularly great for us today, since there is now no longer any consciousness of how the spiritual is active everywhere in the external world, and of how the plant, as it ascends from root up to flower and finally to fruit, becomes gradually more and more spiritual—in its own nature and also in its activity and influence. Taking first the root, we have there something that works least spiritually of all; in comparison with the rest of the plant, the root has a strongly physical and etheric relation to the environment. In the flower however begins a life which reaches out, in a kind of longing, to the astral. In a word, the plant spiritualises, as it grows upwards. Then we must carry our study a stage further, and enquire into the place of the root within the whole cosmic connection. Its part and place within the cosmos is expressed in the fact that the root has grown into the soil of the Earth, has embedded itself right into the light. The truth is that the root of the plant has grown into the soil in the same way as we have grown with our head into the free expanse of air and into the light. We can therefore say that here below  we have that which in man is of the head nature and has to do with perception; while here above we have the part of the plant that in man has to do with digestion, with nourishment. The upper part of the plant contains the spirituality that we long for in our metabolism-and-limbs system, and is on this account related to that system in us. One who is able with occult perception to regard first the mother's milk, and then the astral which hovers over the plant and for which the plant longs and yearns, can behold—not indeed a perfect similarity, but an extraordinarily close relationship between the astrality that comes from the mother with the mother's milk, and the astrality that comes from the cosmos and hovers over the blossoms of the plants. These things are said, not in order that you may possess them as theoretical knowledge, but in order that you may come to cherish the right feeling towards what is in a human being's environment and enters thence into the sphere of his deeds and actions. As you see, we shall have to take care that we find the right way to accustom the little child—gradually—to external nourishment, stimulating him with the fruiting part of the plant, fortifying his metabolic system with the flowering part, and coming to the help of what has to be done by the head by means of a gentle admixture of root substance in his food. The theoretical mastery of these relationships will serve merely to start you off in the right direction; what should then happen is that in the practice of life the knowledge of them flows into all your care for the child, not as theory but more in a spiritual way. In this connection we cannot but recognise how extraordinarily difficult it is in our day to “behold” a human being as he really is. Again and again, in every field of knowledge into which we enter, our attention is drawn away from that which is essential in man as man. Modern education and instruction is not calculated to enable us to see man in his true being. For it is a fact that in the course of the first half of the nineteenth century the power to behold what is essential in man died right away. Up to that time, and even still during that time, an idea was current which survives now only in certain words that have remained in use—lives on, here and there, so to speak, in the genius of language. We might describe this idea in the following way. Surveying the whole human race, we find it subject to all manner of diseases. We could, if we chose to be abstract, write these all down. We could take some plane surface and write upon it the names of the various illnesses in such a way as to make a kind of map of them. In one corner, for instance, we might write illnesses that are inter-related one with the other; in another corner, illnesses that are fatal. In short, we could classify them all so nicely as to produce in the end a regular chart or map, and then it would not be difficult to find the place on the map where a child with a particular organisation belonged. One could imagine how some special pre-disposition in regard to illness could be shown in a kind of diagram on transparent paper and then the name of the child be written in on the region of the map where he belonged. Let us suppose, then, that you regarded illnesses in this way and made such a map as I have described. In the first half of the nineteenth century people still had the idea that whenever the name of an illness had to be written in, they could always write in, for that illness, the name of some animal. They still believed that the animal kingdom inscribes into Nature all possible diseases, and that each single animal, rightly understood, signifies an illness. For the animal itself the illness is, so to speak, quite healthy. If however this same animal enters into man, so that a human being, instead of having the organisation that properly belongs to him, is organised on the pattern of that animal, then that human being is ill. It was not superstitious people alone who continued to hold such conceptions in the first half of the nineteenth century; this idea of the nature of disease in man was held, for example, by Hegel—and a very fruitful and productive idea it was. Think what a light can be thrown upon the nature and character of a particular human being if one can say: he “takes after” the lion, or the eagle, or the ox; or again, he gives evidence of being wrenched away in the direction of the spiritual—the spiritual works too powerfully in him. Or, let us say, carrying the idea a step further, suppose the ether body of a certain human being is too soft and flabby and shows obvious affinity to physical substance, then that would be for one an indication of a type of organisation that generally occurs only in the lower animal kingdom. These are fundamental conceptions of a kind that it is important for you to acquire. And now I would like to go on to speak of what you as educators must undertake for your own self-education. You can take your start from certain given meditations. A meditation that is particularly effective for a teacher is the one I gave here two days ago. Meditating upon it inwardly with the right orientation of heart and mind, it will in time bear fruit within you. For you will discover that as you are carried along in your feeling on the waves of an astral sea, borne hence away from the body, you will begin to find yourself in a world—you can liken it only to a world of gently surging billows—where you are given the possibility to see around you the very things that provide answers to your questions. But here, I must warn you that if you desire really to make your way through to the place where such things are possible, you must comply with the conditions—I do not mean merely knowing them in theory, I mean faithfully fulfilling in real earnest the conditions that are necessary for development on the path of meditation, and that are described in the book Knowledge of the Higher Worlds and Its Attainment. [Now published by the Rudolf Steiner Press as Knowledge of Higher Worlds—how is it achieved? ] You will remember how mention is made there of egoism as a hindrance on the path of development—egoism in the sense that man centres his attention upon his own I, values his I too highly. What does it mean when we hold our I in such high esteem? We have, as you know, to begin with, our physical body, which derives from Saturn times and has been gradually formed and completed with such wonderful artistic power in four majestic stages of development. Then we have the etheric body, which has undergone three stages of development. And we have besides the astral body, which has undergone only two. These three members of man's being do not fall within the field of Earth consciousness; the I alone does so. Yet it is really no more than the semblance of the I that falls within the field of Earth consciousness; the true I can be seen only by looking back into an earlier incarnation. The I that we have now is in process of becoming; not until our next incarnation will it be a reality. The I is no more than a baby. And if we are able to see through what shows on the surface, then, when we look at someone who is sailing through life on the sea of his own egoism, we shall have before us the Imagination of a fond foster-mother or nurse, whose heart is filled with rapturous devotion to the baby in her arms. In her case the rapture is justified, for the child in her arms is other than herself; but we have a spectacle merely of egoism when we behold man fondling so tenderly the baby in him. And you can indeed see people going about like that today. If you were to paint a picture of them as they are in the astral, you would have to paint them carrying each his child on his arm. The Egyptians, when they moulded the scarab, could at least still show the I carried by the head organisation; but the man of our time carries his I, his Ego, in his arms, fondling it and caressing it tenderly. And now, if the teacher will constantly compare this picture with his own daily actions and conduct, once more he will be provided with a most fruitful theme for meditation. And he will find that he is guided into the state I described as swimming in a surging sea of spirit. Whether we are able to get in this realm the answers to our questions will depend upon whether we have in our soul the inner peace and quiet which we must seek to preserve in such moments. If someone complains that things are constantly happening that prevent him from meditating, the complaint will of itself afford a pretty sure indication as to whether or not he is in a fair way to make progress in this direction. For you will never find that one who is genuinely undergoing development will complain that this or that hinders him from meditating. In point of fact we are not really hindered by these things that seem to come in our way. On the contrary, it should be perfectly possible to carry out a most powerful meditation immediately before taking some decisive step, before doing a deed of cardinal importance—or, on the other hand, to carry out the meditation after the deed, in entire forgetfulness of what has been experienced in the performance of the deed. Everything depends, you see, upon having it in our power to wrest ourselves away from the one world and live for the time being completely within the other world; and whenever we want to summon up our inner spiritual powers, right at the very beginning must come the ability to do this. Watch for yourselves and observe the difference—first, when you approach a child more or less indifferently, and then again when you approach him with real love. As soon as ever you approach him with love, and cease to believe that you can do more with technical dodges than you can with love, at once your educating becomes effective, becomes a thing of power. And this is more than ever true when you are having to do with abnormal children. Wherever people have the right feeling about their activities, these activities do work together in the right way. Just as in the physical organism heart and kidneys must work together if the organism as a whole is to have unity, so must the Constituents work together for the great end they all have in view, while each of them fosters within itself that element in the whole for which it is in particular responsible. And anyone who then sets out to undertake some new task in the world, must bring what he is doing into co-ordination with what emanates from the Constituents. Suppose you have the intention of undertaking work with backward children. The first thing you have to do is to study and observe the pedagogy that is followed in the anthroposophical movement. That whole living stream of activity must flow into all that you do and undertake. For within this educational stream is contained that which can heal the typical human being, and enable him to take his place rightly in the world. And then you will find that the Medical Section is able to give you what you need in order that you may deepen this pedagogy and adapt it to the abnormality of the individual in question. If you set out in all earnestness to accomplish this, yon will soon realise that there can be no question of expecting simply to be told: This is good for this, that is good for that. No, what is wanted is a continual living intercourse and connection between your own work and all that is done and given in the educational and in the medical work of the [Dynamic] movement. No break in this living connection must ever be permitted. Egoism must not be allowed to creep in and assert itself in some special and individual activity; rather must there always be the longing on the part of each participant to take his right place within the work as a whole. Curative Eurythmy having come in to collaborate with Curative Education, the latter is thereby brought into relation also with the whole art of Eurythmy. Here too it should be evident that you must look for a living connection. This will mean that anyone who practises Curative Eurythmy must have gone some way towards mastering the fundamental principles of Eurythmy as an art. Curative Eurythmy has to grow out of a general knowledge of Speech Eurythmy and Tone Eurythmy—although the knowledge will not necessarily have been carried to the point of full artistic development. Nor must we lose sight of the importance before all else of human contacts. If Curative Eurythmy is being given, the one who is giving it must on no account omit to seek contact with the doctor. When Curative Eurythmy was first begun, the condition was laid down that it should not be given without consultation with the doctor. You see from all this how closely, how livingly interlinked the different activities have to be in Anthroposophy. It will thus be necessary to take care that the work you are initiating at Lauenstein—a work, let me say, that I regard as full of hope and promise—is carried on in entire harmony with the whole Anthroposophical Movement. You can rest assured that the Anthroposophical Movement is ready to foster and encourage any plans with which it has expressed agreement—naturally through the channels that have been provided in accordance with the Christmas Foundation Meeting. And conversely you should keep constantly in mind that whatever you, as a limb or member of the movement, accomplish—you do it for the strengthening of the whole Anthroposophical Movement, for the enhancement of its work and influence in the world. This then, my dear friends, is the message I would leave with you. Receive it into your hearts, as a message that comes verily from the heart; may it go with you, and may its impulse continue to work on into the future. If we who are in this spiritual movement are constantly thinking: how can this spiritual movement be made fruitful for practical life?—then will the world not fail to see that it is verily a movement that is alive. And so, my dear friends, let me wish you all strength and good guidance for the right working out of your will.  |